teaching

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a. In the book Positive Discipline in the Classroom, there were several important ideas

expressed by the authors to help teachers, administrators, and parents create a classroom

in which adults and children feel encouragement, respect for themselves and others, and empowered to work together for the good of all. First of all we must create an atmosphere of caring based on kindness and firmness. Students need to know that we care when we help them understand the consequences of their choices in a non-threatening environment. We can begin by involving the students in coming up with the classroom rules, rather than dictating the rules. This way they feel a sense of belonging because they had some input. Also, we can hold regular class meetings in which the eight building blocks mentioned in the book are used. Introducing the building blocks gradually to students is the surest route to success. Students will eventually gain more practice in social interest, respect among each other, cooperation, and problem solving. By learning effective problem-solving skills, they will hopefully be more success in all aspects of their lives and there will be less time wasted in the classroom because there will be less disciplinary problems and learning will be the main focus. The first building block mentioned is to have the students form a circle. This arrangement allows everyone to see everyone else. The second one is to have the students practice complementing each other. It is important that class meetings begin on a positive note. The third one is to create an agenda. The teacher sets up a book for agenda items. This book allows the teacher and students to write their concerns or issues with which they want help. The fourth is to develop communication skills. Students need to practice being good listeners, taking turns, and expressing oneself clearly. The fifth is to learn about separate realities. When students learn to understand and respect difference, they will find it a lot easier to communicate with others. The sixth is to recognize the four reasons people do what they

do. When student believe they don’t belong, they usually choose one of the four mistaken goals of behavior undue attention, misguided power, revenge or assumed inadequacy. The seventh is having the students practice role-playing and brainstorming. The eight is the last building block and it focuses on nonpunitive solutions. It is important to help students focus on what they can do to take responsibility in solving their own problems because people do better when they feel better.




b. I would start implementing the ideas mentioned in the book on the first week of school. I would begin by having the students brainstorm classroom rules and consequences if rules are broken. This way students feel more compelled to behave in class because they were a part of helping create the rules. Also, students feel a teacher is caring when he or she allows them to be a part of the process. Once the rules are established I would begin to create a climate that involves mutual respect among us. I would teach the students the skills of cooperation and contribution through classroom meetings, and I would tell the students that throughout the year we will be having class meeting three times a week and that there will be a format for holding the meetings. Next, I would introduce the first three building blocks followed by one of the activities mentioned in the book to get the students to buy the idea of class meetings and then I would start a class discussion by asking the students how many of them have family meeting at home, and what happens during that time. I would then proceed to let them know that a class meeting is a place where we can help each other share ideas, solve problems, and plan things together. I would emphasize that it will strictly deal with things that happen at school, not at home. Once I feel that they have become familiar with the basics of holding class meetings, I would them move on to the topic of having an agenda prior to every meeting. I would show them the agenda book and tell them that this is where they would write their concerns. I would emphasize the importance of writing their name next to it, so that when the concern is brought up at the meeting we can work on general solutions. I would also let them know that the only items that will be handled during the class meetings are those that are on the agenda before the meeting and that the purpose of any of the meetings is to help people, not hurt them. Practicing communication skills which include being a good listener, taking turns and expressing oneself clearly would follow. I would probably introduce this after the second or third class meeting and I would most likely use one of the activities mentioned in the book.

c. I don’t think I would challenge any of the ideas that the authors mentioned in the book. I really enjoyed reading this book and I’m looking forward to using the ideas in my classrooms. I think the book is a powerful tool for helping all teachers to develop effective classroom management skills. The components are ideal for novice and veteran teachers and I highly recommend it to those teachers who haven’t experienced success in disciplining students. This definitely would serve as an effective guide for classroom management because everything is so clearly explained.



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