Unit 3 Assignment 3A

12/13/2014

Classroom Management Notebook

Part 1

Lorand Irinyi

National University

Class: TED626-65466-1412

Instructor: Robert Birdsell

Section 1: Philosophy of Discipline and Management

Approaches to Classroom Discipline and Management

Discipline
Model

Overall Goal or
Purpose

Beliefs about
Behavior

Teachers Role
in the Classroom
To take charge and be
assertive (not aggressive,
hostile or permissive);
clearly confidently and
consistently express and
model class expectations.
Example: Classrooms with
Color-Card Flip Chart.
To provide model for the
back bone strategy. To
make students take
responsibility for their own
actions/acts, and to help
students make a plan solve
their problem. To give six
critical life messages every
day.

Example:
Canter and Canters
Assertive Discipline

To get students to
choose to conduct
themselves properly.

Teachers have a right to

teach and students have a
right to learn without being
interrupted by misbehavior.

Barbara Clorosos

To teach students to take

responsibility for ones
action and to get students
to have a plan to solve
problems. Students are to
solve their own problems.

Students are to take

responsibility for their
actions; no excuses.
Students will be motivated
internally when they are
respected and they respect
teachers.

Teachers will know what

to do and when to do that,
when there is a discipline
problem with students. To
teach students how to
meet their own needs.

There are four types of

disruptive behaviors, and
seven student positions that
characterize those
behaviors.
Aggression
Breaking the rules
Confrontation (refusal to
do what has been askedpower struggle)
Disengaged
Behaviors are what
students do.
Positions are why students
have disrupted.
Positions are
universal/basic human
needs. Students must learn
to meet those needs
responsibly

Brick Wall,
Jellyfish,
Backbone
Model

Spencer Kagen and

Sally Scotts
Win-Win discipline.
Three pillars of Win-Win
strategy

Teachers are to follow the

three pillars of the WinWin strategy.
1. They are to show
students that they are on
the same side with the
students (create win-win).
2. Teacher are to develop
and provide collaborative
solutions to students
problems and gain student
buy-in.
3. To teach students to
learn to take responsibility
to meet their needs.
To prevent disruption with
procedures;
To identify position (need)
and then respond
appropriately.

Fredric H. Jones
Positive Discipline Model

Richard Curwin and

Allen Mendlers
Discipline with Dignity
6-Step Process to Diffuse
Power Struggles:
Use privacy, eye
contact, proximity (PEP);
Ignore hooks(that pull
you in);
Listen, acknowledge,
agree and defer;
Point out fight
brewing/what is at stake;
Set limits to behavior;
give choice to leave.
Acknowledge the
disruption and remove
student if needed.

To enforce classroom
standards and building
patterns of cooperation to
maximize learning and
minimize disruptions. To
help students learn and
teachers enjoy teaching.

The basic assumptions of

Positive Discipline Model
are that children need to be
controlled and that teachers
can achieve this control
through body language,
administration, and
parental support.
Statistics show that 95% of
office referrals are
produced by 5% of the
student body.
Misbehavior is the result of
poor teaching/planning.

To build sense of dignity.

To provide sense of hope.
To prevent and diffuse
explosive situations.

Student behavior is
important part of teaching.
Treat with dignity.
Good discipline must not
interfere with motivation.
Responsibility more
important than obedience.

Minimize disruptions;
obstacles to teaching;
prevent and de-escalate
hostile and even violent
behavior.
Teach Responsibility
Discipline welcoming
vs. attacking
Discipline non-violently
and without insults
because we dont want
students to do this

Teachers will often back

students into corners,
create power struggles,
become defensive if
students say the work is
boring.
Behavior improves when
students have ownership in
creating the rules and
consequences.

