1. The Dilemmas of Discipline and Classroom Management Chapter 3

2. The teacher said that she sometimes lets the “better” kids get by. By better kids, she means 1.The kids who dress the nicest and are most like her 2.The smartest kids 3.The kids whom she finds most attractive 4.The most obedient and unquestioning kids

3. Classroom management: Creating an Environment for Learning The teacher’s ability to arrange the learning environment, the physical setup of the classroom, the learning activities, and the learners themselves, that fosters smooth flow Most important…the ways in which the teacher plans and executes daily lessons

4. Classroom management Born out of a relationship between the students, the teacher, and the instructional environment Teacher-centered…tight authority in most daily activities Student-centered…an effort to share roles and responsibilities in the classroom

5. In terms of classroom management, I would be most comfortable being 1.More teacher- centered, in control 2.More student- centered, sharing power

6. Unpredictability Once procedures and rules are established, things tend to run more smoothly, but……….the very nature of the flow of human relationships and power within them implies that they will never be static, predictable, or manageable the same way every day

7. Classroom Discipline “…when administrators and teachers talk about classroom discipline, they are usually referring to the never-ending issue of getting individual students, and sometimes the entire class, to behave in a manner desired by the teacher.”

8. Discipline “training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement.” “Training” may suggest extrinsic rewards or extrinsic punishments Inherent in disciplinary techniques is a power dynamic, the teacher’s view of the uses of power in the classroom

9. I am most motivated to do things in a classroom 1.By knowing there will be specific rewards for doing them 2.By knowing there will be specific punishments if I don’t do them 3.If the things make sense for me to do 4.If they are enjoyable to do

10. A little history of American Education Colonial schools…the Puritans of New England---inherently evil human nature, fear of God’s retribution, strong connection between Church and State In Puritan philosophy, good teaching synonymous with strict discipline, scare tactics, unquestioned obedience to authority

11. 1800s…changing times and attitudes The development of the American character, and three key issues: 1. questioning the evilness of human nature 2. debates over what knowledge was of most worth and how it should be organized and used 3. what type of educational system would best meet the needs of the developing new Nation

12. Horace Mann Champion of the Common School movement Belief that children were innocent and capable of learning without fear of retribution Clash of educational philosophies, such as emulation…rewarding those who did the best, consistent with growing capitalist economic system

13. John Dewey and Progressivism A belief system that emphasizes learning through experimentation— nonauthoritarian, learner centered The purpose of schools should be to prepare students for life in an ever- changing democracy Schools should be a microcosm of the community

14. Colonel Richard Henry Pratt Set out to solve the American Indian “problem” Indians could be led to “civilization” through schooling…take away Native language, culture, families…put in place dominant society language and culture, and prepare students for blue collar work

15. Discipline and Management Theories The Canters: Assertive Discipline…students have a right to know the rules and obey the rules and to receive positive recognition for doing so Limited number of rules that apply at all times, targeted at behavior only…clear negative consequences in an atmosphere of warmth and support

16. Alfie Cohn: Classroom as Community Theoretical framework of Constructivism…new and more complex understandings starting from the student’s base of knowledge, by interacting with materials, the teacher, peers Hands-on experiments and inquiry-oriented projects Discipline and management are inappropriate when attempting to build a classroom community…no rewards or punishments

17. At this point, I would be more comfortable with 1.The Canters’ form of classroom management 2.Kohn’s approach to the classroom