The blog entries that indicate my progress on my observation report are as follows:
13 Haziran 2012 Çarşamba
Workshop Exemplar
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The workshop that helped me be immersed the most was the observation report. The observation report helped me understand the characteristics of my learners. I was immersed while I was observing teenagers because I tried to find patterns and understand what made those individuals excited and able to have fun. I found that students like to do activities in group. I have seen this in practice in my school districts. When students work together in groups, some people are upset because they have to fill all the shoes for their teammates. In other cases, people jump to the option of working together because they can collaborate and delegate the tasks. I find that teachers need to be flexible when it comes to group work and that if a student will succeed at a high level by themselves that they should be allowed to work by themselves. I also found out what boredom looks like in a teenager. This experience also helped me because I now notice boredom in my students. Right now, I hear many comments about how they do not understand the purpose of the class activities and are very bored. I am keeping this in mind as I plan my units so that I try to come up with innovative ways to get content standards across. Lastly, I feel as though my experience doing the observation report helped me understand the demographics of my students. Many of my students come from difficult situations at home. This has helped me understand that I need to create a safe haven for my students.
The blog entries that indicate my progress on my observation report are as follows:
The blog entries that indicate my progress on my observation report are as follows:
A Simile Survey-Schema Activation
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Similes were given such as:
A learner is like a(n) computer, mechanic, explorer, reporter, inventor, sponge.
A teacher is like a(n) coach, gardener, doctor, news broadcaster, entertainer, orchestra conductor.
We were to state if we stronly agree, agree, disagree, or strongly disagree and aggregrated into the groups that agree with us. When discussing why we chose the degree of agreement or disagreement, it was interesting to see different perspectives that essentially blurred the lines we had fixed in our minds. We could see how others thought and why their perspective were chosen. This at times caused us to question the degree of our own choosing of agreement or disagreement because we could agree with their point of view as well. This shows that we need to be open to different interpretations and learning styles by individual students and by teaching styles of other teachers.
Engagement level: 10
A learner is like a(n) computer, mechanic, explorer, reporter, inventor, sponge.
A teacher is like a(n) coach, gardener, doctor, news broadcaster, entertainer, orchestra conductor.
We were to state if we stronly agree, agree, disagree, or strongly disagree and aggregrated into the groups that agree with us. When discussing why we chose the degree of agreement or disagreement, it was interesting to see different perspectives that essentially blurred the lines we had fixed in our minds. We could see how others thought and why their perspective were chosen. This at times caused us to question the degree of our own choosing of agreement or disagreement because we could agree with their point of view as well. This shows that we need to be open to different interpretations and learning styles by individual students and by teaching styles of other teachers.
Engagement level: 10
Personal Statement-Part One
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Where does my teaching philosophy fit?
TLW begin the process of developing a personal statement that considers ow a Classroom Management as Discipline fits my beliefs, values, experiences, and the learners I expect to work with.
Schema Activation: Review the ideas discussed in chapters 2-5 in ECM (Classroom Management as Discipline) and review my current teaching philosophy (that as much described by Kohn & Canter and Canter).
I do not like the ideas of behaviorism, and assertive discipline entirely on its own does not appeal to me. In fact, the word discipline does not appeal to me. Both are authoritative approaches, both can be intimidating and cause students to dislike the teacher and school-the opposite of what I want. Both would seem to treat adolescents like children, rather than promoting them to behave like adults. However, I would use the idea of a set of rules or guidelines that are expected of students for a positive, functional learning environment and let the students know what they can expect from me. I want to teach them how to help create a positive atmosphere, for them to be feel comfortable in that atmosphere, to enjoy my class, and to be paticipatory in interacting with me and their classmates. I want them to know that they can achieve what they came her for; to learn. I feel that behaviorism is more individual (would be extremely time consuming) and gives different rewards to different students--which would be inconsistent. Assertive discipline is all about rules, rules, rules and exercising them. To me, this creates a negative atmosphere/perception from the very beginning, but again, some need to be discussed for their own benefit and so I can be the best teacher possible to and for them. Neither discipline looks at the causes of disruptive behavior; it could be problems the student is dealing with at home, or it could be the tasks and method that the teacher is using in the classroom. Neither cause the teacher to reflect on what he/she may be doing to influence this behavior or what he/she could change that may curb the behavior (e.g., assignments too difficult and frustrating, talking to students authoritatively instead of respectfully, not presenting lessons in a way that is engaging to students). If there is one method of management as discipline that I think I could use to a degree, it would be positive classroom discipline with limit setting, responsibility training wit PAT (Preferred Activity Time) as a group, and a backup system for the most problematic individuals as I realize that no matter how much trust I earn or how engaged I can make my class or how positive the atmosphere is, there may be those individuals that will continue to be a challenge and display problematic/disruptive behavior. Therefore, I will need some form of action in place when all else fails, some kind of intervention or consequence. I am hoping that I will find an even better way to manage problematic behavior with additional reading in this book. I like the idea of giving the students something grand to look forward to, perhaps once a month or at the end of a unit, such as a fun field trip outing that includes learning at the same time.
Here I am going to paste an excerpt from my discussion board response because it completely applies and goes along with my philisophies for pragmatism, progressivism, and existentialism. I am fond of both classroom management as a system and as instruction, primarily the latter (and would like to do more reading on this one):
Classroom management as a systematic approach with solid instruction and a purposeful learning environment that keeps the students engaged in hands-on activities or group discussions that are interesting, which are contributing factors to success. I want to learn how to effectively manage a classroom while not being viewed as authoritative. With management as discipline there are still rules, rewards and disciplines, and this style lacks the teaching of prosocial behavior and self-regulation that could go even further. I do feel there has to be an understood classroom etiquette that needs to be respected in order to have an optimal learning environment. I want students to feel comfortable asking questions,being interactive discussing material with me and with each other, and learning from each other, etc.
