Great class today! Reflection is a powerful learning tool!
Please post your two bibliography sources here, being sure to provide a little background on why you selected the ones you are putting here, and a couple sentences summarizing the articles. Plan to post by Wednesday, and respond if you would like or are able. Should you not be able to get your post to "stick" here, remember that it's fine to use the group email list!
Carol
Watson, A. (n.d.). "Morning Meetings". The Cornerstone: Classroom Management that Makes Teaching More Effective, Efficient, and Enjoyable. Retrieved 30 May, 2011, from thecornerstoneforteachers.com/free-resources/routines-and-procedures/class-meetings
ReplyDeleteThis article focuses on the use of Morning Meetings as a component of a teacher's classroom management strategy. Morning Meetings arose out of the Responsive Classroom model. They have been shown to be a very powerful tool if implemented correctly. This fits into my puzzle of practice by answering the question "What can I do to get my students to buy into the fact that this is THEIR classroom?"
In this article many educators' views on classroom management theory are presented. Included are Fred Jones, Robert Mackenzie, Harry Wong and Lee Canter. I found the Canter model to be very helpful in regards to empowering me as a classroom teacher. He states that teachers have three basic rights: to maintain an optimal classroom setting for learning, to have appropriate expectations for behavior, and the right to expect help from administrators and parents. This fits into my puzzle of practice of thinking about classroom management in a larger context.
ReplyDeleteI focused on articles of classroom management specific to secondary education. I do believe that different management strategies need to be used between elementary age to high school age.
ReplyDeleteMcFarland, Katherine P. (2000). Specific classroom management Strategies for the middle/secondary education classroom. Retrieved May 31, 2011 from http://www.eric.ed.gov/PDFS/ED437340.pdf
I like this article because McFarland is direct and to the point about ideas and strategies for classroom management. Interestingly, nonverbal cues can be more effective than outright verbally addressing the student in front of the class (I’ve found this to be true, students know to stop their behavior when I’d give them what I call the teacher “look” and shaking my head in a no gesture).
Malmgren, Kimber W., Trezek, Beverly J. & Paul, Peter V. (2005). Models of classroom management as applied to the secondary classroom. The Clearing House,79 (1.) Retrieved May 31, 2011 from http://www.drradloff.com/documents/models-of-classroom-management-as-applied-to-the-secondary-classroom.pdf
This article describes 3 classroom management models: Assertive Discipline, Logical Consequences and Teacher Effectiveness training. Along with descriptions of each, the authors explain how using these models in the classroom looks like. There is an overall theme that effective teachers do not get in a power struggle with students; rather, maintain a positive attitude and try to re-direct behavioral issues.
I chose 2 articles that discuss management strategies that revolve around the idea of a “positive classroom.”
ReplyDelete#1
Bondy, E., & Ross, D. D. (2008, September). The teacher as warm demander. Educational Leadership, 66(1), 54-58. Retrieved from http://www.ascd.org
A warm demander is a teacher that communicates warmth and insists that students perform at a high level. They do this by building caring relationships with students, knowing students and their cultures well, and communicate an expectation of success.
#2
Smith, R., & Lambert, M. (2008, September). Assuming the best. Educational Leadership, 66(1), 16-21. Retrieved from http://www.ascd.org
This article discusses 5 positive strategies that can improve teachers’ interactions with students, create classrooms that honor students’ need for safety and structure, and promote student learning.
Trying this again . . .
ReplyDeleteAs a special ed teacher, I am always interested in information that addresses students with disabilities. I came across this one that I thought would help general ed teachers with special ed students in their classrooms. It poses 10 questions to help you analyze and address disruptive behavior in students with disabilities. Hope this is helpful!
Daniels, V. (undated). How to manage disruptive behavior in inclusive classrooms. The Council for Exceptional Children. Retrieved on 6-1-11 from http://www.teachervision.fen.com/classroom-discipline/resource/2943.html?for_printing=1...
There is an overwhelming amount of information on classroom management. I just wanted to review the top 10 strategies. Here is an article that does just that.
ReplyDeleteSchwartz, N. (undated). Top 10 secrets of successful classroom management. The Apple. Retrieved on 6-1-11 from http://theapple.monster.com/benefits/articles/10033-top-10-secrets-of-successful-classroom-management?page=1
Curran, M.E. (2003). Linguistic diversity and classroom management. Retrieved June 1, 2011 from http://findarticles.com/p/articles/mi_m0NQM/is_4_42/ai_111506831/?tag=mantle_skin;content
ReplyDeleteThis article explains how ELL children may be feeling and acting when immersed in an English only classroom. It also explains that we, as teachers, should have enough confidence to allow these children to use their native language to formulate their ideas before responding in English.
Van Tassell, G. (n.d.) Classroom Management. Retrieved June 1, 2011 from http://www.brains.org/classroom_management.htm
This article summarized the many different ideas on classroom management, to include: Assertive Discipline, Theory X and Theory Y, Control Theory, Behaviorism, Transactional Analysis, Ginott Model, Kay Model, Jones Model.
