{"content":{"sharePage":{"page":0,"digests":[{"id":"12243045","dateCreated":"1242769666","smartDate":"May 19, 2009","userCreated":{"username":"bgt10909","url":"https:\/\/www.wikispaces.com\/user\/view\/bgt10909","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emmotteagles.wikispaces.com\/share\/view\/12243045"},"dateDigested":1532426470,"startDate":null,"sharedType":"discussion","title":"May Article - response by Mary Allen","description":"I read it and just don't know how I would or could apply thisis is in recent research, recent analysis - this is purely research and statistics and not application. Was the author ever in the actual classroom - many references were made to his various sources. While it sounds good on paper, and in books, can he come and show how he applies it - like the guy who "applied" the 50 in class rules - he had application and knew it worked - how I wish he could come and show us.
\n
\nI immediately begin to think about my AB students when reading these articles.
\n
\n1 student is extremely intelligent - gifted and talented - he can read up a storm - yet he can't make friends and this prevents him from succeding - not his class work or studies.
\n
\nanother student - has been reading and does so competently - yet again friends are hard to make and keep, thus bringing the student down, even though she loves to be with people and be in out classes, - here however, the writing comes into play - she can verbalize not do the written - and again, we are back to problem behaviors
\n
\na third student - is very bright too - but his verbal skills have detered his learning - thus his shyness and inability to communicate effectively allowed others to pick on him and he rebelled and became physical - again, it isn't that he cannot read or write - he loves it - and draw!
\n
\na fourth student - no boundaries were set - you can tell he has never had boundaries at home or in life - and when he questions all the time and become annoying people give in and then his expectations are reduced and he just doesn't "have" to learn. It's not that he can't - He apparently "doesn't have to do what he doesn't want to do at home" This carries over with friendships with otherWhen limits are set and ENFORCED he does well - but you can't give an inch.
\n
\na fifth student just rules the roost and does unaccptable behaviors to play on sympathy part with his mom and family and thus has this learned-behavior carried over to school - again a very bright student thatsucceeds without much trying - but again fails because he doesn't get his way.
\n
\nSo see, based on these very important self-studies - in-clasw hands on - I just don't see this research being applied. Granted, they are the cream of the crop, but the others out there have been able to come to terms with thier social behaviors and other learned behaviors.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"12242639","dateCreated":"1242768670","smartDate":"May 19, 2009","userCreated":{"username":"bgt10909","url":"https:\/\/www.wikispaces.com\/user\/view\/bgt10909","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emmotteagles.wikispaces.com\/share\/view\/12242639"},"dateDigested":1532426470,"startDate":null,"sharedType":"discussion","title":"May article -Final PBIS study","description":"I agree, and WOW, now realize and discover that the ability to read may be a link to the discipline, In knowing some of the situations, a beloved 3rd grader comes to mind. He does have problems reading and this did show up in several office referrals during 1st and 2nd grade - and most office referrals were as a result from not being able to read which thus caused him to act out on numerous occasions as reading was so imperative in math and language arts. A big change was noticed when he was finally accepted into Sp.Ed. and I do believe the frequency of his outbursts have subsided - not totally, but with the special assitance he now receives I see a big improvement - even earned 20 eagle eggs. Interesting. I also know before going to Sp.Ed. when I worked one-on-one with this student, there was pride in his being able to do it - he still likes to visit me when he has good days and I'm so excited when he gets that opportunity. I also discovered to "secretly" push the child to a next level with praise and without the child realizing what is being done - works wonders - building up their confidence without them knowing it - AWESOME!
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\nWhile it is hard to "retrain" a student to spend more time in class rather than "escape" to DMC - I am glad that we began monitoring time out of class and breaking it down to instructional time missed - as this was a key, I feel, to help us realize what detremental effects we were having on the child. According to this article we were on schedule and didn't even know it. I also know that it is hard for the teacher to teach with a disruptive child - but sooner or later, hopefully sooner, it becomes more of a "habit" to do what is right instead of wrong and thus keep from going to DMC. Teachers\/paras deserve hugs every day for working with these problematic poor reader students. An atta-boy to let them know that while they are exhausted, they truly are helping a lost child. Never give up.