Focus energy on being an

excellent teacher and
minimize discipline
problems.
Teachers must convey
dignity and cooperation. If
students feel they are
respected as individuals,
they will want to act with
similar behaviors. When
teachers act maturely and
competently, students will
see them as role models
after whom they pattern
their own behavior.
To provide efficient
instructional delivery.
To provide bell-to-bell
schooling, and whole class
interaction, and to
minimize misbehavior.
Teacher to apply Four
Core Principles of DD:
Always treat students
with dignity
Make responsibility
more important than
obedience; teach
responsibility
Model and teach the
behaviors and values you
expect from young people
Make sure your
discipline strategies are
practical.
To provide Positive
Prevention Factors:
warmth; clearly defined
limits; a democratic
atmosphere; a sense of
accomplishment; skills
recognizing and resolving
conflicts-focus on positive.
Example: Let students
have input into the
classroom rules and
consequences.
In a democratic
environment, the teacher

Diane C. Gossen

To develop SelfDiscipline.

Restitution
5 Positions of Control
Punisher
Guilt creator
Buddy
Monitor
Manager
Only manager builds
internal control and selfdiscipline in the student

Ronal D. Morrish
There is a difference
between Classroom
Management and
Discipline

Glasser

Develop intrinsic reward

of being a good person.

To teach students the

skills, attitudes and values
of behaving in a respectful
responsible manner so
they can handle situations
in the right way.

To provide a classroom
environment and
curriculum that motivate
students and reduce
inappropriate behavior by
meeting students' basic
needs for belonging,
power, fun, and freedom.
Help students make
appropriate behavioral.

Why do people behave?

To avoid pain?
Get reward?
Intrinsic reward.
It is all right to make
mistakes make it right.
Based on Control Theory
belief that all behavior is
purposeful to meet a
need.

Behavior is highly
situational.
General behavior vs. a
special set of behaviors for
school/workplace.
80 % of people believe
discipline is punishment.
Most codes of conduct at
school provide
consequences when
students misbehave.
Consequences-based
systems work only on
students that care about
consequences.
Behavior is a matter of
choice;
Good behavior results from
good choices and bad
behavior results from bad
choices;
There are 4 Basic Needs:
To belong/accepted;
To gain power;
To be free/sense of control;
To have Fun.

never abdicates his/her

leadership in the
classroom.
Teacher to establish social
contract (school
beliefs/norms for behavior
for an ideal classroom). To
put students in position to
improve rather than deficit
thinking.
Teacher to ask: Could you
have done worse? Can you
do better? Do you want to
do better? Do you want our
help?

Teachers are to spend a

good deal of time on
management design of
classroom and lessons.
Teachers are to set rules
for conduct in the school
environment. Teachers are
to create a plan for
success; they are to teach
the skills students need in
order to be successful.
Teachers are to make sure
their procedures become
very efficient routines.
A teachers duty is to helps
students make good
choices.
Teach problem solving;
give choices.
To Stress responsibility.
Establish Rules that lead to
success.
Accept no excuses.
Call for value judgment by
student.
Suggest suitable
alternatives.
Invoke reasonable
consequences.

Be persistent.
Carry out continual review.

Abstract
Every teacher, whether experienced or novice, has his/her personal beliefs about
classroom management and discipline. Below I will elucidate my personal beliefs about
classroom management, and my own goals for my own management and discipline
system.
I believe that I, the teacher, am responsible for the academic content presentation and
transmission to my students, as well as, for the general safe and positive atmosphere,
conducive for the successful transmission of content. In order to be successful at both
student and teacher behaviors must be optimal, which can be achieved only if rules and
procedures are clearly stated, reasonable and generally agreed-upon by teacher and
students alike. I do not believe that teachers should govern their classrooms by fiat. I
believe, and research and theory, then, support the intuitive notion that well-articulated
rules and procedures that are negotiated with students are a critical aspect of classroom
management, affecting not only behavior of students but also their academic
achievement (Marzano et al., 2009, p. 17). I believe that the most effective classroom
managers dont simply impose rules and procedures on students; rather, they engage
students in the design of the rules and procedures (Marzano et al., 2009, p. 26). My
goals are to present a clearly defined set of rules and procedures to my students and
explain to them the reasons and needs for those rules and procedures (Curwin & Mendler,
2005). I intend to get their feedback and adjust those rules and procedures, within reason,

and seek their input, so that they will comply willingly with the rules and procedures we
will have negotiated at the very beginning of each school year (Curwin & Mendler,
2005). In the event disciplinary actions would be needed, I believe that the guiding
principle for disciplinary interventions is that they should include a healthy balance
between negative consequences for inappropriate behavior and positive consequences for
appropriate behavior (Marzano et al., 2009, p. 40).

