Classroom Management: TED 626 by Patricia Dickenson

Explain the Visual Instructional Model with methods of teaching

patriciaanndick — 2015-05-08 16:06:30 UTC

Fred Jones' Visual Instructional Model is certainly more a method of teaching than discipline. In the video, he demonstrates how he breaks concepts down to every basic step. It allows for all students to be able to follow the progression; he said that students learn faster and are able to rely less on scaffolding techniques when this is used. I believe this model is especially useful for math, where there are plenty of steps that a student needs to understand to get to the right answer. I incorporated it this past week re-teaching my students how to factor quadratic equations. I broke it down into 4 steps and throughout the week could ask (and expect everyone to know) what steps 1, 2, 3, and 4 were because of all of the practice and examples.

Lisa Washington

How can we accurately combine the models of discipline?

patriciaanndick — 2015-05-08 16:06:51 UTC

If you look for tools or ideas that align with your own philosophy of discipline, you will probably find that they can all work together toward your goals. Think of the elements of the models individually. Some explain student behaviors, some provide individual accountability, some give advice on how to counsel students. Choose the ones that you can use effectively with your students.

-Norma Molchan

How do we find time to identify and triage the needs of students?

patriciaanndick — 2015-05-08 16:07:25 UTC

I think making time to identify and triage students needs should be a priority. I know there are never enough minutes in a day for a teacher, but this should a priority. A teacher must analyze each student's needs prior to parent teacher conferences. Therefore, the information is right in front of them. They would need to brainstorm with the parents to find a way to help the student in any way possible. Maybe a checklist? Something that goes back and forth each night, a monthly or weekly check in. I know how precious everyone's time is, but what is the point of teaching if someone is not able to learn?

Here is a website that I found helpful:

http://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber

Jennifer Sill

What are some methods and phrases that work well to disengage?

patriciaanndick — 2015-05-08 16:07:35 UTC

What happens when behavior escalates to physical behaviors?

patriciaanndick — 2015-05-08 16:08:01 UTC

Before a behavior escalates, it is important to get eye contact, use praising, proximity, some kind of non-verbal signal, use lots of start request rather than stop request, and so on. As teachers it is important to look for signs of escalating behavior. Few of the signs would be, arguing, verbal abuse, destruction of property, bothering others, disruption, off-task behavior and so on. If the teacher notices these signs of escalating behavior, it is necessary to use strategies like, movement activities, assisting the student o focus on the task, showing empathy, providing space, jobs and so on. Teacher raising voice, yelling, comparing with other students, insisting that teacher is right all these kind of techniques will definitely backfire. The teacher should speak calmly, privately, and respectfully. The teacher should not forget to acknowledge cooperation. Even after following all these strategies, if the student's behavior reaches the peak then have to contact the office, remove the student from the room, and come up with behavior intervention plan or support plan.

- Mary Jacquline Stanislaus.

Can you please explain the signature assignment?

patriciaanndick — 2015-05-08 16:28:16 UTC

Which discipline model would you agree with?

patriciaanndick — 2015-05-08 16:28:40 UTC

What should a teacher do if a student continually acts out and she receives no support from the principal?

patriciaanndick — 2015-05-08 16:29:08 UTC

IF A STUDENT CONTINUALLY ACTS OUT IN CLASS AND A TEACHER HAS NO SUPPORT, I THINK THE TEACHER SHOULD TRY TO GET TO THE ROOT OF THE ISSUE. THE TEACHER SOULD SIT DOWN WITH THE STUDENT TO DISCUSS WHAT IS GOING ON AND SEE IF THEY CAN COME UP WITH A SOLUTION TOGETHER. THIS WILL ULTIMATELY GIVE THE TEACHER MORE "POWER" AND RESPECT FROM THE STUDENT. THIS WILL WILL ALSO HELP THE TEACHER GROW AND BECOME A STRONGER TEACHER. I HAVE TO THINK THAT A PRINCIPAL IS NOT ALWAYS GOING TO BE AS STRONG AS WE WOULD HOPE. UNFORTUNATELY.....