\n
\nAnd then there is the profound statement, "While problem behavior does not solely lead to poor literacy, poor literacy alone does not lead to problem behavior." AMEN! Our AB kiddos prove this - they can read well - very well - but then writing might lead to a problem or they just don't want to do it and aren't going to do it come hell or high water.
\n
\nOur goal at Emmott - to reach the author's definition of a school with full implementation of school-wide positive behavior support - what an awesome and long-range attainable goal - I pray.
\n
\nThere is light at the end of the tunnel - it just takes preservence and stick-to-it-ness. Amen and Amen. We'll get there.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"11608367","dateCreated":"1241109843","smartDate":"Apr 30, 2009","userCreated":{"username":"kas11027","url":"https:\/\/www.wikispaces.com\/user\/view\/kas11027","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1236965138\/kas11027-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emmotteagles.wikispaces.com\/share\/view\/11608367"},"dateDigested":1532426470,"startDate":null,"sharedType":"discussion","title":"7 Days to a Perfect Classroom","description":"7 Days to a Perfect Classroom
\n
\nDay one\u2026make sure your students are engaged! Something as simple as a \u201cWhat to do when I\u2019m done\u201d poster may be just the solution your class is needs. Having the students focus will not only keep boredom and trouble away, but it also gives those students who finish early a productive avenue. In addition, if students know there is an expectation beyond the lesson, it may deter students from rushing through their work and possibly not putting forth their best effort.
\n
\nDay two\u2026know the power relationships have in your class. The welcoming factor is a measure by which students feel welcome and valued in your class. Making connections in your class will not only create an environment where students feel secure, but it may even be the motivating force to discontinue disruptive behavior. Greeting students is one way to begin communication. Allow students to greet using the 3H method. This allows student to greet with a hug, handshake or a high-five. Making the effort to reach out to students may mean more than we know. When we provide safe and appropriate ways to communicate we open the doors to options such as reading buddies. Reading buddies reduces bullying, is fun, and helps build confidence.
\n
\nDay three\u2026determination and pure perseverance. This is what we should be instilling in our students! What good is a B out in the real world if that student has no real work ethic, and is unable to adapt to a variety of situations? Instead of focusing so much on the grade, we need to turn the focus to decision making, conscious selections of actions, and empathy. Teaching optimism will produce a well rounded person who is more successful both physically and mentally. How we view failure seems to be the key. As educators, we need to model non-judgmental behavior both verbally and non-verbally. Students look to us to interpret their world. If we teach them to be frustrated, that is what they will show others.
\n
\nDay four\u2026walk and talk. Take the opportunity to walk and talk with the students about anything at all. When students feel as though they can share their lives with us, they begin to see that we value them. Take the time to listen and allow them to teach you! Break the pattern! See how the dynamics in your class can change just by simply taking an interest in them. You may just be the personality a struggling student needs to stay connected and have a reason to hook into school.
\n
\nDay five\u2026fly under the radar! Take interest inventories of your students. Dig deep to really discover what makes these kids tick. Once you have the knowledge of what is important to them, you can use it to your advantage and theirs. Tapping into their interests will give them more motivation and more passion to learn. We are after all very egocentric creatures, and we by nature want to know that someone cares about us and what interests us. Even if they won\u2019t admit it, every student loves something. Put in the time to discover what it is and you may just open the door of their hearts unlocking all the motivation they needed to be successful.
\n
\nDay six\u2026get out of the box! We have to remember that while we strive for equality, it undermines our ability to come up with creative solutions. \u201cThat\u2019s not fair!\u201d is a statement that indicates there is no room for flexibility when dealing with a wide variety of student\u2019s needs and abilities. Customize and tailor your efforts to the actual needs instead of just following a blanket lesson. Problem based learning allows the students and us to get out of the box and become creative. The goal after all is learning. We desperately need to try new tactics if the ones we are using are not working. Give alternatives and supplements when needed.