Reference
Marzano, R. J., Marzano, J. S., Pickering, D. J., (2009). Classroom Management that
Works. Upper Saddle River, New Jersey: Pearson Education, Inc.

Curwin, R.L., Mendler, A.N., Mendler, B. (2008). Discipline with dignity: New
challenges, new solutions. Alexandria, VA: Association for Supervision and
Curriculum.

Section 2: Preventative Measures

Physical layout of the classroom

Door to back room

Smart board

Cabinets along wall

Main
entrance

Window

Work
bench

Sink

Shelves

Smart board and screen

Cabinet

Rationale for classroom layout:

The desks are positioned in a radial fashion where the origin of the radii is a little beyond
the primary Smart Board/display screen is, so that students would have easy view of said
displays without needing to turn their heads more than quarter way. This also enables me,
the teacher, to have eye contact with each and every student while utilizing the Smart
Board, and getting constant feedback on students activities and engagement. The desks
are positioned so that students sitting at them already form small lab/work groups without
needing to get up and move around, except when larger lab experiments are conducted at
the workbench, positioned in front of the window. There is a single table closest to the
class exit/entry, and next to the workbench, for students with special needs with no object
between the table and the door. Students at this table can get additional assistance/help
from me and will have less physical restriction in their movement in the classroom.
Cabinets and shelves are easily accessible for all. I intend to move among the
students/groups when not in front of the smart board, and the desk layout enables me to
engage each work/lab group without disturbing other groups, and each group can work on
independently from other groups. Also, the desks are positioned so that the two windows
let light in the classroom from the sides, as opposed to from either into students faces or
from their backs.

Daily Schedule, Routines, and Procedures

Rules and consequences
It is not enough to have a good physical layout of my classroom, but it is also vital that
the classroom will be managed so that the optimal teaching/learning environment can be
provided. Marzano et al. (2009) state that, probably the most obvious aspect of effective
classroom management involves the design and implementation of classroom rules and
procedures (p. 13). Since I will be teaching high school physics, my students will be at
the stage of their intellectual and emotional development where I can, and want to
involve them in creating the rules and procedures that will govern their accepted behavior
in my classroom specifically, and at school in general. I will introduce and deal with this
issue on the very first day of school and revisit it as needed during the school year. I will
not impose arbitrary rules on my students, because as Marzano et al. state that, rules and
procedures should not simply be imposed on students. Rather, the proper design of rules
and procedures involves explanation and group input (p. 16). There will be group
discussions on rules and procedures, but in the event there would be disagreements
among students that could not be solved with compromise, I, the teacher will have the
final words in the deliberations. As Marzano et al. (2009) point out the fact that a
discussion has taken place will communicate to students that [I am] concerned about their
perceptions and their input (p.26). I will explicate to my students the basic rights
teachers and students have in California as per sate legislation. That, everyone has a basic
right to education and certain behaviors will violate that basic right to teach and learn
unhindered in a safe environment. I will use this opportunity as an introduction to the
basic civic rights and duties my students will experience as adults, and members of our

society at large. In essence, I will introduce my students to the concept of social contract.
Rules and procedures will ensure that everyone in my classroom, students and I, the
teacher, will be treated with respect and the rights to education for everyone, both
teaching and learning will not be violated an any shape or form. Everyone is, and will
remain, responsible for his/her actions and their consequences. No exceptions. Classroom
rules and procedures will be signed by every student, and their parents (care
givers/responsible adults). Rules and procedures will be displayed prominently on the
wall so that students entering the classroom can see them first thing as they come to class
to remind them that they have agreed to a social contract that is binding every time they
are in my classroom. As Marzano et al. state that, well-articulated rules and procedures
that are negotiated with students are a critical aspect of classroom management, affecting
not only the behavior of students but also their academic achievement (p. 17), which is
of the basic aim of education. Just like in society at large, breaking rules and procedures
will have consequences, and these, too will be posted prominently.