Canter (2010) states in Chpt. 3 that instead of using management as a discipline with punishment, establishing a positive relationship with students can reduce disruptive behavior by up to 50 percent. Part of this is getting to know your students on a personal level, contacting students and parents before school begins to begin a welcoming, positive relationship, and attend extracurricular activities that show you are interested which offers students the opportunity to talk to you about things they do or are interested in. I agree that assertive discipline does nothing to find the cause or treatment for misbehavior, it merely treats the symtoms (with discipline). Misbehavior could be occurring as a result of stresses such as child abuse, malnourishment, rejection, insecurity, loneliness, and emotional distress. I would add that economic status and the established norms of behavior by the adolescents in their immediate community are also contributing factors. There is the hope that a caring teacher can help.
In Chpt. 8, Kohn suggests that communication, not rewards and punishments, is the key to effective classroom discipline. He states that discipline may temporarily change behavior but cannot help students become ethical adults. He argues that the goal of traditional discipline programs is to make children behave a certain way and to comply with adult demands rather than to support and facilitate children's social and moral growth. Here, the ultimate goal of classroom management should be having students behave appropriately because they know it's the right thig to do and because they can understand how their actions affect other people. Teachers need to look at their own behaviors as well and see if they are playing a role in contributing to the disruptive behavior. Are teachers giving too many worksheets, are they disrespectful or are they modeling good, positive interactions, are they keeping students engaged with interesting material, are they asking students the right questions (or asking questions at all) to get at the real source when a disruption occurs? In this classroom as management system, problem behavior is addressed as a class, where the class is the community and they discuss the problem, what the appropriate behavior would have been, and how to best rectify and prevent that behavior again. The consequence is discussion rather than punishment where other people's feelings are considered, students learn how to openly discuss issues, and it is thought that students learn how to build community skills that they will continue to use in society throughout their lives. I can see this classroom community style of management working in grade school and perhaps middle school, but I am not sure this would go over well with high school students. They may think it silly and uncomfortable ?
When we get these kids in high school, they have likely been exposed to and are quite accustomed to more authoritative instruction in school (and perhaps at home) and thus acting out with disruption. Changing these expectations, mindsets and behaviors in a classroom is problematic because it is timely, especially given that each class only lasts about an hour. I would try to keep them actively engaged with hands-on problem solving, experiments or projects that are interesting and hopefully apply to real world situations they can relate to. It's interesting that in the beginning I did not think it was a teacher's responsibility to try and shape moral development with students. I felt it important to be a good role model displaying good moral behavior, but ultimately that role is the parent/family's responsibility. I am beginning to change my mind about teaching prosocial behaviors.
Engagement level: 10
TLW begin the process of developing a personal statement that considers ow a Classroom Management as Discipline fits my beliefs, values, experiences, and the learners I expect to work with.
Schema Activation: Review the ideas discussed in chapters 2-5 in ECM (Classroom Management as Discipline) and review my current teaching philosophy (that as much described by Kohn & Canter and Canter).
I do not like the ideas of behaviorism, and assertive discipline entirely on its own does not appeal to me. In fact, the word discipline does not appeal to me. Both are authoritative approaches, both can be intimidating and cause students to dislike the teacher and school-the opposite of what I want. Both would seem to treat adolescents like children, rather than promoting them to behave like adults. However, I would use the idea of a set of rules or guidelines that are expected of students for a positive, functional learning environment and let the students know what they can expect from me. I want to teach them how to help create a positive atmosphere, for them to be feel comfortable in that atmosphere, to enjoy my class, and to be paticipatory in interacting with me and their classmates. I want them to know that they can achieve what they came her for; to learn. I feel that behaviorism is more individual (would be extremely time consuming) and gives different rewards to different students--which would be inconsistent. Assertive discipline is all about rules, rules, rules and exercising them. To me, this creates a negative atmosphere/perception from the very beginning, but again, some need to be discussed for their own benefit and so I can be the best teacher possible to and for them. Neither discipline looks at the causes of disruptive behavior; it could be problems the student is dealing with at home, or it could be the tasks and method that the teacher is using in the classroom. Neither cause the teacher to reflect on what he/she may be doing to influence this behavior or what he/she could change that may curb the behavior (e.g., assignments too difficult and frustrating, talking to students authoritatively instead of respectfully, not presenting lessons in a way that is engaging to students). If there is one method of management as discipline that I think I could use to a degree, it would be positive classroom discipline with limit setting, responsibility training wit PAT (Preferred Activity Time) as a group, and a backup system for the most problematic individuals as I realize that no matter how much trust I earn or how engaged I can make my class or how positive the atmosphere is, there may be those individuals that will continue to be a challenge and display problematic/disruptive behavior. Therefore, I will need some form of action in place when all else fails, some kind of intervention or consequence. I am hoping that I will find an even better way to manage problematic behavior with additional reading in this book. I like the idea of giving the students something grand to look forward to, perhaps once a month or at the end of a unit, such as a fun field trip outing that includes learning at the same time.
Here I am going to paste an excerpt from my discussion board response because it completely applies and goes along with my philisophies for pragmatism, progressivism, and existentialism. I am fond of both classroom management as a system and as instruction, primarily the latter (and would like to do more reading on this one):
Classroom management as a systematic approach with solid instruction and a purposeful learning environment that keeps the students engaged in hands-on activities or group discussions that are interesting, which are contributing factors to success. I want to learn how to effectively manage a classroom while not being viewed as authoritative. With management as discipline there are still rules, rewards and disciplines, and this style lacks the teaching of prosocial behavior and self-regulation that could go even further. I do feel there has to be an understood classroom etiquette that needs to be respected in order to have an optimal learning environment. I want students to feel comfortable asking questions,being interactive discussing material with me and with each other, and learning from each other, etc.