\n
\nDay seven\u2026\u201dCSI\u201d for the classroom! As teachers, we have many hats we wear. Many times we are called upon to do so much more than just teach. Part of our jobs is also being an investigator of behavior. If we are to solve the problems in our classroom, we must take a good hard look at all the evidence that led us to the problem in the beginning. With an objective eye we need to break down the situation and examine what really took place, and only then can we put a plan in action to prevent it next time. Immerse yourself into your class and sleuth out the clues. Remember the 4 W\u2019s, the one H and the big W. Be objective and possibly even keep a journal or reoccurring behavior with the predecessors and antecedents. Keep your ears and eyes open.","replyPages":[{"page":0,"digests":[{"id":"11959573","body":":)","dateCreated":"1242045474","smartDate":"May 11, 2009","userCreated":{"username":"CrystalRomero-Mueller","url":"https:\/\/www.wikispaces.com\/user\/view\/CrystalRomero-Mueller","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1246372518\/CrystalRomero-Mueller-lg.jpg"}}],"more":0}]},{"id":"10725102","dateCreated":"1238541081","smartDate":"Mar 31, 2009","userCreated":{"username":"jem10314","url":"https:\/\/www.wikispaces.com\/user\/view\/jem10314","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emmotteagles.wikispaces.com\/share\/view\/10725102"},"dateDigested":1532426471,"startDate":null,"sharedType":"discussion","title":"March Article","description":"The Prevention Dimension
\nI see \u201cDiscipline with Dignity\u201d as a tree with the child setting his or her roots into our education system and either thriving or dying due to the teacher\u2019s ability to reach his roots. The food and nutrients of this tree are how we teach to the tree. Just as trees can have different varieties and needs, so do our children.
\nThis article dealt with the first of a 3 point approach (Prevention, Action and Resolution) shows how to create and environment that will lead to student and teacher success. I do have to agree with the article that if a teacher can prevent the discipline situation in the first place, the time of valuable learning will be maximized. I believe that if we as teachers set up a student to succeed instead of fail, they will meet our expectations even if it is baby steps. Why waste everyone\u2019s time when it is so much better to be proactive rather than reactive? It is common sense. But teachers still don\u2019t do it. I know I fail at this at times. Personally I believe when I fail it is because I didn\u2019t plan well enough for the student(s).This could be to my lesson or classroom procedures. Not only did I let my student(s) suffer- the entire class suffers because we are now wasting everyone\u2019s time.
\nI also believe that I am mature enough to recognize my faults and then do something about them. (Like take part in this article study)
\nThe article presented 7 stages \u2013 I am going to focus on a few items that popped out to me rather than describe each part which we all read.
\nStage 1- Know and Express Yourself Clearly- I loved the part that spoke to the teacher to see the child who is an \u201coppositional defiant student\u201d and think of him as a \u201ctenacious leader\u201d. What a breath of fresh air to think of that student in a positive way. We as educators have to step out of our box of labeling students negatively and go for the positive. I also love the journaling idea. The article had some very thought provoking questions on how we see our students with discipline issues.
\nStage 2- Know Your Students- Ahhh- this one can be so hard with the new kids- I only see them 2 1\/2 times every other week in mostly double classes by myself. I feel I do have an advantage with a student comes to me year after year. I can see them grow up and mature. Sometimes I see dramatic changes- sometimes baby steps. My luck is I try to make expectations are clear and they know me from the previous year(s) and know how I run my room. There is some security for most students in knowing the procedures are the same. Of course, I do modify as needed classroom guidelines as in the PBIS Matrix. When I do have a specific student who is giving me some concerns, I talk to their other teachers to see if they are having the same issues and ask them what they are doing with the child that works for them. I do see that when I write in the communication cards there are a lot of similarities of behavior identification going on across the curriculum with a student. I also try to ask students about their interests and work that angle to let them know I am on their side .I love the assigning of responsibilities- that works so well with the students who are trying to get my attention the inappropriate way. I also try not to forget the quiet, on task child- it\u2019s not fair for them to be constantly overlooked for jobs because Johnny can\u2019t sit till or be quiet.