JENNIFER SILL

Thought this is sometimes all too true.......

IIs there one type/model of classroom discipline that works particularly well for a certain student demographic?

patriciaanndick — 2015-05-08 16:31:44 UTC

As Dr. Dickenson informed us last group session, the Latino student body responds best to emotional engagement. As such, it is very important that a teacher form relationships with such students. A strong relationship with these students will promote a healthy classroom setting. Often times as well, these students have unsettling home lives. Therefore, it is vitally important that the teacher establish consequences with the students and is consistent in those consequences, making sure they suit the crime. Additionally, it is just as important that the teacher acknowledge a job well done through praise. This also needs to be done consistently. I believe the discipline model that most accurately embodies all of these necessary components is Coloroso's "How to Win at Teaching Without Beating your Kids". Coloroso explains the significance of forming relationships with students and how influential those relationships can be throughout the school year. She also highlights the importance of being a backbone to the classroom. Providing rules and consequences that help students correct their own behavior.

Kourtney Kientzy

How can/do I know what discipline methods to use at specific times? Hard to determine...

patriciaanndick — 2015-05-08 16:32:49 UTC

In the beginning of the year, there is often what is referred to as the "Honeymoon Period" when students are, for the most part, on their best behavior. This is the best time to start working on the relationship with your students and to model the behaviors you expect them to have. They enjoy sharing about themselves, so have activities that they fill out that will help you learn more about them. Later on in the year, this is helpful information if you need to identify what is going on with a student that may be causing behavior issues. I think this is another aspect of the "withitness" discussed in class; being aware of each student and his or her general situation. The steps in Pearson Case Study #6 are helpful for when, over time, students are still not responsive to your discipline efforts. Things such as restating the rules developed as a class and working with the student to collaboratively solve a behavior problem.

Lisa Washington

Are there only four methods of discipline?

patriciaanndick — 2015-05-08 16:33:35 UTC

There are more than four methods of discipline. When I did the philosophy assignment, I did a research and learned about Assertive Discipline (Canter), Logical Consequences (Dreikurs), Reality Therapy (Glasser - the fifth one in our course but unfortunately it didn't work), Love and Logic (Fay), Ginott (Ginott), Kounin (Kounin),and Neo-Skinnerian Model (Skinner). These are the ones that I learned when I researched about discipline models.

Mary Jacquline Stanislaus

How to make best of a hybrid version of classroom management examples?

patriciaanndick — 2015-05-08 16:33:46 UTC

I would think this would be fairly simple as long as the teacher stays consistent in implementing their rules and strategies from both examples of classroom management. In most of the classroom management examples, there were many connections; especially those dealing with improving the student teacher relationship. I believe that the teacher needs the models as a foundation, but can build on that foundation based on what works for them and based on their personality in general so it becomes more natural than just a reversed approach to classroom management.

- Sam Barrera

What resources do I have to follow up with students who may act out or violate rules?

patriciaanndick — 2015-05-08 16:34:20 UTC

I think that the best place to start is with your colleagues or principal. After you have documented your behavior incidents, you can show them to your collegeagues and/or principal. They can come in during the times that you have documented the student(s) act out the most and observe the behavior. They can give you their professional advice to take into consideration. After that, I would suggest reading up on your specific behavior problem on google scholar to get legitiment and current topic information. -Amy Martin

PS: There is a link I added below this

https://scholar.google.com/scholar?hl=en&q=student+behavior+problems&btnG=&as_sdt=1%2C5&as_sdtp=

http://eric.ed.gov/?id=ED468983

What are the follow up steps with confrontational students?

patriciaanndick — 2015-05-14 19:47:47 UTC

What are some strategies for remaining emotionally objective when a student is being blatantly disrespectful?

patriciaanndick — 2015-05-14 19:49:29 UTC

I think that when a student is being blatantly disrespectful they are acting out aggression based on some other part of their life. Knowing that students have many issues (lack of food, lack of shelter, etc...) and realizing that this is often what can cause outbursts is helpful in maintaining emotionally distant from the disrespect. These students have so many emotions running through their bodies that you should never take what they say personally -- though you should listen because among the disrespect are often cries for help.