Canter (2010) states in Chpt. 3 that instead of using management as a discipline with punishment, establishing a positive relationship with students can reduce disruptive behavior by up to 50 percent. Part of this is getting to know your students on a personal level, contacting students and parents before school begins to begin a welcoming, positive relationship, and attend extracurricular activities that show you are interested which offers students the opportunity to talk to you about things they do or are interested in. I agree that assertive discipline does nothing to find the cause or treatment for misbehavior, it merely treats the symtoms (with discipline). Misbehavior could be occurring as a result of stresses such as child abuse, malnourishment, rejection, insecurity, loneliness, and emotional distress. I would add that economic status and the established norms of behavior by the adolescents in their immediate community are also contributing factors. There is the hope that a caring teacher can help.
In Chpt. 8, Kohn suggests that communication, not rewards and punishments, is the key to effective classroom discipline. He states that discipline may temporarily change behavior but cannot help students become ethical adults. He argues that the goal of traditional discipline programs is to make children behave a certain way and to comply with adult demands rather than to support and facilitate children's social and moral growth. Here, the ultimate goal of classroom management should be having students behave appropriately because they know it's the right thig to do and because they can understand how their actions affect other people. Teachers need to look at their own behaviors as well and see if they are playing a role in contributing to the disruptive behavior. Are teachers giving too many worksheets, are they disrespectful or are they modeling good, positive interactions, are they keeping students engaged with interesting material, are they asking students the right questions (or asking questions at all) to get at the real source when a disruption occurs? In this classroom as management system, problem behavior is addressed as a class, where the class is the community and they discuss the problem, what the appropriate behavior would have been, and how to best rectify and prevent that behavior again. The consequence is discussion rather than punishment where other people's feelings are considered, students learn how to openly discuss issues, and it is thought that students learn how to build community skills that they will continue to use in society throughout their lives. I can see this classroom community style of management working in grade school and perhaps middle school, but I am not sure this would go over well with high school students. They may think it silly and uncomfortable ?
When we get these kids in high school, they have likely been exposed to and are quite accustomed to more authoritative instruction in school (and perhaps at home) and thus acting out with disruption. Changing these expectations, mindsets and behaviors in a classroom is problematic because it is timely, especially given that each class only lasts about an hour. I would try to keep them actively engaged with hands-on problem solving, experiments or projects that are interesting and hopefully apply to real world situations they can relate to. It's interesting that in the beginning I did not think it was a teacher's responsibility to try and shape moral development with students. I felt it important to be a good role model displaying good moral behavior, but ultimately that role is the parent/family's responsibility. I am beginning to change my mind about teaching prosocial behaviors.
Engagement level: 10
Reading Workshop, Unit A-The First Days of School
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How does this relate to? TLW read a professional text and connect the reading to other experiences.
Looking back on my first day of middle school or high school. These were a little traumatic for me. I had quite a few first days of middle school and high school because we moved a lot. For me, not only was I introduced to a new school and several new teachers, but I also was in an environment where I didn't know a single person. The first two can be overwhelming by themselves. It was a new style of school since we didn't have one teacher throughout the entire day. There is a lot of new things and a lot of transitioning and a lot more responsibity expected of you. You have to learn to be more organized and keep track of what is due in each class and when. I think that one big question mark was what each class and teacher was going to be like (nice or not so nice, warm or distant, by the book or engaging, personality or no personality, will he/she like me or not care)...
As a learner with the above experiences, I can relate to how students will feel when they first walk into my classroom. It is my job to set the tone and calm their fears. It is my job to ensure that it is a welcoming, positive, and respecful atmostphere. That is the connection.
Now, in consideration of the first chapter of Unit A of The First Days of School, my text-self connection is that I will be experiencing some of my schoolday experiences once again, except I will be wondering how the students' personalities and reactions will be. I will be nervous in the sense of beginning my first day and wondering how good of a job I can do; can I teach them in the way that they deserve to be taught, can I connect with them, do I understand where they are coming from, am I speaking in terms or language they can understand, can I earn their trust, and can I properly manage a classroom that minimizes disruption and elicit respectfulness towards everyone in the room?
Most of the connections in the reading were text-to-text in the sense that they reflect a lot of what I have already heard or read in my classes this summer. The jist of the Unit A is what makes an effective teacher which in turn makes for effective learning (for teacher and students). It is important to be well prepared for the first day of class and establish control in the first week in a positive way. A teacher needs to be proficient and can impact many lives, finds out important information about her students, and lets them know what to expect in the coming days. A trusting relationship is built and there are positive expectations for student success. She can manage the classroom and knows how to design lessons for student mastery.
Effective teachers beg, borrow, and steal teaching methods and lesson plans that are effective; they collaborate with other effective teachers for advice. They continue to learn through classes, workshops, conferences, professional meetings, books, journals, etc., and has a goal of striving for excellence (something that this cohort obviously already excels at--we wouldn't be here if we didn't strive for excellence already). Like other readings and class conversations, innovativeness and presenting material in a way that engages students is most effective, with an emphasis to not teach in the traditional way we were taught (ineffective). I liked how the book stated, "Teaching is a profession, and like all professions, its members must learn new knowledge and skills continuously. Becoming a truly accomplished teachers is a journey, not a destination." Just like the student, the teacher is a continual learner. I also appreciated how the text mentioned several times that it is the teacher who makes the difference in the classroom, and by far the most importan factor in school learning is the ability of the teacher. Furthermore, she must be able to translate the research and body of knowledge about teaching into increased student learning. A teacher can make or break a class and this is exactly how it was for me in school. In fact, this is how it has been for my son as well. It was the interesting, fun, respectful teachers that made a class interesting for him and he in turn learned more. He hated the classes where he didn't like the teachers--that says a lot. And sometimes those classes that he hated were the classes that he would have normally been most interested in and vice versa. He and I had this very conversation several months ago as well as the year before.