\nStage 3- Make Your Classroom a Motivating Place- This is such an important component to discipline. You can hush them all you want, but if your lesson isn\u2019t stimulating the discipline issues will butt their angry head right in your face! Go to Workshops!
\nStage 4- Teach Responsibility and Caring-I used it today! I asked a student how can he come up with a plan to work on his interruptions so that I could continue teaching him and the other students. I was here for him \u2013 to make him a better and smarter person. That is my job. What could I do to help him come up with a plan? I think he was so shocked I was asking him to come up with a way to get him to stop- he stopped talking out for the rest of the time period. I didn\u2019t humiliate him into being quiet and I didn\u2019t lower my expectations- I just put it back on him. He left my room with his dignity in tact and I am ready to ask him what consequences he thinks he should have the next time we have an issue. This was a great idea that worked. I don\u2019t want to get into a power struggle.
\nStage 5- Establish Effective Rules and Consequences (Social Contracts)-The Matrix is working great for me. I still use BBR practices. I think that this is what is missing in our PBIS Matrix models. I think this aspect of value lies more in BBR ideas. I do model values and teach to them \u2013 they just are more of a feeling tone rather than black and white. (A deeper layer so to speak) For example, I work on \u201cHow to Apologize\u201d a lot in my room especially with the movement that we do- but I always make them ask \u201cAre you okay?\u201d -and I tell the upset student it\u2019s okay to say \u201cNo, I am not okay\u201d, then we go from there. It\u2019s the fact that humans want to feel valued. We may be the only heart hugs these kids ever get.
\nStage 6-Keep Yourself Current- Self explanatory- I think this district does a very good job of broadening our abilities with workshops school-wide and district-wide. We also have our other curriculum organizations to help stay on top of latest trends. I have really enjoyed this article study. The information may not always be new, but they bring it back into the spotlight so I can revisit the idea.
\nStage 7- Deal with Stressful Conflict.-Also self-defining- I could use Chapter 7! I think this is so true- that\u2019s why I move the kids a lot to help them deal with their stressors- exercise\/movement is good for everyone! I always have a cool down area so if it gets too much the kid can just chill with the computer or a book.
\nThis was a good part of the book. Thanks for sharing it with us.
\nJulie","replyPages":[{"page":0,"digests":[{"id":"10790614","body":"Your analogy was awesome!
\nCool to hear you tried the technique and it worked for you!!!:)","dateCreated":"1238682988","smartDate":"Apr 2, 2009","userCreated":{"username":"CrystalRomero-Mueller","url":"https:\/\/www.wikispaces.com\/user\/view\/CrystalRomero-Mueller","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1246372518\/CrystalRomero-Mueller-lg.jpg"}}],"more":0}]},{"id":"10167592","dateCreated":"1236964742","smartDate":"Mar 13, 2009","userCreated":{"username":"kas11027","url":"https:\/\/www.wikispaces.com\/user\/view\/kas11027","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1236965138\/kas11027-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emmotteagles.wikispaces.com\/share\/view\/10167592"},"dateDigested":1532426471,"startDate":null,"sharedType":"discussion","title":"Schlosser_March","description":"SCHLOSSER
\n
\nKey Dimensions of Discipling with Dignity
\n
\n\u201cDiscipline will never replace motivating activities or effective teaching methods.\u201d This statement is the essence of this article. Throughout the article various strategies are suggested in order to \u201cstop behavior quickly so that teaching can resume with minimal loss of instruction.\u201d Recommendations include knowing yourself, knowing your students, making your classroom a motivating place, teach responsibility and caring, establish effective rules and consequences, keeping yourself current, and dealing with stressful conflicts. The goal of this plan is to preserve dignity for the teacher and the student without diminishing the teacher\u2019s authority.
\nGiving mixed signals can cause chaos in the classroom. If we are to influence our students it is imperative that we are providing them with clear, concise messages. Therefore, expressing ourselves clearly will enable us to have an impact on learning and promote change in the difficult students.
