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All of the presentations were amazing. Lots of hidden talents (Ming), and content knowledge of the 3 different topics were well explained using a variety of methods. Content wise I could relate to the theory on Inner discipline instantaneously as it was very similar to our topic of Discipline with Dignity. I love Barbara and Curwin and Mendler's focus on student dignity and empowerment through self-motivation and responsibility. I would definitely try to instil this train of thought and particularly the choice theory to my students and the future stakeholders I meet.
Fredric Jones' positive classroom management is a very relatable and useful concept that most of us may have applied previously. Particularly the colour zones and proximity of students to teacher placement based on needs. Apt examples were used in the presentations such as Dr Liz Classroom setting to translate this information to us:)

I think everyone did a great job presenting and translating the importance of a student-centred approach and positive classroom management.

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I realized that all 3 presentations' topics were basically on discipline and the theories are focused on student-centred. The theories state that students are given a choice and are accountable for the decision that they made. This way it will teach our students responsibility with teachers’ guidance and supervision. As an educator, I believe it is important to respect our students and not to embarrass or belittle them in front of others. Always treat our students with dignity and compassion.

I noticed that there are few similarities between Barbara Cloroso’s theory on Inner Discipline and the theory that my group presented on Discipline with Dignity. Her RSVP consequences are alike to Logical consequences from Mendler’s approach which teach the student to take ownership of their wrongdoings. The 3 categories of teachers caught my attention as this is my first time hearing them. I will definitely remember it because of its unique name used; Brickwall, Jellyfish and Backbone. The acronyms used in Cloroso’s theory on 3Rs of discipline, 3Fs on punishment and RSVP consequences were presented clearly and easy for me to comprehend.

The theory by Federic Jones on Positive Classroom Management captivated me the most, especially on the SAY SEE DO technique when giving instructions and the 3 different zones mentioned in working for the crowd. To have positive classroom management comes together with positive classroom discipline and positive classroom instruction, and it was presented in equation form, making me easy to remember.

I liked how the other 2 groups presented. The delivery of the information were very visual, clear and concise. The presentations were very engaging and interactive as it was a two-way communication; Poll, Mentimeter, quizzes, humour and emoticons on zoom or hand gestures were used to keep the session alive.

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I realised that what was presented today are mostly interlinked to one another. All three models are very student-centric. It amplifies the importance of preserving students' dignity in order to gain their trust and co-operation. In return, making classroom management much easier for the teacher. All three models also discourages punishments as it it creates a negativity and affects the relationship between student and teacher. Giving choices is something that is proven to impact positively on students. Students love choices as they feel they are given the autonomy to choose. Thus, it is important for educators to keep in mind, their students' feelings first before everything else. However, educators should not be the 'jellyfish' type of teacher where they can be easily taken advantaged of. With a balance of everything, the classroom can be a wonderful place for both teachers and students.

The three groups have done wonderful in their presentation of the models assigned to them. The inclusion of videos, inputs and quizzes enhanced their presentation even more, ensuring the audience are engaged and following through the presentation. The explanations and examples given were very clear and detailed that it left me with no doubts or questions after the presentations. Thank you and well done everyone!

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Content:

I noticed that Coloroso's theory on Self-Regulating Approaches shares similar beliefs to my group's theory. The theory also believes that there are three types of teachers; Brickwall, Jellyfish and Backbone. Though the term used is different, I discovered that the definitions are similar to how Lee and Marlene Canters describe the teachers. The theory also mentioned identical statements such as using positive language and allowing students to have responsibility for their decisions. I realised that the beliefs may be the same. However, the strategies recommended by these theorists are different.

Process:

I enjoyed listening to the first group on Process Outcome Approaches. The presentation slides were nicely done up, the visuals used were very helpful and were easy to understand. The presenters were very clear in delivering the content too!

I also like how the last group includes videos in their presentation. As the content of each theory can be really heavy, it is good to have videos as a brain break to help us focus more and be more productive.

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Content:
Today's three theories made me understand more of the different approaches that are more student-centered. First, positive classroom management creates a learning environment that can boost the students’ academic abilities and competencies and social and emotional development. It emphasizes expectations and behaviour to promote active learning and student involvement. I also learned about the 3 colour zones of positive classroom instructions. I like the "working the crowd" example given, and it made me understand better. Secondly, for inner discipline, students play an active role in determining the choices of their actions and the consequences that follow.  Students were given the autonomy to make decision. The teacher’s role is to guide this decision-making, even allowing for a bad choice to occur and neither punishing nor insulting them, thus leaving their dignity intact.