Yes, the connections helped me to understand the points that the reading was trying to get across at a deeper level. This reading and my past connections and conversations with my son have reinforced the importance of my role as a teacher, how I can impact my students in a positive or negative way, and how I can affect their learning. I will do my best to create the atmosphere and relationships as mentioned above, continue to increase my knowledge, and always be prepared with inclusive lessons while being engaging as possible with teaching processes I use to optimize their ability to learn.
In addition, since I have come across several common ideas/themes in classes and texts that have really reinforced their importance and seated them into my memory, I will be sure to bring up ideas or terminology in my class that is important to learn several times to reinforce the concepts in the learners' minds.
Engagement level: 10, So far I really like this book.
Looking back on my first day of middle school or high school. These were a little traumatic for me. I had quite a few first days of middle school and high school because we moved a lot. For me, not only was I introduced to a new school and several new teachers, but I also was in an environment where I didn't know a single person. The first two can be overwhelming by themselves. It was a new style of school since we didn't have one teacher throughout the entire day. There is a lot of new things and a lot of transitioning and a lot more responsibity expected of you. You have to learn to be more organized and keep track of what is due in each class and when. I think that one big question mark was what each class and teacher was going to be like (nice or not so nice, warm or distant, by the book or engaging, personality or no personality, will he/she like me or not care)...
As a learner with the above experiences, I can relate to how students will feel when they first walk into my classroom. It is my job to set the tone and calm their fears. It is my job to ensure that it is a welcoming, positive, and respecful atmostphere. That is the connection.
Now, in consideration of the first chapter of Unit A of The First Days of School, my text-self connection is that I will be experiencing some of my schoolday experiences once again, except I will be wondering how the students' personalities and reactions will be. I will be nervous in the sense of beginning my first day and wondering how good of a job I can do; can I teach them in the way that they deserve to be taught, can I connect with them, do I understand where they are coming from, am I speaking in terms or language they can understand, can I earn their trust, and can I properly manage a classroom that minimizes disruption and elicit respectfulness towards everyone in the room?
Most of the connections in the reading were text-to-text in the sense that they reflect a lot of what I have already heard or read in my classes this summer. The jist of the Unit A is what makes an effective teacher which in turn makes for effective learning (for teacher and students). It is important to be well prepared for the first day of class and establish control in the first week in a positive way. A teacher needs to be proficient and can impact many lives, finds out important information about her students, and lets them know what to expect in the coming days. A trusting relationship is built and there are positive expectations for student success. She can manage the classroom and knows how to design lessons for student mastery.
Effective teachers beg, borrow, and steal teaching methods and lesson plans that are effective; they collaborate with other effective teachers for advice. They continue to learn through classes, workshops, conferences, professional meetings, books, journals, etc., and has a goal of striving for excellence (something that this cohort obviously already excels at--we wouldn't be here if we didn't strive for excellence already). Like other readings and class conversations, innovativeness and presenting material in a way that engages students is most effective, with an emphasis to not teach in the traditional way we were taught (ineffective). I liked how the book stated, "Teaching is a profession, and like all professions, its members must learn new knowledge and skills continuously. Becoming a truly accomplished teachers is a journey, not a destination." Just like the student, the teacher is a continual learner. I also appreciated how the text mentioned several times that it is the teacher who makes the difference in the classroom, and by far the most importan factor in school learning is the ability of the teacher. Furthermore, she must be able to translate the research and body of knowledge about teaching into increased student learning. A teacher can make or break a class and this is exactly how it was for me in school. In fact, this is how it has been for my son as well. It was the interesting, fun, respectful teachers that made a class interesting for him and he in turn learned more. He hated the classes where he didn't like the teachers--that says a lot. And sometimes those classes that he hated were the classes that he would have normally been most interested in and vice versa. He and I had this very conversation several months ago as well as the year before.
Yes, the connections helped me to understand the points that the reading was trying to get across at a deeper level. This reading and my past connections and conversations with my son have reinforced the importance of my role as a teacher, how I can impact my students in a positive or negative way, and how I can affect their learning. I will do my best to create the atmosphere and relationships as mentioned above, continue to increase my knowledge, and always be prepared with inclusive lessons while being engaging as possible with teaching processes I use to optimize their ability to learn.
In addition, since I have come across several common ideas/themes in classes and texts that have really reinforced their importance and seated them into my memory, I will be sure to bring up ideas or terminology in my class that is important to learn several times to reinforce the concepts in the learners' minds.
Engagement level: 10, So far I really like this book.
Reading Groups (Chpt. 12 ECM)
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What should we share? TLW read chapters on classroom management as instruction that will be shared with their peers.
What I know about classroom management is there are 3 different styles/perspectives as mentioned in a previous blog: discipline, system, and instruction. I also know that they are not necessarily exclusive, one may use parts from each. I also know that classroom management is crucial for effective teaching and effective learning for the students. How a teacher does this depends a great deal upon their values and teaching philosophy.
What I want to know is what the difference will be between classroom management as instruction compared to discipline and as a system. Will it incoporate parts of the other two or is it primarily prosocial with emphasis on the individual student? So far, I like the idea of management as a system that combines instruction with building a community. How successful is management as instruction in preventing problem behavior?
