1. P/J Management Class 2 At your tables, have one person act as recorder and prepare a table with three columns. In the first column list different misbehaviours you saw while out on placement and / or misbehaviours you remember from when you were in elementary school. Bell Work:

2. EDUC 4454 - Management Site of the Day: http://www.disciplinehelp.com/teacher/list.cfm?cause=All Scan down the list Pick a descriptive label You will find listed the behaviours characteristic of this discipline problem Go to ‘4 Steps’ in the upper left-hand corner Effect Action Mistakes Read through information points

3. Labels Labels Labels ….. Reflective of dominant culture and larger society’s definition of ‘normal’ Most are Externally Imposed The Bad: People see the label not the person The Good: Exceptionality labels in school indicate need and directs support Two Things We Need to remember: Person first, exceptionality second Take what is Positive, leave what is Negative What did you think of the labels on this site?

4. The School “Environment” : School as a microcosm Poverty exists because large population uneducated (1900s) We Must make sure the students are learning for the Good of our Community (1950s) Children can’t get Resources (late 60’s) Children can’t think (mid 70’s) Children don’t have Basics (early 80’s) Children development is being ignored (late 80’s) We Have a Crisis in Education (mid 90’s) 2000’s ????? Schools based on white middle-class culture – old rules Societal / Cultural Changes:  What is missing on the playground?  Computers & Internet (Entertain, Attention span & Physical)  New Role Models & Role of Television  The Control Tactic of Fear  Media Influence  Violence - real & fictious

5. However... Students intrinsically want to learn and teachers still want to teach Take into consideration the Affective Domain when Planning Rich Tasks Consistency and Follow-Through Provide Structure Be Honest Create ownership in the Classroom See Person first Proactive Classroom Necessities which will decrease management issues And which the Teacher can control

6. Person first, exceptionality second The behavioural child The learning disabled child He’s developmentally delayed She’s intellectually challenged The hearing impaired child A child with behavioural concerns A child who has a learning disability He has a developmental delay She has an intellectual challenge A child with a hearing impairment

7. If you ask me what to do about a kid being “off-task” – one of our favourite buzzwords – my first response is going to be, “what’s the task?” - Alfie Kohn

8. Have Things Really Changed? Argument One: “I remember when I was in school …” “The good ol’ days” Back to the basics…. FACT:There have always been behaviour problems in school This is because of: a) the normal development of children b) high number of same age individuals together

9. Maslow’s Hierarchy of Needs Self- actualization Esteem & Self- respect Belonging & Affection Safety & Security Physiological Hunger, thirst, breathing Protection from injury, pain, temperature Love, warmth, affection Feeling adequate, competent, worthy, appreciated, & accepted Self-fulfillment by using one’s talents and potential

10. Preoperational (ages 2 – 7) Concrete operational (ages 7 - 12) - Egocentric; Unable to fully understand that others may see things differently; Often act on impulses; Difficulty with numerous steps and operations; Limited sense of time and space - Ability to order, classify, and consider several variables at once; Still need step-by-step instructions; Difficulty thinking about how they got to conclusion and don’t like to check conclusions JK – Gr. 3 Gr. 2 - 6 ‘punishment-obedience’ ages 4-6 ‘exchange of favours’ ages 6-9 ‘ good boy – nice girl’ ages 10-15 Primary / Junior Students How students make sense of their world (Kohlberg) How children interact with their environment (Piaget) Kohlberg Piaget Reminder: This is just a quick review of your assigned readings for this class.

11. Application Go back to your charts from the beginning of class In the second column, guess what could be going on (use the theorists) In the third column, discuss what is needed / what needs to be considered in order to meet the child’s goal / need.

12. Homework: Open your management plan file For homework last class you were to write a small paragraph on the importance of a teacher to consider the affective domain when planning. Under this paragraph, skip one line, and support your argument using one of the theorists we discussed today. Make it short! (Principals hate to read a lot during interviews.) Remember to link this paragraph back to your last homework paragraph. Save ! Assigned Reading: Chapter 4