Discipline Journal #4

I. Ten Discipline Situations:
Grade level/Class: Pre-AP English I

Description of the Incident: As class was about to begin, a student yells out across the room to her friend, “Hey! Did you do your Spanish homework? Can I see it?” I walked over to her desk and told her that if he did have it, she was not going to cheat off of it in my classroom – this is an “Honors” class (not that it meant anything to her). She said it wasn’t for “this” class, so it shouldn’t matter. I told her to see me after class.

Consequences: I talked to her about cheating and what her parents would think about it, and how being honest with your work is a big part of the character she displayed. She listened, but didn’t seem interested. I told her I would have to talk to her Spanish teacher and he could decide what to do (if anything) about it.

Reflection: My relationship with the student is still fine. The discipline situation didn’t really impact my relationship with the student, though I hope she thinks twice before asking for someone else’s homework.

Grade level/Class: English II, 3rd period

Description of the Incident: Two students continued to talk after I asked for everyone’s attention. I paused, waiting to “give them the eye” to redirect their attention. One did, but the other continued standing up, speaking to the other girl. I asked her to please sit down. She said, “Hold on a minute!!”

Consequences: She received a meeting with me, a call home, and a detention. I don’t know if our relationship will be affected in the long run, but at the moment, she’s still angry that she had any consequences at all. She didn’t understand how what she did was disrespectful.

Reflection: This type of incident happens usually once or twice a year. It’s not a common occurrence, and I find that it is usually girls who behave this way. I don’t think there’s a way to prevent this type of disrespect; I feel it usually stems from their home lives.


Grade level/Class: Pre-AP English I, 2nd period

Description of the Incident: A student was written a detention for excessive tardiness, but did not show up. When I gave the student an office referral the next class period, her stayed in his desk and didn’t move toward the door. I nudged him to move, and he did, but not without remarking something under his breath.

Consequences: His consequence was a warning. I think the consequence was appropriate and so far the consequence has made a difference. I haven’t had any problems of this sort from him since.

Reflection: I hate taking class time to deal with behavioral problems, My relationship with the student is about the same, and he had followed directions ever since. Should it happen again, I think he will just go.


Grade level/Class: English II

Description of the Incident: I told my kids to find something to work on after their tests, that they couldn’t talk even after everyone had finished. A girl blurted out, “Why not??” I calmly told her that this was the plan for the day, she continued to argue.

Consequences: I asked her to see me after class. This was the same girl who told me to “Hold on a minute!!” It was the second outburst of that kind, and so I wrote her a referral since the detention and parent phone call were unsuccessful.

Reflection: Some problems aren’t resolved after addressing it once, which doesn’t bother me. I think the more we discuss things, the more they will see that I care about the situation and the more likely the behavior is to change.



Grade level/Class: Pre-AP English I, 3rd period

Description of the Incident:
A girl came in tardy for the 4th time to 3rd period.
Consequences: I wrote her a referral, which is the “next step”.

Reflection: The consequence was appropriate, and she hasn’t been tardy since then.


Grade level/Class: Pre-AP English I, 3rd period

Description of the Incident: When the students walked into the classroom, a girl handed me a grade sheet for basketball. I asked her to wait until the end of class and she rolled her eyes at me and “hmphed” at me.

Consequences: She received a detention for the disrespect she showed. I asked if she would come see me. Before I could get words out of my mouth, she apologized for the way she spoke to me, and accepted her apology. This has been a constant problem this year. I told her if it became a problem with her in particular, I would have to write about it in the comments section of her grade sheet. She seemed to understand.

Reflection: I think with this type of student, who wants everything when she wants it, how she wants it, it’s important to make listening a priority for both parties. I think our relationship is fine now, though not much time has passed. Relationships can only strengthen when listening is a priority (again).


Date/Time: October 14, 2008

Grade level/Class: Pre – AP English I

Description of the Incident: I prevented a discipline situation by having people sign in for tutoring when they showed up. Some students try to get out of athletics by coming to tutoring and messing around. I had any student who needed help in tutoring sign in, telling exactly what they needed help with. This has warded off some of those students.

Consequences: They may have gotten detentions for messing around or have been forced to run if their coaches were notified, but the problem was fixed, so they didn’t.

Reflection: Prevention is the best way to deal with behavior problems. I prefer to never deal with behavior problems, and it’s a relief to not have to worry about a small situation like this.



Grade level/Class: - Pre-AP English I

Description of the Incident:
A girl came in tardy for the 6th time to 1st period.
Consequences: I wrote her a referral, and she’ll probably end up going to MIC because of it, unfortunately.

Reflection: The district feels the consequence is appropriate, but I have mixed feelings. This girl will not receive instruction for me for some time, which puts her education out of my hands. I do not like this side of it.

Grade level/Class: Pre-AP English 4th period

Description of the Incident: Two students were talking during a test, apparently cheating on the assignment.

Consequences: I took up both tests, and they received a zero for the test, which they cannot make up. This punishment is fair and used pretty frequently. They didn’t deny that they were cheating, so it went pretty smoothly.

Reflection: I’m amazed that students can be so blatant with their cheating and it doesn’t seem to matter to them. The relationship with these students hasn’t changed because they didn’t realize it was a big deal.


