GREAT Program

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

Hoffman, Hutchinson, and Reiss discuss their study and findings on whether or not Conscious Discipline can help ameliorate students’ difficult behaviors. Conscious Discipline, created by Becky Bail, is described as classroom management program that promotes teachers’ self control, encouragement towards students, allowing children to make choice, and much more. In the study, several teachers were elected and were asked to complete a survey dealing with classroom management. Some of these teachers were then provided workshops to help them learn about Conscious Discipline and overall enhance their classroom management methods. Most of the teachers who attended these workshops applied their new knowledge

Being able to closely link the intervention and the work being done by the class as a whole, underpins the individual work so that it fixes better into the child’s mind.

According to the University of Michigan, the average student grades 1st through 12th goes to school for approximately 32.5 hours per week, additionally spending 4 hours per week on homework outside of the classroom (Swanbrow). When considering those numbers it’s without a doubt that school makes up the majority of a child's life. Therefore one can see the potential for a teacher to be a hugely influential force on adolescents. In the story "Bodega Dreams" by Ernesto Quinonez portrays the extremes of the student/teacher dynamics with two very different teachers. On one hand, there's Mr. Blessington, a mean-spirited, tough teacher that is constantly putting the kids down and telling them they'll never be more than criminals. On the other, Mr. Tapia, a nice, gentle and motivational teacher who is building kids up. After Mr. Blessington pushes a kid to the edge and there's an assault, Mr. Tapia helps to cover it up because he doesn’t want anyone to hurt their futures. Even though both these teachers were extremes on both ends of the spectrum, it raises good points about teaching styles and how to handle children/students. When it comes to teaching and fostering children's learning after seeing both sides that a happy medium of positive and negative reinforcement, nurturing and tough-love is needed to create a healthy compromise in classrooms.

Various researchers have focused on simply just evaluating the impact these programs have on its participants and if they have been implemented as planned by the relevant stakeholders. For example, the purpose of Esbesen and Osgood (1999) national evaluation of the GREAT program is to compare between students who participated in the intervention to those who did not take part in the 13 lessons offered by GREAT. Additionally, Reddy and Goldstein (2001) conduct a program evaluation on the program ART, but their sample is only made up by sixty adolescent males and cannot be generalizable to the United States

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

Universal supports and instruction are the core programs and strategies provided to all students within the school building to promote successful student outcomes and prevent school failure. Tier 1 supports are intended for all students in the school. The core components of prevention include setting clear behavioral expectations, creating an acknowledgement system to reinforce desired behaviors, and developing a system for addressing misbehavior. Creating clear expectations is the first step in developing a school-wide PBIS program. The Universal System

Use of differentiated instruction and technology to enhance learning outcomes. The teacher used an agenda and timer to maximize the time available for instruction. The teacher used cultural activities and technology to bring in multiple perspectives on the delivery of the content. The teacher also displayed promoting high expectations by repeatedly telling students what she expects of them. The teacher successfully addressed behaviors when they transpired. The management of classroom space and resources effectively for student learning was challenging. Many hurdles can play parts in managing classroom space; such as, arranging student desks with inadequate space. Adequate space, no safety issues, and less behavioral problems provided confirmation of how the teacher managed the space and resources for effective student learning. What if student’s inappropriate behaviors didn’t exist, would productive learning opportunities still be a measured component of the

F’s class. Behavior-wise, my second grade classroom struggles a bit. However, using Ohio Standard 5, element 2 and being aware of its necessity within the classroom, promotes a positive environment for not only me, but the students. Safe and positive classrooms are key when it comes to learning. I will not only use these standards in my student observing, but I will also use my understanding and the correlation between them and my evidence to further my future as an educator. “Behavior, respect, and expectations are key in any classroom, but even more so in an urban classroom,” said Ms. F, “it is easy to let the kids walk all over you, but you can’t let that happen.” As a future educator, I will make it my duty to promote a safe environment for children, perhaps using an app like Class Dojo to not only regulate behavior but promote and reward POSITIVE behavior. This standard and evidentiary website relates to the textbook. In relation to my evidence, Class Dojo makes parent involvement extremely key within the classroom. A direct quote from Chapter 11 in Teaching to Change the World states “when parents participate in their children’s education, students’ attitudes and achievement improve” (Oakes, 325). Class Dojo and the effort it makes to remove the barriers stopping constructive parent engagement is just one way that Ohio Standard

There are many great aspects about the COMEA House. One of the best things about the program is that they are able to house many people, especially men, as this this is the greatest population of homeless individuals in Cheyenne. They also have a designated space for families. This is a great aspect of the COMEA House, as many mothers with children may feel that they do not have a safe place to go. However, COMEA House provides a safe place for them to stay, away from the general homeless population, to ensure extra comfort and safety. Not only is the COMEA House able to provide shelter to so many individuals, they are also able to feed a great number of people. Individuals do not have to be staying the COMEA House to get a meal there. Anyone can come and eat there, all they have to do is pass a breathalyzer test before entering the facility. Another great aspect of the COMEA House is that they work with each individual to get them moving toward independence and self-sufficiency. They also offer extended stays to individuals who are working toward independence, but may need a little more time and assistance in order to maintain successful living when they leave.

He found that the advisory system, personal learning plans, student-based learning, classroom management, and behavior were areas that needed improvement (p. 9). At this point, teachers still did not have a concrete schedule and were challenged with behavioral problems and working with a diverse group of students. The teachers felt part of the problem, was not having a seasoned teacher in the school nor a formal discipline plan. Behavioral challenges continued to be a problem throughout the school year. Even though the district reimbursed the school for the services of a psychologist, a speech therapist, and a nurse, they were part-time and not on-site when situations arose (p.

It has been my experience that students are like mirrors. They reflect back what the instructor exhibits. For this reason, it is imperative that teachers carefully select classroom management strategies and maintain a calm, sweet, dignified demeanor. Given these points, I use whole brain teaching as my primary source for classroom management. WBT contains amusing effective methods that incorporate classroom rules, attention getters, and reciprocal teaching. The method stems from “brain based learning” (Battle, n.d.). Research shows that, “the most effective learning takes place when a student engages the brain's primary cortices- visual, auditory, language production and motor- at the same time. As you involve all four learning modes at once, and attach a positive emotional experience, students form deep and lasting anchors for the information they are acquiring” (Battle, n.d.). When considering classroom management strategies, I focus on keeping it flexible and at times individually tailored. To this end, I have had to use multiple systems simultaneously to maintain effective differentiated discipline. I have incorporated proactive teaching, token boards, and reinforcement schedules. I strive to build each child’s self-concept by recognizing each positive action they take whether it is following directions quickly, or simply using manners in the classroom. I endeavor to build positive relationships with families by collaborating with parents, educating parents about IEPs and by using technology such as class dojo to keep families apprised of student success and weekly activities. I put a greater emphasis on the positive than the negative. I achieve positive rapport with colleagues by cheerfully synergizing with the school staff. All of these strategies combined have allowed me to have a positive impact on the relationships I have developed with

In order for teacher preparation programs to improve, universities will need to view instructional and classroom management pedagogy as an integral single domain (Christofferson & Sullivan, 2015). Kounin, 1970 as cited in Christofferson & Sullivan, found that interventions to stop misbehavior were only as successful as the instructional goals, supporting the notion that classroom management and instruction should be addressed in tandem instead of separately (p. 248). If pre-service students see organization as a byproduct of behavioral control rather than a creator of an efficient learning environment, they may miss the point (Kaufman &Moss, 2010). Universities will need to see classroom management as an enhancement to learning rather than just improving behavior, so improvements will come

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.