\nKnowing what makes a kid tick and identifying with the needs and desires of that student is essential in \u201cdeveloping a preventative environment.\u201d Having an understanding of body language can be of assistance when trying to determine the needs of a student. Taking the time to get to know them and how they communicate will keep the doors open. Find the time to make the connection. Indulge yourself in their interests. Letting them know you care enough about their lives just might be what they need to make you relevant to their lives.
\nEnough cannot be said in regards to motivation. Letting them see the possibilities of their life may keep them engaged in learning. Keeping them inspired will deter them from boredom which can lead to mayhem in the classroom. Motivation in your class may also be in the form of challenge. When students are not challenged they can lose a sense of respect for you and your teaching curriculum. Though we cannot force learning, we can encourage it.
\nI believe responsibility and effective rules and consequences go hand in hand. Letting go of some of the control and allowing students to be involved in some of their decision making enables them to be responsible. The goal is to have students able to make good decisions even when they are by themselves. Allowing them to take a part in this process teaches them how to have some accountability for their actions. This brings us to consequences. Having rules and consequences must be fair and reasonable in order for the students to buy into their relevance. Classrooms should be a positively predictable place where students can learn and be safe.
\nKeep in touch! Knowing theories and discipline models may not make our classrooms a perfect place, but it definitely gives us tools to create alternatives. We have all had students where conventional methods have not worked. Using the experience of others may give us some insight into reaching these kids. In order to grow as professionals we have to make an honest attempt to stay current in our field and the topics related to our field.
\nLastly, stress management is final key to prevention. Where there is stress, there is no learning. Our bodies are programmed to shut down and go into fight or flight mode in stressful situations. This exactly the opposite of what the brain needs in order to function and retain information. As professional we must leave our life stress at home. Our stress will translate into their stress, and then discipline problem will be very likely to occur.
\nWe must all ask ourselves if we are creating an environment where learning and classroom management is most likely to occur. If we are not creating that atmosphere, then we need to take a step back and assess the situation. Where does the problem lie? Is it in the way we communicate, the way we motivate, or maybe even the way we carry our stress? The bottom line is that we must come to some conclusion as to what is working and what is not. We need to reflect and take an honest look at our class, our students and their needs, and ourselves. Only then can we take the preventative methods necessary to make our classes the most conducive place possible for learning to take place.","replyPages":[{"page":0,"digests":[{"id":"10725246","body":"Kelli- How did you add the picture?
\nJulie","dateCreated":"1238541277","smartDate":"Mar 31, 2009","userCreated":{"username":"jem10314","url":"https:\/\/www.wikispaces.com\/user\/view\/jem10314","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"10790484","body":"You need to be on the PBIS team next year ~your beliefs and example need to be shared with everyone!","dateCreated":"1238682849","smartDate":"Apr 2, 2009","userCreated":{"username":"CrystalRomero-Mueller","url":"https:\/\/www.wikispaces.com\/user\/view\/CrystalRomero-Mueller","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1246372518\/CrystalRomero-Mueller-lg.jpg"}}],"more":0}]},{"id":"10159214","dateCreated":"1236953127","smartDate":"Mar 13, 2009","userCreated":{"username":"saw10522","url":"https:\/\/www.wikispaces.com\/user\/view\/saw10522","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emmotteagles.wikispaces.com\/share\/view\/10159214"},"dateDigested":1532426471,"startDate":null,"sharedType":"discussion","title":"Prevention Dimension March article","description":"The Prevention Dimension
\nMarch Article
\n
\nOur goal as teachers should be to set up an environment in which discipline problems are prevented. The best way to approach our students is to assume they will behave appropriately and look for ways to help them be successful. We should first communicate our thoughts, routines and procedures very clearly because mixed signals often lead to classroom management problems. We also need to know the needs and desires of our students which play a major role in developing an environment of prevention. The more we understand about our students\u2019 surroundings, their culture, and their home life the more we feel connected to them and them to us. Knowing more about our students\u2019 interests and hobbies helps us to better connect with them.
