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byTamara Carr

Reflection On Classroom Management & Discipline

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1. My personal philosophy and my goals pertaining to the development of self-discipline and for the

prevention and correction of discipline problems.

2. Review results of the classroom-level strengths and needs assessment, by discussing my self-

perceived strengths and weaknesses.

3. From the needs assessment results, I present the basic strategies and techniques I will use to develop

self-discipline and to prevent and correct misbehavior.

What we will cover:

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What rationale/goals underlie your proposed plan?What are your self-perceived strengths and

weaknesses with respect to comprehensive classroom discipline?

What strategies and techniques will you use to address what you believe are primary (and malleable) causes of misbehavior?

What general techniques, and examples of specific activities, do you intend to use to develop self-discipline and to prevent and correct discipline problems?

How does the plan compare to what you are currently doing?

Questions

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Personal philosophy and goals pertaining to the development of self-discipline and for the prevention

correction of discipline problems.

•Every Situation Is Unique•Clear Rules In The Classroom,

With Specific Consequences•Routines To Support Expected

Behavior•You Are Always The Role Model

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The primary aim of school discipline is to manage and correct student behavior in order to develop self-discipline.

Managing and correcting student behavior is essential to a successful & welcoming

classroom environment.

Rationale For Classroom Management

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Classroom Discipline Strengths•Caring and supportive adult-student relationships. Adults demonstrate warmth, respect, support, and caring toward all students (irrespective of gender, race, ethnicity, socioeconomic background, disabilities, previous history of behavior). Every student has a supportive relationship with at least one adult at school.

•Authoritative approach to prevention and correction. In general, the schoolwide approach to discipline is authoritative, but not harsh and controlling, or permissive. There is a healthy blend of support and respect along with structure, high expectations, and supervision.

•High expectations for all. Adults convey a general attitude that all children can succeed both academically and socially. High academic and behavioral expectations permeate the classroom and school atmosphere, as reflected in both policies and practices.

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  1.10: Strategic use of praise and rewards: Praise and rewards are used strategically to recognize and reinforce social and emotional competencies that underlie prosocial behavior (even when rewards are not salient.) For example, students are routinely recognized with praise and occasionally with rewards for demonstrating empathy, caring, responsibility and respect.

 

Classroom Discipline Weaknesses

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Focus on the message: emphasize the informative rather than the controlling function of praise & rewards

Avoid teaching students that the most important reason to act in a morally & socially responsible manner is to earn rewards or to be praised

Praise & reward the cognitive & emotional processes & dispositions associated with self-discipline

Use rewards only occasionally for behavior that is intrinsically motivated & more often for behavior that is not intrinsically motivated

When used for purposed of reinforcement make praise & rewards contingent on the success in demonstrating desired behavior or the effort expended

Highlight the present & future usefulness of the behavior praised & rewarded

Encourage students to self-evaluate & self-reinforce their prosocial behavior & to take pride in their own behavior

Actively involve students in determining the rewards, the behaviors to be rewarded & in praising & rewarding others

Praise & Rewards

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Clear and fair behavioral expectations and rules. Behavioral expectations and classroom and school rules (and their consequences) are clear fair and consistently enforced. They are taught early in the school year and are reviewed as often as needed; schoolwide expectations are worded positively and posted in classrooms and hallways; students and parents are presented with classroom expectations/rules and the code of conduct.

Classroom Discipline Weaknesses

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III.1: Fairness of rules and written policies. Disciplinary policies (e.g., the code of conduct and classroom rules) consequences that are clear and fair, as viewed by school staff, students, and parents.

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III.2 Awareness of rules and policies. All school staff, students, and parents are informed of school rules, consequences, and due process rights. At the classroom level, students are aware of the classroom rules and are reminded of such, as appropriate, throughout the school year.

Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student

academic achievement and task engagement (Evertson & Emer, 1982; Johnson, Stoner &

Green, 1996).

Develop self-discipline and prevent and correct misbehavior:

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III.7 Self-discipline in correction.  Disciplinary encounters are approached as learning opportunities. Correction procedures include teaching students problem solving strategies that they can use to help prevent the behavior from recurring and are encouraged to assume responsibility and reflect upon the impact of their behavior on self and others.   

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Problem solving during correction: the problem-solving meeting & reflection action plan The problem solving meeting goals:

To encourage reasoning and behavior that is not centered solely on punishment and rewards

To encourage responsibility for one’s choices and behaviors To encourage the valuing of relationships with others

Three goals lead to four action steps: Identify the problem behavior & explore why it occurred Discuss why the behavior is indeed a problem Encourage responsibility for ones actions, including accepting

consequences & fixing the problem where appropriate Help the student determine how to avoid repeating the behavior: generate

alternative solutions, evaluate each solution, choose the best solution & commit to it

The reflection action plan Self management techniques

Goal setting Self-instruction Self-recording Self-evaluation Self-reinforcement or Self-punishment

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III.6 Supports and modifications.  Adults in the school reflect upon what they might provide or change in the classroom and school to improve student behavior. For example, as needed, curriculum adaptations are made; seating arrangements are changed; increased monitoring, supervision, and positive reinforcement of behavior are provided; and home and/or peer support is solicited.       

Studies show problem behavior is influenced by the amount of supervisor-to-student interactions (Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008).

What general techniques, and examples of specific activities, do you intend to use to develop self-discipline and to prevent and correct

discipline problems?

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Provide multiple opportunities for students to apply & practice social, emotional & moral competencies of self discipline

Service learning (servicelearing.org) Peer-assisted learning (devstu.org/csc) (Peer mediation) Class meetings (Classmaps)

What general techniques, and examples of specific activities, do you intend to use to develop self-discipline and to prevent

and correct discipline problems?

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How does the plan compare to what you are currently doing?

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Academic instruction & activities engage & motivate learning providing

Demonstrate caring & support for all studentsPromote positive & prevent negative peer

interactions Create a physical environment that is safe &

conducive to teaching & learningEstablish social emotional& academic expectations

that are clear, high reasonable & responsive to developmental cultural & individual differences

Establish predictable procedures & routinesEstablish fair rules & consequencesMonitor student behavior frequently & respond

quickly to early signs of misbehaviorAcademic instruction & activities engage &

motivate learning providing