Similarly, discipline with dignity empowers the students to choose, take control of their behaviour, and treat the students with respect. Unfortunately, as educators, we are sometimes too quick to jump to conclusions and punish to correct undesirable behaviours. Instead, they should build self-discipline, regulate and control their actions, and be responsible.

Process:
I like how the presentation today provides a clear and meaningful description of their approach and the use of varied engagement methods, which I can incorporate during withdrawal sessions. I like the videos to depict active listening with a demonstration by Raymond. I also like the group that uses Mentimeter to determine people's perceptions in the meeting before they go through their theory to see if we are on the same length.

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It is important to treat students with dignity. The 3 theories emphasizes on valuing an individual and giving the person the due respect. Somehow all these should be basic

Frederic Jones classroom management theory states that in order to have a positive classroom management, there should be a combination of positive classroom discipline and positive classroom instructions.

Barbara Cloroso's theory on inner discipline states that kids are worth it and as educators, we should treat students the way we want them to treat us. We should leave the dignity in tact. It is a joint collaborative approach between the educator and the student.

Allew mendler's theory on discipline with dignity emphasizes on preserving student's dignity and teach responsibilities. I really like this presentation whereby there was video examples. When there is video modelling, the messages comes across clearer. Somehow this is stored in the working memory as i am able to relate to the comedy element when i recall this theory. Similar to the Ginott's theory and skinner. The video on the mouse trap was rather comical and i was able to explain the theory based on that example even though i do not know the terms. I love Ginott theory's video on the ice cream example and when he explained comically on how we will treat a visitor but fail to treat our own child the same way when he or she spills water.

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Listening and looking at the presentations, there seem to be a lot of linkages and "putting a name" to things that I have practiced myself.

All 3 presentations mentioned about discipline and responsibility given to the students to manage their own behaviours. Which I feel is an amazing thing to put into practice to all educators and even  parents while kids are young to mould their character. As much as it is very important skills in school, it is essential to follow through at home too. I am not a parent but I feel and when I do become a parent some of these techniques, strategies, I would use for myself with my partner and children. Children spend a significant time in school and if home and school can practice similar ways of discipline then the child would be able to learn through consistency.

Things like the application of Listen, Ask, Guide from the group presenting about Coloroso's Inner Discipline and 1 of the main principles in Discipline with dignity, responsibility is more important that obedience are the 2 main things that I feel I myself uphold to and practice.

As for the presentations. Amazing job from all 3 teams. I really love how team 3 showed alot of videos to bring across their points. Which really intrigued my interest and made the point clearer for me because it helps with understand the concept and is showed with examples.

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Group 2 and 3 shared about nearly similar approaches, in which teachers ensure on preserving students' dignity. As educators, we should not be judgmental towards students' misbehaviour but rather, guide them to think through and solve the problems. Scolding and punishments should be avoided as they do not give any positive outcomes. I think it is important that students are given the respect they deserve and given opportunities to make their own decisions about their behaviour. This will teach them to be responsible.

All the groups did a great job today by engaging us with quizzes and videos. I especially like the presentation style of group 1. They presented with a clear tone and maintained good pace. The visuals and examples used simplified the information presented, to provide a clearer understanding.

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I have seen how schools are adopting the Inner discipline and discipline with dignity approaches. Empowering the child to take ownership of their choices and taking responsibility for their actions help to develop their self-discipline, self-regulation and self-reflection. Helping my students to see from another person’s perspectives requires a lot of thinking through and patience, I must make the effort and take time to know my students well and build the foundation of trust between us. As AED, I must be very mindful of my choices of words and actions especially during disagreements or anger, focus on the issue and stay neutral and impartial when resolving conflicts, be the caring and firm adult that our students can look up to.

Big kudos to the 3 groups of presenters today. The presentations were engaging and user-friendly. I was able to understand the content and make connections to my job as AED. The various adaptations were very useful, and I can see myself applying them.

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I like the fact that the first group presented about Positive Classroom Management in the form of an equation. It helps visual people like me understand the content better. I also like that all groups made use of different visual, interactive methods like quizzes and mentimeter, videos and case studies to further explain the materials. The application portion of the presentations helped me visualise and compartmentalise the information shared.

In terms of content, I realise that the theories presented by the second and third group are quite similar to each other; they emphasised the importance of students' dignity. All 3 theories also talked about how it is important for students to make their own choices for them to learn to be responsible for their behaviours and actions. These theories are basically student-centric but require guidance and facilitation from educators to learn the skills. This is something that I would have to keep in mind when I work with students. It is important that students are given the respect that they deserve and to be given opportunities to engage in productive activities so that they have legitimate reasons to behave and show people what they are capable of. At the end of the day, positivity wins.

