Unit 2: Understanding Classroom Management Models I
Chapters 3 6 2nd ed.
Chapters 3-5 and 8 3rd ed.
Introduction: This unit is designed to study the work of Lee and Marlene Canter, Rudolf Dreikurs, Haim Ginott, and Jacob Kounin. As you read and explore each, reflect and make connections to either your teaching practices or the practice of those teachers who influenced you. Chapters 3 – 6 should be read as reference to the study. The podcast and/or podcast script for Chapters 3/4 and 5/6 should also be reviewed.
The points reflect the evaluation ppoints found in the syllabus. Excessive grammar, punctuation, spelling, and composition errors will result in a reduction of points for the Unit 2 assignment. Failure to submit the assignment by the due date may result in a point reduction equivalent to a letter grade reduction.
THE DUE DATE FOR THIS ASSIGNMENT MAY BE FOUND ON THE COURSE CALENDAR IN SECTION VI OF THE SYLLABUS. THE ASSIGNMENT SHOULD BE SUBMITTED AS ONE DOCUMENT VIA THE ASSIGNMENTS LINK.
Format:
You must submit this as 1 Word document via the appropriate assignment function.
You must use Microsoft Word, font TNR, size 12, single spaced
Include your name, assignment title, and course
Use headings (example- Section I: Vocabulary) so that sections are clearly answered.
Be thorough in your responses to each section.
I. Vocabulary
Directions: In your own words, fully define each term/concept and provide an example from the real world of education, preferably your school setting. In responding, type the term/concept and the definition and example. (2 points each, for a total of 20 points)
1. Assertive style (Canter and Canter)
2. Discipline hierarchy (Canter and Canter)
3. Mistaken goals (Dreikurs)
4. Logical consequences (Dreikurs)
5. Encouragement vs. praise (Dreikurs)
6. I-messages vs. you-messages (Ginott)
7. Sane messages (Ginott)
8. Withitness (Kounin)
9. Desists (Kounin)
10. Group focus (Kounin)
II. Questions and Assignments (5 points each, for a total of 35 points)
1. Review the information in the Vocabulary section above. Then compare and contrast the theories:
a. Assertive Discipline and Democratic Teaching
b. Assertive Discipline and Congruent Communication
c. Assertive Discipline and Kounins Instructional Management
d. Democratic Teaching and Congruent Communication
e. Democratic Teaching and Kounins Instructional Management
f. Congruent Communication and Kounins Instructional Management
2. Do you believe that Canters Assertive Discipline provides an unduly harsh learning environment and devalues self-discipline as an ultimate goal in favor of management of conduct? Offer a rationale for your opinion.
3. Do you prefer using a whole-school management program or developing your own management practices? Provide a rationale for your choice.
4. The text identifies the following as ways in which to implement Dreikurs Democratic Teaching (pg.146-149):
a. Treat students as individuals and treat them with respect.
b. Develop self-respect.
c. Model respect by treating students with dignity, friendliness, firmness, and kindness.
d. Allow student to participating in the making of important class decisions.
e. Use instructional strategies that meet individual needs and interests.
Describe two other factors or conditions that would support Dreikurs model.
5. Review figure 3-5 on page 59 of the text. Choose one of Ginotts key concepts described in the figure. Describe three techniques that a teacher could use to implement that concept.
6. Discussion Ginotts idea of evaluative praise and appreciative praise. Do the students see the difference between the two? Explain your response.
7. Briefly describe how you have or could implement the following applications of Kounins theory: Choose one of the following Kounin applications:
a. Withitness
b. Overlapping
c. Desists
d. Group focus
III. Case Study20 pts
Read the following case study and respond to the prompt.
You are the lead teacher at Dahomey Middle School. Your principal has asked you to work with Ms. Janice Brisky, a new teacher hired in October to teach a class of fourth graders who had a long-term substitute teacher for the first months of school. The principal is concerned that the students may be suffering academically. He has provided you with the following information:
The students in the class are not bad, in the sense that they do not fight or threaten others, but they display many minor (but still disturbing) behavior problems. They answer out of turn, talk among themselves, fail to complete work in the allotted time, and walk around the room whenever they please.
Ms. Brisky likes to use flexible learning groups and cooperative learning groups, but classroom management is particularly difficult for her when using such groups.
Over the past week, you observed in Ms. Briskys class and then conferenced with her. When she talked about how things were going in her classroom, Ms. Brisky mentioned that her emphasis was on active learning and that she didn’t want to appear to be a strict disciplinarian. She stated, “I don’t want to keep interrupting my work with one group to deal with behavior problems. The students really aren’t ‘bad,’ so I just ignore things. But sometimes it seems that I have to shout to make myself heard over the constant undercurrent of noise. Maybe I should try some management system, but I don’t know where to begin. These students need support, not discipline.”
You have scheduled your next conference with Ms. Brisky for early next week. Now, you are collecting your thoughts about how help her become a better classroom manager.
Prompt: Choose one of the classroom management models found in Chapters 3 6 of the text.
Create a bulleted list of suggestions that you will present to Ms. Brisky for improving classroom management when students work in groups. You should provide at least five suggestions.
Each suggestion should be explained in a well-constructed paragraph.
As you explain each suggestion, clearly link it to at least one of the theories studied, being sure to credit the theorist(s) for his/their ideas.
(This case study was adapted from the Chapter 8 Case Study found on the companion website to the text: http://wps.prenhall.com/ manning)
IV. Scholarship Reading- 15 pts
Directions: Read the Roebuck (2002) article found in the Unit folder under Pages and complete the following items.
1. Provide a reference for the article in APA style (6th Edition). The following information, which is needed for the reference, is not found in the article: volume number 62, issue number 7. The rest of the information needed for the APA reference is found in the article.
2. In a well-developed paragraph, summarize the authors points that are interesting and useful to you.
3. In a separate well-developed paragraph, explain the insight you gained from the reading and how this insight may inform to your educational practice.