-Andrew Barham

What are some more strategies for building rapport and a student-teacher relationship with troubled students?

patriciaanndick — 2015-05-14 19:51:50 UTC

I believe there are many ways to help build the student-teacher relationships with troubled youth. On top of building a caring relationship, teachers need to provide realistic and reachable goals so that troubled student feels successful in school. Many times I have heard the response, "Why should I try? It's not going to make a difference." The key is to help students understand the impact learning can make in their futures. Here is where learning about the students interest comes into play. Whether the student is into cars, MMA, football, or music, they have to be made aware that all professions require an education and that they need to value their learning. Making that connection for students can generate that spark they need to put a better effort not only for you as the teacher, but for other classes as well. I also feel that one on one time is crucial for students who are troubled or attention seeking.

- Sam Barrera

How do you recover a class where discipline has gotten out of hand? For example if you have to take over a class midway through the year?

patriciaanndick — 2015-05-14 19:52:16 UTC

This is the experience I had this year taking over my math class in February. Unfortunately, the students had had substitutes since August. On my first day, students came into class asking if I was the permanent teacher. When I told them that I was, I could see a look of relief on their faces. Students of all grades benefit from consistency in teaching and behavioral expectations. Even starting midway through, it is important to treat your first day as if it was the first day of school. Introduce yourself and let them get to know about you. Prepare a written activity so you can get to know them. There are some on www.teacherspayteachers.com. This helps them know that you are interested in them. You may lose a day of instruction, but studies show that teachers lose about 50% of instruction time dealing with disruptions. Finally, on that first day, go over the rules and expectations that you have. Incorporate input from the students so they are more likely to follow these rules, like Marzano suggests. Personally, I have found that any behavior issues I do have are minimal. I use a lot of techniques that have already been discussed in TED 626 and at times have conferenced with other teachers in order to see what they do that I can try as well.

Lisa Washington

How can I repair a damaged student-teacher relationship?

patriciaanndick — 2015-05-14 19:53:03 UTC

I believe the best way is to start from a humble place. We are the authority in the class and have a huge influence on students behavior and emotions. If somewhere in that relationship things have soured, then we by all means can start with maybean apology, or some form of conversation starter that puts the student at ease, and lets them know we are working to me

nd fences not continue the tension. The apology would be a simple opportunity to show the student that maybe I was wrong in how I handled an issue and hopefully we can work together moving forward.

Quincey Smith

Quincy this is a great approach. Most relationships are damaged because of issues with communication. Once a relationship has soured we need to take time and as Quincy shared repair the relationship. It will take time to rebuild the trust but one thing you can do is make a strong effort to show you care.

Dr. Dickenson

Can professional development be broad based?

patriciaanndick — 2015-05-14 19:56:16 UTC

How personal can you get with a student?

patriciaanndick — 2015-05-14 19:56:43 UTC

I imagine that you would need to pay close attention to your school's guidelines regarding this question. Building a rapport is a MUST but making sure its done in a way that doesn't conflict in your district's policies is crucial - if you want to stay employed!

What are some techniques for reaching out and forming relationships with emotionally disturbed students?