3 methods of conflict resolution: mediation, negotiation, and consensus decision making.
Mediation usually involves a teacher as a mediator (or a neutral third party which could be a peer), where the mediator insures that the debate does not escalate, guides the process of conflict resolution by making sure that each party gets to present their side and ensures that each side is heard. With all three methods, it is the process and end result/negotiation that is important. Who is right or who is wrong is not the focus. The students come up with the negotiation, not the teacher, but she can guide with questions and helps to ensure that they follows the steps of the conflict-resolution process (set the stage, gather perspectives, identify interests, create options, evaluate options, generate agreement).
Negotiation: the two students who are in conflict may go to a quiet area and resolve the issue between themselves.
Consensus-decision making: by the classroom as a whole.
Central to this concept is the teaching of prosocial behavior and for students to learn to resolve conflicts as this is something they will deal with throughout their lives. It promotes social growth, increases listening skills, involves critical-thinking and problem solving--skills which are basic to all learning. Specific benefits to resolving conflict are that students who can resolve conflict constructively: are healthier psychologically, develop socially and cognitively in more healthy ways, are happier more of the time, have more positive and supportive interpersonal and intergroup relationships, have a greater sense of meaning and purpose in life, are more engaged with the school and its academic program, make more friends and have stronger relationships, have more successful careers, achieve higher academically, and show more empathy and less prejudice.
Especially important to me as a teacher is to be aware that the reasons for the conflict occurring are more complex than one might think. It could stem from not understanding another person's actions because their perception which differs from another based on the fact they come from different backgrounds (ethnicity, race, etc.). Alternatively, there could be underlying anger from issues outside of school such as problems at home with divorce, abuse, drugs, poverty, etc.
In answer to the question I asked above, conflict resolution and peer mediation could be used in combination with classroom management as a system. However, the downside is that it can be time-consuming and take away precious time from the classroom that these students need for learning. High school classes are short. This would be easier to spend time with this sort of intervention (especially in the case of consensus-decision making) when students are in grade school where they spend all or nearly all of the day in one classroom with one teacher. I hope to hear what the other students have to say that were assigned to read chapters 10 and 11. If not, I will have to look at them when I have time to see what preventative measures through management as instruction are presented in those chapters.
Engagement level: 7
What I know about classroom management is there are 3 different styles/perspectives as mentioned in a previous blog: discipline, system, and instruction. I also know that they are not necessarily exclusive, one may use parts from each. I also know that classroom management is crucial for effective teaching and effective learning for the students. How a teacher does this depends a great deal upon their values and teaching philosophy.
What I want to know is what the difference will be between classroom management as instruction compared to discipline and as a system. Will it incoporate parts of the other two or is it primarily prosocial with emphasis on the individual student? So far, I like the idea of management as a system that combines instruction with building a community. How successful is management as instruction in preventing problem behavior?
3 methods of conflict resolution: mediation, negotiation, and consensus decision making.
Mediation usually involves a teacher as a mediator (or a neutral third party which could be a peer), where the mediator insures that the debate does not escalate, guides the process of conflict resolution by making sure that each party gets to present their side and ensures that each side is heard. With all three methods, it is the process and end result/negotiation that is important. Who is right or who is wrong is not the focus. The students come up with the negotiation, not the teacher, but she can guide with questions and helps to ensure that they follows the steps of the conflict-resolution process (set the stage, gather perspectives, identify interests, create options, evaluate options, generate agreement).
Negotiation: the two students who are in conflict may go to a quiet area and resolve the issue between themselves.
Consensus-decision making: by the classroom as a whole.
Central to this concept is the teaching of prosocial behavior and for students to learn to resolve conflicts as this is something they will deal with throughout their lives. It promotes social growth, increases listening skills, involves critical-thinking and problem solving--skills which are basic to all learning. Specific benefits to resolving conflict are that students who can resolve conflict constructively: are healthier psychologically, develop socially and cognitively in more healthy ways, are happier more of the time, have more positive and supportive interpersonal and intergroup relationships, have a greater sense of meaning and purpose in life, are more engaged with the school and its academic program, make more friends and have stronger relationships, have more successful careers, achieve higher academically, and show more empathy and less prejudice.
Especially important to me as a teacher is to be aware that the reasons for the conflict occurring are more complex than one might think. It could stem from not understanding another person's actions because their perception which differs from another based on the fact they come from different backgrounds (ethnicity, race, etc.). Alternatively, there could be underlying anger from issues outside of school such as problems at home with divorce, abuse, drugs, poverty, etc.
In answer to the question I asked above, conflict resolution and peer mediation could be used in combination with classroom management as a system. However, the downside is that it can be time-consuming and take away precious time from the classroom that these students need for learning. High school classes are short. This would be easier to spend time with this sort of intervention (especially in the case of consensus-decision making) when students are in grade school where they spend all or nearly all of the day in one classroom with one teacher. I hope to hear what the other students have to say that were assigned to read chapters 10 and 11. If not, I will have to look at them when I have time to see what preventative measures through management as instruction are presented in those chapters.
Engagement level: 7
30 Mayıs 2012 Çarşamba
First Day, Classroom vision: What might my first day look like?
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TLW post on blog the initial image of my first day in my future classroom.