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I realised that Group 3’s Discipline with Dignity is similar to our group’s Inner Discipline as both emphasised on preserving student’s dignity and self-worth. Discipline with Dignity’s logical consequences is also similar with Inner’s Discipline RSVP consequences. Overall these approaches empower students to take ownership of their behaviour, fix problem caused by their behaviour and   learn from their mistakes in a positive way. They are against threat and punishment, including scolding, which only server to create fear, shame or resentment.  I think all 3 groups gave clear examples of how to apply their respective approaches to our primary and secondary students. The first group gave the example of using shooting hoop as an incentive activity after completion of task for as sec 1 student was a good idea for me. (It seems like Coloroso is the only one who is against reward.)

I like the visuals used by group 1 in their presentation slides as they help us understand the presentation better. I also like it that they used humour and ‘talk’ to us during their presentation.

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Process:
I feel that all three presentations relatively communicated almost the same thing but in a different way. :)
I must commend that though it was not an easy task putting together essential information and choosing the best slides and interactive ways to engage our classmates & lecturer... :), TG02 rose to the occasion when it was called for. Amazing Job to all who had presented.  Looking forward to the next set of presentation!

Content
Presentation One
Presentation on Frederick Jones - Process Outcome Approaches, Positive Classroom Management had struck a chord with me as by using theoriest to tap on groundings and what it entails has provided me with a clearer picture on the belief system.  These days there are many processes in place and sometimes it may be hard to keep up with what's in and what's not.

However, by going back to basics and to think of how and what has already been implemented, in terms of processes and rewards, it will bring you back to Frederick Jones.
The two scenarios were extremely helpful... Thank you!

Presentation Two & Three
Theorist Two Barbara Dolorosa, theorist of Inner Discipline explained the 4 steps of Discipline.  Its adaptations to the Primary & Secondary sector and how it can be tweaked to address a child with SEN.

It is quite similar to Group Three's DwD approach, whereby it addressed the points on empowering the child and allowing them to make good choices. It also allows the child autonomy over his consequence.

Thank you once again for compiling and explaining in a nutshell.
Cheers,
LJF

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I realized that all 3 of the presentations today cover very similar theories or even overlap with one another. So, all the theories are linked and related in some ways. All of them focus on discipline, but all put student/ child on the centre stage. They allow the child to make their own decisions and grow from the results of those decision-making processes and consider the students' dignity even when you need discipline. The way to discipline a child is so different today, compared to many years ago. I am guilty of applying some of the traditional methods of disciplining the students at times.  Today, when I watched the videos, I was angry with those teachers for their words and actions. I must remind myself to stop using those ways, those words, and those actions. As AED(LBS), I think the presentation on applicability to SEN students will be beneficial. For students with SEN, we need to ensure they truly understand a problem, the consequences, and how it affects them if they do not change. Unlike other students, they are the ones who may need visual cues or step by step guide to help generate alternative solutions. The most important part is to explicitly explain to them the problem.

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There are some similarities between the discipline with dignity model and inner discipline (presented by my group). What stood out for me in the discipline with dignity was that the teacher discussed the consequences with the student. Students are aware and responsible for their own actions. I think this approach is helpful as it trains the student to work towards being a responsible adult. One other takeaway was that I came to realize the traditional method of discipline such as threats, anger, corporal punishment etc, are bad modelling behaviour for students. It is important for us to carefully discipline students when they display inappropriate behaviour as students are watching and learning from us.

During the Discipline with Dignity presentation, YouTube videos were screened to show the traditional model of discipline and active listening. I felt that both videos were excellent ways of illustrating the content.

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Content

I like the group who presented on the Process-Outcome Approach by Frederic Jones. In their presentation, they mentioned that to have positive classroom, we need to have the two equations which is the positive classroom discipline and positive classroom instruction. They also mentioned on how to apply the ‘Say, see, do’ techniques. And the two ways are partner teaching and make learning physical. For the interactive activity, the group had given us enough time to scan the barcode or click on the link given for all of us to participate.

Process

Their pace when presenting is just right, good enough for me to understand what they were trying to deliver. Their slides looks presentable, less wordy and easy to understand.

For the whole 3 group presentation, I find that they really did fantastic job. They are many variety of modes being used and I enjoy it so much. Videos shared by Laura’s group on “Discipline with Dignity” are very interesting. Through the video, we can somehow understand how to be an active listener.