#1
ReplyDeleteClassroom Management That Works: Research-Based Strategies for Every Teacher
by Robert J. Marzano, Jana S. Marzano and Debra J. Pickering
http://www.ascd.org/publications/books/103027.aspx
This book is research-based strategies for classroom management. All the chapters have very valuable information. I particularly like the research on rules and procedures. The research shows that students should be involved in creating the rules, and they should be brief, easy to remember, and posted in the room. This entire book is based on research and is a great refresher for classroom management.
#2
Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. Washington, D.C., 2008.
This article, which is more of a short book, discusses how to teach and manage students with ADHD. I had a large number of these students in a basic skills class and have found that much of the research in this article is very true. The way I managed my regular classroom and the basic skills classroom was very different in a lot of ways. I believe you have to keep in mind who you are teaching when you create your plan of attack for classroom management.
In response to Monica's article, "The Key to Classroom Management", I liked how the article outlined different strategies with different types of students. Also liked the emphasis on teacher-student relationships as a key to effective classroom management. But it's a little intimidating that classroom management has the largest effect on student achievement. Yikes!
ReplyDeleteKayleen: I liked your article on "Models of Classroom Management as Applied to the Secondary Classroom". I especially like the quote in the conclusion that "another erroneous belief is that adolescents understand what constitutes appropriate school behavior and can exhibit these behaviors at will." It's good to remember that even at the secondary level it is necessary to explicitly teach expected behaviors.
1. Erdogan, M., Kursun, E., Sisman, G. T., Saltan, F., Gok, A., & Yildiz, I. (2010). A Qualitative Study on Classroom Management and Classroom Discipline Problems, Reasons, and Solutions: A Case of Information Technologies Class [Electronic version]. Educational Sciences: Theory and Practice, 10(2), 881-891
ReplyDeleteAs a secondary Business teacher, I tried my best to incorporate technology into my lessons as effectively as I could. Often times, we were in a computer lab and those were when the disciplinary problems of mishaving students were most severe. This article was very reflective to me as it explained how classroom (lab) management and structure influenced learning environment.
2. Bilimoria, D., O'Neil, D., Hopkins, M. M., & Murphy, V. (2010, December). Gender in the Management Education Classroom: A Collaborative Learning Journey [Electronic version]. Journal of Management Education, 34(6), 848-873.
I assigned seats to students in my class and one strategy I used was to have a boy sit next to a girl and vice versa. This classroom structure was successful for most of the time, but this article took it one step further by explaining how gender mixture can contribute to more collaborative learning.
Heather, I think you are absolutely right about rules and procedures. Especially high school students, it is really difficult to manage the class once the rules and procedures are made clear at the very beginning. It adds to the importance of planning as teachers.
ReplyDeleteRenee, I've always wondered whether it is right for teachers to let ELL students to speak their native language or enforce "English only" rules to them. After reading your article, I have concluded that properly mixing the two strategies would be most effective. It has helped me decide under which circumstances it would be best to implement one policy over the other.
ReplyDeleteBefore I respond to my peers' articles, I would like to include the reference for my second post. I apologize for not including that with my synopsis a few days ago.
ReplyDeleteAllen, S.F., et al. (n.d.). "Classroom Structure". Taking Teaching and Learning Seriously. Retrieved 30 May, 2011 from www.kennesaw.edu/education/eece/TTLS/pages/articles/ClassroomStructure.htm
In responding to Renee's article about ELL students, I would like to say that I think all schools should provide staff development along the lines of the seminar/workshop presented in the article. Curran provides her participants with a salient and powerful experience that they can carry with them back into the classroom. Thanks for sharing this article.
Barbara, thank you for providing us with a special education perspective. With inclusion models becoming more common, I think the tips and advice in this article will be very helpful to me in the future. I like the idea of including a classroom ecological inventory and a functional analysis. Adding to that, it would be very helpful for teachers to have a colleague aid them in this reflective process.
Barbara....I loved both of your articles! When Daniels concluded his article by suggesting the humanistic approach coupled with a teacher's reflective thinking...I thought "YES!"
ReplyDeleteHeather...I'm glad you reminded us about Marzano's book. It is, again, very helpful....thanks!
In response to Monica's article The Key to Classroom Management,many of these same ideas have been discussed in my classes through our own personal experiences, like teachers who have high-quality relationships with students have fewer discipline problems. I also like how the article discusses how the most efective classroom managers do not treat all students the same.
ReplyDeleteRenee-
ReplyDeleteI really liked your article "Linguistic diversity and classroom management" because I could sincerely relate to it. In Colorado, we often don't think about other languages- or at least in my all white, middle class, suburban classes. During my recent trip I made the effort to learn as much Spanish as I could. I think we really don't appreciate being able to understand a language unless we are submerged and forced to truly pay attention and figure out how to convey one's needs. I think it would be fun after things settle down to learn Spanish so that I could close that gap for students and travel easier.
Barbara-
ReplyDeleteI really liked your article "How to manage disruptive behavior in inclusive classrooms". It felt like if you had a disruptive student you could go down the suggestions to figure out what was causing the behavior and how to fix it. I thought all the suggestions were really helpful as I've found that not every strategy will work with every student.