My most memorable first day of school was in 7th grade. I remember being scared and nervous because I moved to a new town for the first time where I didn't know a soul. Not only did I not know any students or teachers, but I had to go to different classrooms for each class, and I remember a science class being in a lab that seemed cold (atmosphere) and uncomfortable. I remember black and white, no other colors in the room. The people and the room were cold, and I didn't like it. The teacher did nothing to make me feel welcome. There was nothing positive (in my mind) in this room, and it didn't improve. Thankfully, we moved after being there about a month. In fact, we moved far away from that room to Montana where my next first day was much better. This puts in mind the fact that students can play as big of a role as the teacher in creating a comfortable atmosphere for another student. And recognizing that as a teacher can help me to teach students to be warm, friendly, and respectful to others because it is the right/kind thing to do.
The first day would consist of the students getting to know me and me getting to know them. My initial concern is setting the stage for a welcoming, warm atmosphere that encourages communication. I want students to get the idea that I have a personal interest in each of them, and most importantly that I am approachable. If they feel I am approachable and non-judgmental, they will be more likely to ask questions throughout the year when they are struggling with concepts or hopefully, from stimulated curiosity. I may even take pictures of the class or groups in the class with each holding their names in front of them so that I can practice learning their names more quickly at home. Another idea might be to pass out an index card to everyone where they each list their name, favorite hobby or activity, favorite subject in school, favorite book, favorite snack or drink, favorite store to shop at, number of siblings, and the one person (dead or alive) they would most like to meet. I might even ask how much they think they will like biology, and how important they think school is to their future on a scale of 1-10 (I wonder how honest they would be?).
I moved a lot when I was in junior high and high school, not only to different towns, but to different states. I know what it is like for new students who begin classes not knowing anyone. I remember how a teacher can make the experience warm and welcoming or seem cold, distant, and uncaring. The teacher can set the tone the first day for what is to come.
If there is time remaining after introductions, discussion, and filling out cards, I would share with the students what they can expect from me and from the class. I would begin with the importance of respect towards everyone and the importance of organization. I would tell them that they need a notebook, folder and binder for each class to keep classes separate. I would pass out a small piece of paper to each student asking: 1) do you have these materials for our class?, 2) are you able to purchase the materials immediately for this class?, or 3) are you unable to purchase the materials for this class? If they are unable, then I will do my best to purchase the materials they need. I would explain to them that they will always be prepared for what is coming up (no surprises) because I will have organized for them a list of learning targets that they will always have at hand, and will continually remind them of what is due and when. I will have constructed a rubic that they (and their family) can follow (with learning targets), explain the idea of putting together a portfolio for each student as we go along for self-assessment of what they need work on and what they have learned, and that all of them can learn and will and I will do my best to help them. This last portion would probably spill over into the second day, so this is my vision of the first couple of days of school. Hopefully, Vlad will be in agreement with this vision since we will be working together.
Steve Rierson asked, "What types of daily routines/procedures would be beneficial in assisting learners to become more organized as well as setting up the daily atmosphere in the class?" As mentioned above, I would have a learning target rubric for them, ensure they have the materials they need, continually remind them of what is due and when, and perhaps have a running list on the board that shows what we will be doing that day and what we will be covering the following day so they can always see one day ahead what they can expect for certain. I may also have a tentative weekly plan (list) of topics at the beginning of each week (with the idea that we may not get to all of them if we need to spend more time in a certain area). I would also have a hole puncher in the class so they can insert important papers into their binders to keep them in order. I might also purchase folders for each student's portfolio to keep these separate from the rest of their papers. Ultimately, it is up to me to be organized and prepared in order to help keep them organized and prepared, and routines should be fairly consistent to maintain order, functionality, and effective teaching and learning.
Engagement Level: 10
My most memorable first day of school was in 7th grade. I remember being scared and nervous because I moved to a new town for the first time where I didn't know a soul. Not only did I not know any students or teachers, but I had to go to different classrooms for each class, and I remember a science class being in a lab that seemed cold (atmosphere) and uncomfortable. I remember black and white, no other colors in the room. The people and the room were cold, and I didn't like it. The teacher did nothing to make me feel welcome. There was nothing positive (in my mind) in this room, and it didn't improve. Thankfully, we moved after being there about a month. In fact, we moved far away from that room to Montana where my next first day was much better. This puts in mind the fact that students can play as big of a role as the teacher in creating a comfortable atmosphere for another student. And recognizing that as a teacher can help me to teach students to be warm, friendly, and respectful to others because it is the right/kind thing to do.
The first day would consist of the students getting to know me and me getting to know them. My initial concern is setting the stage for a welcoming, warm atmosphere that encourages communication. I want students to get the idea that I have a personal interest in each of them, and most importantly that I am approachable. If they feel I am approachable and non-judgmental, they will be more likely to ask questions throughout the year when they are struggling with concepts or hopefully, from stimulated curiosity. I may even take pictures of the class or groups in the class with each holding their names in front of them so that I can practice learning their names more quickly at home. Another idea might be to pass out an index card to everyone where they each list their name, favorite hobby or activity, favorite subject in school, favorite book, favorite snack or drink, favorite store to shop at, number of siblings, and the one person (dead or alive) they would most like to meet. I might even ask how much they think they will like biology, and how important they think school is to their future on a scale of 1-10 (I wonder how honest they would be?).
I moved a lot when I was in junior high and high school, not only to different towns, but to different states. I know what it is like for new students who begin classes not knowing anyone. I remember how a teacher can make the experience warm and welcoming or seem cold, distant, and uncaring. The teacher can set the tone the first day for what is to come.