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Content:
For the second presentation, which focuses on Barbara Coloroso's Inner Discipline approach, it surprised me as this approach focuses on the importance of student's dignity, and this particular concept was also covered in our presentation on Discipline with Dignity. Always treat the students with dignity and compassion. Overall, the three presentations today agreed that punishments are something that we are trying to avoid, if possible. The challenge for us is, can we apply all these concepts when we are full-fledged AED(LBS)s in the future? We definitely have to practice what we preach.

Process:
Kudos to all three groups for a wonderful presentation today! The information was presented in a clear manner. Class engagement was great, and there were different kinds of methods used, such as quizzes, polls, and videos. Good job all.

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I was surprised by the 3 presentations today and how they all pointed out that punishment is not something that is a long term solution when working with students. All 3 touched on the fact that students were to take charge of their own mistakes and how reflections by the students could help improve their behaviour long-term. It did make me wonder that given how long some of these theories have been around, why is punishment still such a commonplace in our schools? And if I could properly adopt these theories in my future use?

The video used by the last group on how Raymond communicated was also good, it should be shown to many adults to let them see how to engage with children meaningfully. Many adults are dismissive of how children think and assume that they themselves always know better but it would not hurt to let children voice out as well. Perhaps this video should be shown to all parents and teachers during P1 Orientation and so on every year. Just as a reminder to all.

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The three theories presented today focus more on students than using traditional methods to instill discipline. Positive classroom management creates a learning environment that can boost not just the students’ academic abilities and competencies, but also their social and emotional development. It emphasizes expectations and behaviour to promote active learning and student involvement. Likewise for inner discipline, where students play an active role in determining the choices of their actions and the consequences that follows. Decisions were left to the student. The teacher’s role is to guide this decision making, even allowing for a bad choice to occur and neither punishing nor insulting the and thus leaving their dignity intact. Similarly with discipline with dignity, the approach empowers the students to make their own choice and take control of their behaviour, and treating the students with respect. We as educators, sometimes are too quick to jump to conclusion, to met out punishment to correct undesirable behaviours. I think that at the end of the day, it is best if students build self-discipline, being able to regulate and control their actions and therefore be responsible for them.

I like how all the presentation today provides clear and meaningful description of their approach and the use of varied methods of engagement, which I can incorporate during withdrawal sessions. I personally like the videos to depict active listening with demonstration by Raymond of how the method can be done, and the success shown when done correctly. The use of office form by my group was preferred because those that attempt the questions can immediately see the result with explanation provided, to allow instantaneous feedback.

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Content:

All three presentations today placed emphasis on discipline that is not punitive, but instead discipline as correction with guidance and respect. For the presentation on Discipline with Dignity, it is important to maintain a student’s dignity even as we discipline them. What I found interesting is that as we discipline students, we need to model values with them. I think the group conveyed it clearly with Prevention, Resolution and Action. For example, teachers need to express emotion in calm, firm, and non-violent ways. When resolving conflicts with students, we should choose positive strategies that do not shame, blame and embarrass the student. We need to teach students calm down strategies to use when they begin to escalate to prevent possible outbursts of aggression. As we teach these strategies to students, it is important for teachers to practice what they preach too. When disciplining students, teachers can also use the calm down strategies if they need to keep their emotions in check. They must model calmness and respect to the student even in situations of discipline.

Process:

I like that the slides of the Inner Discipline presentation are clear and not cluttered. The use of diagrams and arrangement of the slide content is easy to understand and visually pleasing. That makes it easier to follow the flow of their points. I also like the use of Office Forms because we can see the results immediately in chart form. This is my first time using Office Forms so it’s a new interactive online tool for me to use. For the Discipline with Dignity presentation, I like the use of videos to illustrate examples of what they are referring to. It gives the audience a clear understanding because sometimes it is easier to watch an example of a scenario than to listen to a description of a scenario.

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Barbara Coloroso's Inner Discipline approach resonates well with me as there are many features in this approach that are similar to the discipline model my group had which is the Discipline with Dignity (DwD) approach.  Developing inner discipline can take a longer route in correcting student's misbehaviour as students are required to get involved in the problem-solving process. Similar to DwD, Colorosso also believes in treating students with dignity, care and compassion. At the core of the inner discipline is a support and structure for the student to realize their true self with an emphasis on democracy, advocate creativity and responsibility. I believe that the steps for the Positive Classroom Management approach by Fredrick Jones are easier to implement. Jones outlines 4 strategies that are simple to understand and rather straightforward to apply. He simplified the incentive system to preferred activities time. This will make the incentive system easier to implement for beginning teachers. I like the focus on the use of body language instead of words to support classroom management.
Today's presentations were informative and engaging because each group has selected different modes to engage their audience. In my opinion, the use of polls, quizzes and videos were effective as they were able to put across the ideas well in a productive manner.