\n It\u2019s impossible to force students to learn but we must realize that discipline can never replace motivating activities or effective teaching methods. Connecting with them can prevent many discipline problems. Motivation, inspiration, enthusiasm, and challenge are the keys. Promoting responsibility by involving students in as many decisions as possible is another key along with establishing effective rules and consequences.
\n Teachers need to keep updated in learning about child behavior, theories of discipline, and current research in child psychology and education as it applies to discipline. When we do take discipline action with our students we need to make sure it preserves both the teacher and student\u2019s dignity.","replyPages":[{"page":0,"digests":[{"id":"10790732","body":"It is awesome to hear that you too believe we have to keep up with our learning on how to work with kids ~ that will never change!!!","dateCreated":"1238683066","smartDate":"Apr 2, 2009","userCreated":{"username":"CrystalRomero-Mueller","url":"https:\/\/www.wikispaces.com\/user\/view\/CrystalRomero-Mueller","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1246372518\/CrystalRomero-Mueller-lg.jpg"}}],"more":0}]},{"id":"10043070","dateCreated":"1236721864","smartDate":"Mar 10, 2009","userCreated":{"username":"jem10314","url":"https:\/\/www.wikispaces.com\/user\/view\/jem10314","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emmotteagles.wikispaces.com\/share\/view\/10043070"},"dateDigested":1532426471,"startDate":null,"sharedType":"discussion","title":"February Article","description":"The Three Key Dimensions review
\nJulie Marczak
\n
\nIn reading this article I would have to agree that a main reason for discipline problems is the unfulfilled basic needs of our students. In teaching over the past 24 years, I have come to realize that a majority of a lot of these children are acting out at school due to their needs not being met at home. With the influx of more low income and at-risk students coming into our school, the discipline concerns also rise. Having a strong school based prevention program is vital in placing and keeping these children on the right track. I believe the PBIS system we have started is making headway in this concern. The PBIS system holds all students accountable in a clear format. It also holds the teachers and administrators accountable to help meet the needs of the students as we continue to modify the program based the needs of on our students and school.
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\nIncorporating a school-wide discipline program that recognizes the need to provide structure so the students will have a clear guide as to what is expected is a cornerstone for the school\u2019s learning environment. If the school cannot provide the basic framework of discipline, students will falter and achievements will be limited. This article identified three factors that help school\/classroom policy as connection, competence and control.
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\nIn valuing the students, teachers and administrators must provide a discipline system that promotes a sense of connection or the student will not buy into the program. They already feel they are unconnected and unsuccessful as compared to the students who are functioning well in the classroom and having academic success. In giving these students a true sense of valued connection they will put their trust in the \u201csystem\u201d and become more secure in themselves. With this tone of connection, they take the risk of becoming more successful without being so much of a discipline concern.
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\nCompetence goes hand in hand with self-esteem. Once a student grasps the material they are being taught, they can apply their skill to achieve success. The problem is that the students with issues of competence and self-esteem are also concerned with the responsibility of being successful. The article did not address why they feel they should continue to fail. This appears to be a question that needs to be addressed. Is it the student\u2019s culture? Is it the student\u2019s family value system? Is it the teacher and\/or school who did not value the student in the first place? Why are the students afraid to succeed- just to keep expectations low? I believe there is more to this part of the 3 C\u2019s than what was discussed in the article.
\n
\nThe last C is control. The student\u2019s idea is that control equates to power. The student who already is in fear of not being valued and not being smart is more likely to have an issue with control. If he is outwardly in control of the situation, then he holds the power card. This form of control comes in verbal and non-verbal disrespectful attitude. Then there is the power struggle with the teacher if they are not trained to disengage in this type of rhetoric.
\n
\nI enjoyed the Weekly Class Plan. I believe it gives the student guided choices that would
\nmake them feel valued and in control. I also believe there is value in the opportunity to improve a grade, not two or three, so expectations can still be appropriate. \u201cDo-overs\u201d are always appreciated! That\u2019s why we have erasers on our pencils.
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\nIn the last portion of the article, it was clear that an active discipline program would help the teachers described on so many levels. The system would give them the backing to help provide the students with overall success and keep them from throwing in the towel.