patriciaanndick — 2015-05-14 19:57:09 UTC

First it is important to read the papers to know about the student and his/her needs. Don't hesitate to get help from special education teacher or with other professionals. Collaboration is important. If the behavior plan is not working can ask help with the IEP team members to come up with a new plan. These are the things that teacher has to do to first know about the student. Then, talk to the student and let him/her know that you are aware of the needs and as well with the past behavior issues and don't forget to be friendly at the same time firm. Tell the student that you will not hold a grudge and you will treat the student fairly like others and also the student has to face consequence if they break any classroom rules. The student will definitely have few good and positive days, that is the right time to win their build and build your relationship. When the student is in a good mood and having a positive day, talk to the student and know about his/her interests and the stuff he/she likes to do and if there is any interest that is in common to both of you and the student then talk about it and spend time about good things. Another important thing is, please don't take anything personal as we studied in this class. Emotional disturbed students don't mean to hurt you specifically, since they don't know to express their feelings, sometimes they act out and it might hurt your personal feelings. During those times, just take a breathe, and follow the classroom rules and procedures or the behavior plan for the student. It is important to stay calm and plan ahead to handle critical situation.

- Mary Jacquline Stanislaus

What makes an amazing classroom? What management skills are most important?

patriciaanndick — 2015-05-14 19:58:01 UTC

I think the main thing that creates an amazing classroom is a teacher that makes students feel respected, loved, accepted and supported. As our presenter Asha said "be who you are and own it, and be real" The students will read right through a phony attempt at realness. They can tell if you truly care. We do not know what our students are coming to class with, and they need to know that when they enter our room, they can take a deep breath and know that their physical, mental and emotional safety is our utmost concern. As far as classroom management goes I believe fairness and consistency are very important. If we as teachers are all over the spectrum with how we run a class, then how will we ever have students that are focused, on task and decent people. We set the example and along with making the students a part of the process, we can make the class operate in a very calm, smooth, and engaging manner.

Quincey Smith

What are some ideas to help students resolve conflicts?

patriciaanndick — 2015-05-14 19:58:42 UTC

One of the teachers that my team interviewed answered this question! Teach your students to avoid using accusatory language like, "You hurt my feeings!" or "You did such and such." Instead, diffuse the situation from the start by using "I Statements". "I feel ___ when people _______. I need ____." When our students don't feel accused and backed into a corner, they are in a much better place for making peace.

This is a great video from the folks at Soul Shoppe.

-Norma Molchan

How do you implement all the rules and procedures in the class so it is not overwhelming especially for younger students?

patriciaanndick — 2015-05-14 19:59:19 UTC

You right this would be extremely overwhelming. You would want to chunk this to really focus on the most important first. Like lining up and dismissal. Then you can incorporate additional procedures such as group work and turning in homework. With the help of "student helpers" you can reinforce these procedures by giving you assistants to support other students. Dr. Dickenson

It is particularly difficult to throw everything at the students all at once in terms of rules if it is the first time they are seeing them. With my high school students it has been difficult to constantly remind everyone of every rule. I feel it is important to establish dominance and more so internal control over the classroom - making sure students understand the norms and expectations and are responsible for following them.

Based on my readings it seems that the main link for students of all ages is to have a set routine and not to deviate from that routine from a big picture standpoint. Students need that predictability and routine so they know what to expect and don't get frustrated if things change all of a sudden. In addition, I have found that tone is very important at least for the HS level. I have included some pages of a book my district recommends to new teachers called Teach Like A Champion. 2 things that come to mind are a strong voice and 100% class participation all the time. No exceptions! Shawn Southerd

How can you implement procedures for group work?

patriciaanndick — 2015-05-14 19:59:42 UTC

Take all the materials you will need; greet each other; complete the task doing your personal best; make sure each person signs the project; thank the others in your group.
These are examples of specific strategies that can be implemented. That said, it is vital that a sense of community that welcomes collaborative learning has already been established in the classroom. Issues of respect, support, and listening/sharing (think/pair/share etiquette) discussed. -Leeanne May

Have you participated in 50 hours of PD if so do you feel it helped?

patriciaanndick — 2015-05-14 20:00:12 UTC

Yes I participated in many PD initiatives mostly in subject areas with Reading and Mathematics. These professional development events certainly shaped my instructional practice. The most influential being the work by the University of California Mathematics Project. I completed several of their seminars and was trained to be a mathematics project facilitator as a result of completing more than 100 hours of PD

Dr. Dickenson