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These three approaches are student-centric by nature and promotes an alternative approach to instilling discipline in students. It is no wonder why AED(LBS) is perceived in my school stint to be caring and patient. Aside from this,  I like how all three groups has aesthetically-pleasing slides that highlights the steps required in adopting the approach to our future work as an AED(LBS).

My main takeaways from these three presentations is:
1. Prevention of misbehavior is key
2. Encourage student-involvement in class decisions i.e., rule-making, choice of activity
3. Promote clear guidelines, so as to allow students to assume personal responsibility in their actions
4. Be a good role model. Model respect for self and others.

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In terms of content, I realised that the theory of Inner Discipline and Discipline with Dignity are very similar in the sense that they both place an emphasis on protecting students' dignity and allowing students to take charge of their own behaviour. The idea of empowering student to see how their choices can effect change, and even allowing for a bad choice to occur (where appropriate) so that students see how their actions have consequences is interesting and I can see how students can grow in their character and mindset when they are given the autonomy to make responsible choices for themselves, as opposed to disciplinary actions being imposed upon them. It promotes reflection on the student's part instead of them engaging in appropriate behaviour merely to gain the teacher's approval or avoid being punished. Furthermore, the power struggle between teachers and students is reduced, which helps to build and strengthen the TSR and is thus beneficial to both the teacher and student in the long-run.

I like how all 3 presentations engaged the class in different ways, such as through polls, small quizzes, and also videos to bring across certain points. I also like the use of diagrams to support our understanding of the theories, which makes it easier to see the big picture. It was indeed a very informative session!

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Session 1 presentations.  I like the structure of slides presentation from the group with Positive Classroom Management as it  facilitate understanding and the grandma’s rule mentioned evoke some recollection in school when a misbehavior occurred and my RO brought this up. We are seeing less of teacher walking around the classroom due to Safe Management Measures imposed during this pandemic period, and also instructional delivery in class could be more visual and sequence like how this group had shown us with visual cues, on task goals and emphasis on process, praise and prompt in managing classroom behaviours and directs students to learning. Self-regulating approaches appeals to me with core teacher’s belief and assumptions about students I like the group presentation of the 3Rs of discipline as in what you do with the child. Group has spent time and effort working on the slides and delivery and what’s special about this group is the quiz at the end comes with model answers. Discipline with dignity resonates well with our model we are presenting next week so listening to their presentation can be reinforcing to my background knowledge where consequences and class rules are established between teachers. I like this model a lot because it reflects our role as AED LBS to give the dignity to our students in our charge whose position in class may not be felt or valued when they misbehave for mistaken goal. Effective teacher’s training in knowledge about the needs of our students with needs still goes back to core beliefs and assumptions about students.

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I have enjoyed the three presentation earlier today. I am also glad as there were variety of modes of engagement used from each presentation. Poll, quiz & videos were used. This has made me to be kept on my toes anticipating what and how the next presentation will go.

Main Key Takeaway :

Positive discipline is a way of teaching and guiding children by letting them know what behavior is acceptable in a way that is firm, yet kind.

Teachers to treat kids with respect and help them develop inner discipline that will enable them to handle their own problems and to interact successfully with others.

If teachers take the time to build relationships with students, the strength of those relationships can help minimise conflicts.

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The presentations today all gave clear depictions of their respective theories/models which were very helpful.
In particular, the discipline with dignity model resonated with me the most. This is because in the fit of anger, as humans, we may all say hurtful things we don't mean. I think this model is a good reminder to always treat our students with respect since this will not only help build rapport between us and our students, but also supports a positive classroom environment as a whole.
Additionally, I like how it encompasses both a preventive and a reactive aspect to discipline.
For the preventive portion, it appears that laying the foundation is extremely important. I could see this clearly during my school stint, where classes that had a clear set of classroom rules + token economy + structure and routine generally saw fewer students presenting with behavioural problems.

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I think the portions on decision making will be useful. We make decisions all the time, be it major or minor decisions.

Involving the students in the decision making process is a valuable lesson for the students. They are learning to make sound decisions in a safer environment. There is a 'safety net' so the consequence is not as serious. At the same time, there are also educators to guide them in the decision making process, to talk them through why a decision is good/bad. Through experiences and guidance, the students can learn to make sound decisions.

When we provide guidance to the students in their decision making process, we are indirectly modifying their value systems. So, as educators, we must keep in mind that what we do can greatly impact students.

For my own group's presentation, Ming's effort is commendable! She stepped out of her comfort zone and did a great presentation!  :)