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\nThis I almost did when I tried to post on the Wiki space the first time last week and I lost all that I had written. It came to me that I should type it in Word- save it -then copy and paste into the Wiki post message space since you loose your writing if you navigate out of the "post message" page. There might be a way to save it but I was too frustrated at the time to look into that. This seems like an easy fix and I shared it with Kelli and Missy. So now I am sharing it with the rest of you in case you read this! Ahhh- technology:)","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"9840958","dateCreated":"1236223011","smartDate":"Mar 4, 2009","userCreated":{"username":"kas11027","url":"https:\/\/www.wikispaces.com\/user\/view\/kas11027","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1236965138\/kas11027-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emmotteagles.wikispaces.com\/share\/view\/9840958"},"dateDigested":1532426472,"startDate":null,"sharedType":"discussion","title":"February article","description":" Schlosser
\nThe Three Key Dimensions
\nDisciplining with dignity is an approach to classroom management focusing on three key aspects. It is the author\u2019s opinion that discipline problems occur because certain basic needs of the student are not being met. Addressing these needs will circumvent maybe not all, but certainly some of the issues teachers are dealing with in the classroom. It is believed that if schools could better assess the motivation behind the behavior than we could more efficiently direct the energy into appropriate versus inappropriate behavior. Driving this behavior comes to us simply as three C\u2019s: connection, competence, and control.
\n For whatever reason, some students are rather inept in their ability to connect with teachers as well as peers. Not having a sense of belonging let alone having a sense that no one cares is a perspective that lends itself to academic and social peril. Students that are not connected are much more likely to suffer academically, to \u201ccheck out\u201d emotionally in our classes, and also seek out the attention we strive so hard to obtain. By addressing a need for belonging as well as showing a belief in them, we can possibly convert their opinion of themselves and of the adults around them. Greeting a student may be all it takes to show them you know who they are and that someone has taken an interest in them. -- The start of a relationship\u2026that is how we make connections.
\n Frustration is yet another hindrance to the success of any classroom. When students do not feel they are competent enough to complete the assignments with any sort of success the end result is generally a lack of any effort on their part. Not only are they not willing to try for fear the messages they are telling themselves are true, but what if the messages are completely wrong? They have spent so much time and energy projecting their failure that the thought of success is frightening. In addition, success comes with a sense of responsibility which may be perceived as a burden. Starting easy with these students is paramount to bringing them back. Making comparisons to past work and the growth they\u2019ve made may guide them back to take the risk to try again.
\n Taking the focus away from teaching is common during a power struggle. Who has control, and who wants it the most may become the focal point of your class instead of the curriculum. Students with control issues feel the need to direct attention from the task being asked of them to the argument that is about to ensue. Their perspective of themselves is one lacking in significance; therefore, their efforts are in influencing others instead of learning. In efforts to diffuse the need for a student to seize control of the class, a teacher could offer a choice that may be meaningful to that student. This allows the student to feel as though they perhaps have some control. Relinquishing some of the constraints of the assignment may just empower the student, and the situation becomes win-win.
\n Taking a dignified stance and preventing problems of misbehavior before allowed to escalate will keep students on track with learning. In doing so, classrooms will be a more conducive place for learning to occur. An effective classroom takes the standpoint that students have basic needs that motivate behavior. Creating a classroom for learning includes establishing a system whereby consistency for the students, as well as the teacher is well rooted in the consideration of addressing the needs of connection, competency and control.","replyPages":[{"page":0,"digests":[{"id":"9853572","body":"Very Good!!! Outstanding and thought provoking :) From: your friend Missy","dateCreated":"1236264720","smartDate":"Mar 5, 2009","userCreated":{"username":"saw10522","url":"https:\/\/www.wikispaces.com\/user\/view\/saw10522","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"9871220","body":"Way to go!:)","dateCreated":"1236283024","smartDate":"Mar 5, 2009","userCreated":{"username":"CrystalRomero-Mueller","url":"https:\/\/www.wikispaces.com\/user\/view\/CrystalRomero-Mueller","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1246372518\/CrystalRomero-Mueller-lg.jpg"}},{"id":"10043286","body":"Great reflection-Glad you're on my team!!!","dateCreated":"1236722099","smartDate":"Mar 10, 2009","userCreated":{"username":"jem10314","url":"https:\/\/www.wikispaces.com\/user\/view\/jem10314","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"9804192","dateCreated":"1236177361","smartDate":"Mar 4, 2009","userCreated":{"username":"saw10522","url":"https:\/\/www.wikispaces.com\/user\/view\/saw10522","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emmotteagles.wikispaces.com\/share\/view\/9804192"},"dateDigested":1532426472,"startDate":null,"sharedType":"discussion","title":"February Article","description":"The Three Key Dimensions Missy Woodfin
\n (February Article)
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\n When formulating classroom strategy you should think of the three C\u2019s:
\n\u2022 Connection
\n\u2022 Competence
\n\u2022 Control
\nDiscipline problems are most often the result of one or more of these unfulfilled basic needs that lead students to act in unacceptable ways.
