for My Students:
Students will show respect for one another.
Students will have a sense of self-worth.
Students will feel that their contributions are valued by their peers and teacher.
Students will be prepared for class.
Students will put their best efforts forward.
Students will take responsibility for their learning by seeking help when they need it.
Students will assume responsibility for their own behavior.
Students will promote a positive learning environment for others.
Students will remain on-task and engaged in the material.
Conditions I Would Like to Maintain:
Positive, nurturing environment
Sense of community
Active learning and participation
Fun and enjoyment
Engaging lessons and activities
Personal relationships between teachers and students, and among students
Student involvement in program planning
I Will Work Individually or Cooperatively with Students to Help Ensure Appropriate Behavior:
- Involve students in the creation of a classroom discipline plan.
by Gordon, collaborative rule setting is effective because students’ and teachers’ needs are communicated and
met equally and by mutual agreement. Subsequently, students feel more invested
in the rules because they took part in creating them.
- Involve students in planning the structure of the course.
to Gordon, involving students in the planning of the course causes them to feel valued and gives them a sense of responsibility.
- Develop personal relationships with students.
Canter, acknowledging students as individuals promotes respect and trust within the classroom.
I especially like Jones’s suggestions to use positive facial expressions (winks and smiles) to both encourage
students and make them feel valued.
- Provide a sense of hope and caring to misbehaving students.
According to Curwin and Mendler, misbehaving students have often lost hope in education, and teachers
need to do what they can to make learning more interesting and worthwhile for these students.
- Keep the classroom energy level high through my own enthusiasm, engagement, and humor.
- Develop trust with and among class members.
As Canter suggests,
developing trust is vital to creating a learning environment in which students will want to participate.
- Avoid time-wasting, keep students active, and select activities that are relevant and engaging.
This will be
done by using Jones’s technique of “bell work” and planning activities that involve group-work or student
- Preserve dignity when dealing with misbehavior.
As noted by
Curwin and Mendler, teachers must “…keep student dignity intact and bolster it when possible” (131).
- Help students to assume responsibility for misbehavior.
As Coloroso notes, students need to realize that they make choices in how they behave.
How I will Intervene When Misbehavior Occurs or Appears Imminent:
- Use physical proximity and eye contact to redirect off-task behavior.
As Canter and
Jones articulate, often these two methods are all that is necessary to keep students on task.
- Speak with student privately.
This will preserve
student dignity, as suggested by Curwin and Mendler.
- Show concern and caring for student when speaking about misbehavior.
As Curwin and
Mendler propose, students who misbehave often resort to misbehaving because they would rather be seen as a troublemaker than
as stupid. Teachers need to recognize the root of the problem and try to help
the student to behave appropriately.
- Actively listen to the student and avoid communication roadblocks.
suggested by Gordon, I will try to bolster communication and avoid giving orders, warning, preaching, lecturing, or criticizing
students, which may cause students to refrain from expressing themselves.
- Follow the procedures agreed upon by the class.
- Be consistent and fair in using disciplinary actions.
C.M. (2005). Building Classroom Discipline. Boston: Pearson Education, Inc.
G. (2000). Educational Battlefields in America: The Tug-of-War over Students’ Engagement with Instruction. Sociology of Education, 73 (4), 247-269.