If there is time remaining after introductions, discussion, and filling out cards, I would share with the students what they can expect from me and from the class. I would begin with the importance of respect towards everyone and the importance of organization. I would tell them that they need a notebook, folder and binder for each class to keep classes separate. I would pass out a small piece of paper to each student asking: 1) do you have these materials for our class?, 2) are you able to purchase the materials immediately for this class?, or 3) are you unable to purchase the materials for this class? If they are unable, then I will do my best to purchase the materials they need. I would explain to them that they will always be prepared for what is coming up (no surprises) because I will have organized for them a list of learning targets that they will always have at hand, and will continually remind them of what is due and when. I will have constructed a rubic that they (and their family) can follow (with learning targets), explain the idea of putting together a portfolio for each student as we go along for self-assessment of what they need work on and what they have learned, and that all of them can learn and will and I will do my best to help them. This last portion would probably spill over into the second day, so this is my vision of the first couple of days of school. Hopefully, Vlad will be in agreement with this vision since we will be working together.
Steve Rierson asked, "What types of daily routines/procedures would be beneficial in assisting learners to become more organized as well as setting up the daily atmosphere in the class?" As mentioned above, I would have a learning target rubric for them, ensure they have the materials they need, continually remind them of what is due and when, and perhaps have a running list on the board that shows what we will be doing that day and what we will be covering the following day so they can always see one day ahead what they can expect for certain. I may also have a tentative weekly plan (list) of topics at the beginning of each week (with the idea that we may not get to all of them if we need to spend more time in a certain area). I would also have a hole puncher in the class so they can insert important papers into their binders to keep them in order. I might also purchase folders for each student's portfolio to keep these separate from the rest of their papers. Ultimately, it is up to me to be organized and prepared in order to help keep them organized and prepared, and routines should be fairly consistent to maintain order, functionality, and effective teaching and learning.
Engagement Level: 10
Unit B, First Days of School, Reading Workshop
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TLW use questions to propel reading of a section on expectations.
Plan: Monitor questions before, during and after reading Unit B. Unit is about positive expectations which before reading I assume to mean that I would have the expectation that all students can learn and I can expect that all of them will learn from what I teach. Based on the previous unit, I believe the authors' intent is to present ideas clearly and simply, to back ideas up with real-world teachers and examples, to use positive psychology on us (the readers), and to inform us to set positive expectations.
I began with writing questions for the authors spurred by the reading. However, mid-way through that changed. The authors gave their examples, which were mostly grade school and a few middle school examples. I wanted to address my questions as they pertained to high school students. This is simple reading and the only thing that is going to add to what I am reading is to learn more about how high schoolers think. And I had a perfect resource for my questions: my son who just graduated from high school this summer. So, part of my responses are stticky note questions or thoughts I had as I was reading, and part are questions asked of my son.
Regarding quote, "There is absolutely no research correlation between success and family background, race, national origin, financial status, or even educational accomplishments. There is but one correlation with success, and that is ATTITUDE." I disagree with this. There has been a lot written about educational accomplishment, with more accomplishment with affluent parents because they push or encourage their children with higher expectations, poverty districts often do not have as good as teachers as higher economic districts, and there is often a difference in the races that are restricted to poverty-stricken districts. Attitude I will agree plays a major role and attitudes may vary between districts. If there wasn't a difference in all of this, there would be no need for programs such as Woodrow Wilson to enhance student learning in high-need districts.
Regarding research experiment on expectations and increase in IQ scores, I was glad to see that teacher expectations made a difference on 20 random students. But the text did not say what the teachers did to achieve this. Did they spend more time with these 20 students on a one-on-one basis to facilitate learning, since everyone else in the classes remained at the same IQ? How did they test IQ, and isn't IQ testing arbritrary? Learning increases, but does IQ really significantly increase in 9 months' time?
Dress for respect: I don't question myself on what is appropriate for dress in class; I already have a good idea of what that will look like. But there have been questions about what is appropriate dress from a couple of my young colleagues, so I wonder for them. They want to be professional, but they don't want to dress old. The text offers some suggestions, and I mentioned that there are certain stores with professional clothes that are not age-specific, that are stylish and can cross or span generations. Chapter 8 mentions that we dress for respect, credability, acceptance and authority. I asked my son to reflect on his teachers, how they dressed, and if how they dressed affected his perception and respect for those teachers. The answer was yes, he respected teachers more and liked that they dressed nice; men in nice shirts and even a tie is ok, women dressy, but not too dressy. A Spanish teacher dressed frumpy and often came to class unshaven for several days in a row; he didn't respect this teacher much and as a result didn't feel he was a very good teacher. He mentioned that a few female teachers dressed in sweat pants on Fridays (their casual day), but he didn't like that. He was fine with jeans and other casual clothing for casual Fridays, but somehow the sweats bothered him a little. On the other hand, he had two women teachers that were dressy. One, which he respected a lot, always dressed really nice, but not the extreme of business suit nice, although once in a while she dressed like one would dress if going out. Another female teacher dressed business-suit like all of the time (with skirts or pants) and he didn't like it; he felt she was overdressed and unapproachable. After analyzing this, he realized that he was accepting of the first woman over-dressing at times because she was kind, friendly and warm. However, the second woman did not have a warm, friendly, inviting personality and this in combination with business-suit attire made her unapproachable--so attitude goes a long way! To add to this, I agree with the text that we are modeling appropriate dress for the occupational/professional world they will be entering after they graduate.
In regards to the inviting section of Unit B--I wonder how we can connect and be inviting to parents with which we have a language barrier? How can we make them feel included if we cannot understand each other? Their children would have to be continual translaters of notes, learning targets, pre-assessments, etc.
Finally, I asked my son who were his best teachers that he feels he learned the most from and why.
