Classroom Management
Classroom management has always been an interesting topic to me. I enjoyed hearing a few ideas tonight during online class. There was a part in the chapter that seemed to have a little negative connotation towards “discipline programs” that schools use. At my school we have been using the May Institute for a positive school-wide discipline plan. Honestly I haven’t seen anything stand out from this program that has made tremendous change in our discipline in our school. That is why I was so interested to hear more about the positive discipline plan used at Tritt which includes more of an intrinsic model and not using awards, treasure boxes, etc. Through college I have been taught with more of the Canter philosophy which many classes in our school use as well. During my reading of Black Ants and Buddhists, I have found interest in stepping away from an awards style discipline program. Her classroom in the book I am reading is called the Peace Class and the discipline is very similar to ideas throughout this chapter–including relationships, caring, community, peace building, tolerance, and democracy. The author, Mary Cowhey, also mentions the program “Responsive Classroom” in her book. It explains that it fosters community as it teaches social and academic skills and routines and the goal of doing this the first six weeks of school so you can see the practice extend through the year. Has anyone heard of “Responsive Classroom?” I know there is not an answer to classroom management or there would not be so many different programs, ideas, and opinions as to which one is the best. Is it a balance of a variety? I have been looking for the best answer since my first day of teaching, but this Eds program is definitely opening up new ideas I have never experienced.
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Jen, I agree with you that a variety of systems is probaby a good idea. Tritt’s positive discipline works- it is worth looking into-it was developed by Lynn Lott and Stephen Glenn. But something to keep in mind is that most of the children come to Tritt with a sense of how to “do school” already. Sometimes, those skills have to be taught with artificial means. I think a good example is us- we are are in class for two reasons- one because we want the extra money- external motivation, but really we would have quit a long time ago if that was all it was- two we love to learn - intrinsic motivation. And it feels awfully good to please our teachers doesn’t it? Are you reading this Rhina- can I have a smiley face?
Cowley does have some great ideas for fostering a sense of community in the classroom. Her students must have a strong idea of sympathy and empathy. For many people, this is something that must be taught; it is not so intrinsic. It is a key element to classroom management.
You make some good points above.
However, I also think that this can be helpful to you:
Go to: http://www.panix.com/~pro-ed/
If you get this book and video: PREVENTING Classroom Discipline Problems, [they are in many libraries, so you don't have to buy them] email me and I can refer you to the sections of the book and the video [that demonstrates the effective vs. the ineffective teacher] that can help you.
If you cannot get them, email me anyway and I will try to help.
Best regards,
Howard
Howard Seeman, Ph.D.
Professor Emeritus,
City Univ. of New York
20 River Court
Suite 1404
Jersey City, NJ 07310
Email: Hokaja@aol.com
FAX: (586) 279-0935
Book, Training Video/CD:
Preventing Classroom Discipline Problems
http://www.ClassroomManagementOnline.com
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