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Ed 100
The topic for this week's discussion is Effective Discipline. Just last week we looked at "praise and criticism." Now we are looking at effective discipline. In your classrooms what do you see as effective and/or ineffective discipline? Whose job is it: parents, teachers, principal? Although violent or criminal behavior often make the headlines, the commonest discipline problems usually are disruptive behavior that negatively effects the learning environment. Note: researchers "calculated that in 6 middle schools in Charleston, South Carolina, students lost 7,932 instructional days - 44 years!- to in-school and out-of-school suspensions in a single academic year." Is effective discipline to suspend the student? How can the schools decrease disruptive behavior? Or better still, how can schools increase positive behavior? How important is administrative leadership? Does your school have a discipline plan? Remember to use the Current Issue Discussion Format. Post your responses in Week 8: Hot Topic.
This week we will learn about "freeing kids from roles." If you think about it, we really do tend to develop specific sets of expectations for individual children. Think through a list of 10 children you work with often and I'll bet you can easily give each one a label. There are always those children that everyone in the school knows as soon as you mention the name. Unfortunately, these kids are usually memorable for the wrong reasons. Is there some way that we can release these children from the roles and images they have acquired? Chapter 6 provides 6 ways to help children discover a new image of themselves. Your job this week is to find that one child who needs an image boost and try out at least 1 of the 6 ideas described in the chapter. Post your stories in the "Week 8: HTTSKCL-Roles" conference of WebBoard.
This week will be looking at various school models. A phenomenon as varied and widespread as a school cannot be explained by a single model so you may recognize some aspects of your school in several of the models. In the following article, Models of Schools, you will be briefly introduced to 10 different models or purposes of schools. Read through each model carefully and share with us what characteristics or models you currently see represented in your school. It will be fun to see the characteristics of all the schools that you are in, both urban and rural, large and small, elementary and high school. Specific examples will help us better understand your perspective. Post your responses in the Week 8: School Models Conference. Please respond to at least 2 other persons.
Frequency Charts Frequency charts record the number of times something happens during a designated period of time. Frequency charts are most often used to check the effectiveness of your teaching or to document how often a behavior occurs. (Remember you can document appropriate behaviors as well as inappropriate behaviors) more accurately than just trying to guess at how often a behavior occurs. The limitation to frequency charts is that they may only assess the quantity of the behavior and not its quality. In the following example, the teacher has been encouraging children to ask more questions as part of a geography assignment:
This week try out a frequency chart for either a teaching behavior or a management issue and see if you can get a handle on the frequency or how often it occurs in a given period of time. Please choose whatever time frame makes sense for what you are observing. You could even keep a tally for an entire day if you wanted to document something like off/on task or out of seat behavior. Post your responses in the Week 8: Frequency Charts conference. |
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Current
Issues
Activity
1- Current Issues
Activity
2 -
How to Talk so Kids Can Learn
Activity 3- Teaching
as a Profession
Activity
4 - Journal|
©2000 Developed and written by Malia Stevens and Mark Rediske Last Updated: 05/21/2006 |