\nTo function well students need to feel connected to the main goal of school which is academic success. Students who give up easily usually have issues with competence. Students who have problems with control issues frequently manifest their frustrations in the form of power struggles.
\nEffective discipline is about constructing a school or classroom that encourages curriculum, activities, and interactions to address the basic needs of connection, competence, and control.","replyPages":[{"page":0,"digests":[{"id":"9815548","body":"Super!:)","dateCreated":"1236190672","smartDate":"Mar 4, 2009","userCreated":{"username":"CrystalRomero-Mueller","url":"https:\/\/www.wikispaces.com\/user\/view\/CrystalRomero-Mueller","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1246372518\/CrystalRomero-Mueller-lg.jpg"}},{"id":"9853676","body":"Outstanding! From myself :)","dateCreated":"1236264830","smartDate":"Mar 5, 2009","userCreated":{"username":"saw10522","url":"https:\/\/www.wikispaces.com\/user\/view\/saw10522","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"10043168","body":"I am soooo proud of you Missy for jumping on to the Wiki bandwagon!!!
\nJules","dateCreated":"1236721980","smartDate":"Mar 10, 2009","userCreated":{"username":"jem10314","url":"https:\/\/www.wikispaces.com\/user\/view\/jem10314","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"9138194","dateCreated":"1234385466","smartDate":"Feb 11, 2009","userCreated":{"username":"CrystalRomero-Mueller","url":"https:\/\/www.wikispaces.com\/user\/view\/CrystalRomero-Mueller","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1246372518\/CrystalRomero-Mueller-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emmotteagles.wikispaces.com\/share\/view\/9138194"},"dateDigested":1532426472,"startDate":null,"sharedType":"discussion","title":"February Article","description":"The Three Key Dimensions
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\nThis Book: Discipline with Dignity is an awesome read - it's really hard to choose the chapters and sub-topics that we will use - because they're all full of great information!
\nThe book hits it right on the mark - "New challenges - New Solutions"
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\nThe tools give at the end of the article are from Motivating Difficult, Disruptive, and Disinterested Students - Practical Strategies for Success. I hope the resources are beneficial - they're really cool!
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\nCrystal","replyPages":[{"page":0,"digests":[{"id":"9150958","body":"Thank you Crystal for kicking off our exciting Wikispace. I look forward to many thoughtful reflections from the staff.","dateCreated":"1234408178","smartDate":"Feb 11, 2009","userCreated":{"username":"mas10430","url":"https:\/\/www.wikispaces.com\/user\/view\/mas10430","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"9185980","body":"I'm so jealous. I set up pages for my tech wiki last year and am having trouble downloading articles, etc. from outside sources (ie the district Tech wiki to MINE). Maybe we could get together for a page building session.
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\nLooks great - I'll be happy to join your discussions!
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\nCassy","dateCreated":"1234486773","smartDate":"Feb 12, 2009","userCreated":{"username":"CassyHunter","url":"https:\/\/www.wikispaces.com\/user\/view\/CassyHunter","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1202793136\/CassyHunter-lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}