Grade level/Class: Pre-AP English I

Description of the Incident: A student was singing a song with highly inappropriate lyrics. I raised my eyebrow at him, and he kept singing.

Consequences: I wrote an office referral because of the sexual nature of what he was saying. He disputed it, saying that he wasn’t cussing, but I sent him anyway. I think the nature of what he was saying warranted an office referral – the punishment was fair.

Reflection: Since the incident, our relationship has not improved unfortunately


II. Model to Implement: Rogerian
The Rogerian model encourages the participant to listen, to be a reliable, trustworthy sounding board for others’ problems.


Description of incident:
A student wanted to tell me how she and her sister had gotten in a fight about leaving for school on time. The fight turned physical, and she went into detail about all of her disagreements and troubles with her sister.

Specific steps:
I didn’t add anything to the discussion; I simply listened and repeated some statements back to her, being a sympathetic ear for her to share her story with.

Reflection:
I think she appreciated the fact that I listened to her. I don’t think she was looking for advice or sympathy or criticism; she just wanted to be heard. The Rogerian model is terrific for this type of occurrence. A lot of times we’re tempted to say everything we think, especially if you’re opinionated like I am. I found it a great exercise for listening, a practice we can all use from time to time.

My Discipline Model - Crucial Relationships

My Discipline Model : Crucial Relationships

Brief, narrative description of model: The discipline model I follow uses strategies that above all else create a safe, welcoming, challenging learning environment for my students. It is designed to build relationships with students to maintain classroom management and ensure that learning can take place – that forward progress is always allowed to continue.I’ve borrowed from the following discipline models to structure my own.

Love and Logic- Since I’ve been teaching, this has been pushed by the district in order to avoid arguments and give the teacher control of her class without demeaning any of the students. I use “tag lines” and avoid mean sarcasm, which takes away the students’ need to feel defensive and promotes a calm atmosphere. Assertive- Students want to know their boundaries and consequences. I have a very short list of rules and consequences posted so that they know my expectations concretely.

Rogerian- Listening is so important in building relationships to maintain a well-disciplined class. If they know that you care, they will be more willing to work hard for you. Not necessarily getting involved, but being an ear to hear troubles lets the student know that they can trust you. Trust is crucial in building relationships.

Preventative- Preventing potential problems is the foundation of any good discipline model. With experience one gains the skills needed to seek out and prevent problems before they happen through extensive planning and organizing and an instinct for avoiding tricky situations.

Overt Teacher Behaviors:
Time to read for fun
Parent phone calls
Listen to music
Games
JagCards
Verbal Recognition
Display student work

Covert Teacher Behavior:
A well-planned seating chart or groups
Eye contact with off-task students
Proximity to students
Calming gestures
Place hand on the pupil's desk or book
Model expected behavior
Point to posted rule
Talk with student after class

Educational Insights: What glimpses, indications, signals, warnings, or advice would you offer to a new teacher based on your experience and your new knowledge gained from this course?

So much of success comes with experience and trial and error. Don’t get discouraged if a discipline model doesn’t work the first time. Keep trying. Know your kids- know their parents. Be willing to admit when you’re wrong and don’t beat yourself up if you can’t reach every student you teach, but keep trying. Watch a students’ body language because you can tell if they are hurting, defensive, excited, etc., and it can help you address their needs.

Strengths:The strengths of my discipline model is that the student will always come first, and the classroom will always be one that is conducive to learning. Students know what to expect, are shown respect, and there are very few surprises.

Limitations:The limitations of my model are that a lot of class time is sometimes take up trying to build rapports and connections with students, which can take away from academia. Students who hate strict rules will balk at this model at first because it leaves no room for students to break rules without consequences.Why do you believe your model will work with students? I think my model works well with students because they see that the teacher is in control of her class, and that this is someone who they trust, and are willing to listen to and learn from.

Reflection for ETEC 597

How will you harness the power of the technology you've explored and make it work for you? Identify at least two technologies and discuss your ideas for integration and engagement.

What are some other "Aha" moments you had this semester? Finally, will you continue to utilize your blog and how?

I have always tried to incorporate technology into my classroom, but with the speed of the way technology changes and all of the new sources out there being developed every day, I confess that it’s difficult to keep up. Making PowerPoints more interactive by creating Jeopardy reviews for vocabulary and reading comprehension have been valuable tools that have truly gotten my students more involved.

One of the biggest problems I’ve run into when expecting my student to type their papers is that they don’t have Word at home and couldn’t format the paper in the way that was expected of them. With the use of Google Docs, the students can type their papers at home, in class, in the computer lab, at the library or ANYWHERE and have access to their documents at all times.

My biggest Aha moment is the way I can incorporate using ePortfolios in my own classroom. Creating an ePortfolio is a great way for students to keep up with their work, and great for way for them to see how far they’ve come throughout the year. I haven’t had my students make an ePortfolio yet, but that is my goal for next semester. I think they will enjoy the experience and will look back on it as a useful tool to present their work.

I will continue to use my blog especially as a model for my students to look at for their own portfolios. It will be worth it to me to keep it going because I really think I can use it to help my students.