Answer: He gave me 3 names, all of which often related material to the real world when possible, and they were nice, fun, funny, liked teaching, cared about the students, and treated ALL students with respect. He said they never yelled and then he instructed me to never yell saying that students will tune you out and that it would be ineffective. They will learn not to listen to you. He said that he best teachers always smiled and were happy and he respected them a lot. He then said that you knew to change a behavior when they became a little firm, looked at you, and asked or told you to stop the behavior. Calm firmness was all it took. And students would stop the behavior out of respect the great majority of the time, but there may always be "one" student who just won't fully behave, and a threat of having going to the office is usually effective.
It was interesting to learn that one of these teachers I respected and learned the most from had only one rule given at the beginning of the school year. That rule was "don't sit on the desks." And every time someone sat on a desk, he would tell them to get off of the desk. When asked why, he always responded, just because. At the end of the year he told the students about the rule. He said that he picked the stupidest rule that he could fin one year that meant absolutely nothing and has used it ever since because this is what he has found to be most effective--students behaved well with only this one, silly rule. :)
Engagement Level: 10
Plan: Monitor questions before, during and after reading Unit B. Unit is about positive expectations which before reading I assume to mean that I would have the expectation that all students can learn and I can expect that all of them will learn from what I teach. Based on the previous unit, I believe the authors' intent is to present ideas clearly and simply, to back ideas up with real-world teachers and examples, to use positive psychology on us (the readers), and to inform us to set positive expectations.
I began with writing questions for the authors spurred by the reading. However, mid-way through that changed. The authors gave their examples, which were mostly grade school and a few middle school examples. I wanted to address my questions as they pertained to high school students. This is simple reading and the only thing that is going to add to what I am reading is to learn more about how high schoolers think. And I had a perfect resource for my questions: my son who just graduated from high school this summer. So, part of my responses are stticky note questions or thoughts I had as I was reading, and part are questions asked of my son.
Regarding quote, "There is absolutely no research correlation between success and family background, race, national origin, financial status, or even educational accomplishments. There is but one correlation with success, and that is ATTITUDE." I disagree with this. There has been a lot written about educational accomplishment, with more accomplishment with affluent parents because they push or encourage their children with higher expectations, poverty districts often do not have as good as teachers as higher economic districts, and there is often a difference in the races that are restricted to poverty-stricken districts. Attitude I will agree plays a major role and attitudes may vary between districts. If there wasn't a difference in all of this, there would be no need for programs such as Woodrow Wilson to enhance student learning in high-need districts.
Regarding research experiment on expectations and increase in IQ scores, I was glad to see that teacher expectations made a difference on 20 random students. But the text did not say what the teachers did to achieve this. Did they spend more time with these 20 students on a one-on-one basis to facilitate learning, since everyone else in the classes remained at the same IQ? How did they test IQ, and isn't IQ testing arbritrary? Learning increases, but does IQ really significantly increase in 9 months' time?
Dress for respect: I don't question myself on what is appropriate for dress in class; I already have a good idea of what that will look like. But there have been questions about what is appropriate dress from a couple of my young colleagues, so I wonder for them. They want to be professional, but they don't want to dress old. The text offers some suggestions, and I mentioned that there are certain stores with professional clothes that are not age-specific, that are stylish and can cross or span generations. Chapter 8 mentions that we dress for respect, credability, acceptance and authority. I asked my son to reflect on his teachers, how they dressed, and if how they dressed affected his perception and respect for those teachers. The answer was yes, he respected teachers more and liked that they dressed nice; men in nice shirts and even a tie is ok, women dressy, but not too dressy. A Spanish teacher dressed frumpy and often came to class unshaven for several days in a row; he didn't respect this teacher much and as a result didn't feel he was a very good teacher. He mentioned that a few female teachers dressed in sweat pants on Fridays (their casual day), but he didn't like that. He was fine with jeans and other casual clothing for casual Fridays, but somehow the sweats bothered him a little. On the other hand, he had two women teachers that were dressy. One, which he respected a lot, always dressed really nice, but not the extreme of business suit nice, although once in a while she dressed like one would dress if going out. Another female teacher dressed business-suit like all of the time (with skirts or pants) and he didn't like it; he felt she was overdressed and unapproachable. After analyzing this, he realized that he was accepting of the first woman over-dressing at times because she was kind, friendly and warm. However, the second woman did not have a warm, friendly, inviting personality and this in combination with business-suit attire made her unapproachable--so attitude goes a long way! To add to this, I agree with the text that we are modeling appropriate dress for the occupational/professional world they will be entering after they graduate.
In regards to the inviting section of Unit B--I wonder how we can connect and be inviting to parents with which we have a language barrier? How can we make them feel included if we cannot understand each other? Their children would have to be continual translaters of notes, learning targets, pre-assessments, etc.
Finally, I asked my son who were his best teachers that he feels he learned the most from and why.
Answer: He gave me 3 names, all of which often related material to the real world when possible, and they were nice, fun, funny, liked teaching, cared about the students, and treated ALL students with respect. He said they never yelled and then he instructed me to never yell saying that students will tune you out and that it would be ineffective. They will learn not to listen to you. He said that he best teachers always smiled and were happy and he respected them a lot. He then said that you knew to change a behavior when they became a little firm, looked at you, and asked or told you to stop the behavior. Calm firmness was all it took. And students would stop the behavior out of respect the great majority of the time, but there may always be "one" student who just won't fully behave, and a threat of having going to the office is usually effective.
It was interesting to learn that one of these teachers I respected and learned the most from had only one rule given at the beginning of the school year. That rule was "don't sit on the desks." And every time someone sat on a desk, he would tell them to get off of the desk. When asked why, he always responded, just because. At the end of the year he told the students about the rule. He said that he picked the stupidest rule that he could fin one year that meant absolutely nothing and has used it ever since because this is what he has found to be most effective--students behaved well with only this one, silly rule. :)
Engagement Level: 10
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