Reference
Marzano, R. J., Marzano, J. S., Pickering, D. J., (2009). Classroom Management that
Works. Upper Saddle River, New Jersey: Pearson Education, Inc.

Procedures and routines

Daily routine
This routine is for a 50 minutes period in high school.

I will greet every student at the door.

There will be a relevant physics warm-up question on the board to activate prior
knowledge, which students will start answering in their interactive notebook, as
individual work, in silence, as soon as they entered the classroom and have taken

their seats. (5 minutes)

Students will discuss their answers to the warm-up question among their
table/group mates as small group activity. (5 minutes) I will take attendance

during this time.

I will discuss the warm-up question with the whole class and will listen for

understanding when querying students. (5 minutes)

I will go over the homework with students and answer questions or provide

guided solution for homework problems if needed. (5 minutes)

Students file their homework in the homework drop box. (2 minutes) This gets
students out of their seats for a minute or two and gets them ready for the new

material.
I introduce new material or continue with material started the previous day. I will
solve guided problems or show educational video to illustrate new content

material in real life situations. (15 minutes)

Students will solve a given problem individually, quietly. (3 minutes)
Students will discuss problem among their table/group mates. (3 minutes)
I will ask students to apply and find examples of the new concepts in their daily

life using name cards to ensure unbiased calling on students. (5 minutes)

I will give examples of the relevance of the new physical concept in real life. I
will give homework and explain next days activities. (2 minutes)

In the event the period is a 60 minutes one, as opposed to 50 minutes, the additional
10 minutes will be distributed the following way: 5 more minutes for instruction; 2 more
minutes for individual problem solving; 2 more minutes for group discussion and 1
additional minute for wrap-up.

Section 3: Supportive and Corrective Measures

After having taken attendance I will circulate in the class among the small lab/work
groups and will continuously assess students work. I will be paying attention to students
being and staying on task, the ease/difficulty with which students deal with the assigned
tasks, and individual student classroom behavior. I will adjust the presented content
material according to the difficulty students might encounter. I will be looking for any
incipient signs of disciplinary problems and address them in a preventive, timely manner.
Lab/work groups will change every month, or if there are signs of incompatibility, and/or
disciplinary issues with group members, they will change as needed.
Circulating in a continuous fashion among the work/lab groups around their desks will
enable me to assess my students academic work as well as their social behavior, and
provide timely feedback for both. This will enable me to see how the content was
transmitted and what effect that transmission had on the students. Namely, was the
content too easy or too difficult. Either will elicit non-desired behavior from students. If it

is not the content material but it is student behavior independent of content material, I
will be able observe that, too, and respond to it in a timely manner. My continuous
circulation coupled with close physical proximity and eye contact every time I am in the
vicinity of a group will signal that I am paying close attention to what is going on in my
classroom. If needed, at first I will send subtle signals to keep students on task by asking
them relevant questions about content material and their completion of assigned tasks. If
students are on task and are engaged in their work in a positive manner I will
acknowledge that by simply letting them know that they are doing good work verbally,
also to let them know that their efforts are noted. I will pay close attention to group
discussion to assess both academic work as well as group/social behavior and
note/recognize both positive and negative behavior immediately to provide feedback to
students so that they know whether their behavior/actions are appropriate and approved
or inappropriate and disapproved. In the event a minor intervention is called for, I will,
simply and as subtly as I can, state the expected/desired behavior. If the student does not
respond to the subtle reminder, then I will just tell the student to stop the inappropriate
behavior. I will also note and recognize positive individual and group work to reinforce
the desired effects/behavior. I will do this every time students are working either
individually, or in groups. I will use stamps in students interactive notebooks to
acknowledge work completed or of outstanding quality. Stamps are part of the grade, so
they are positive rewards/reinforcements.
In the event there would be student behavior that would interfere with the
teaching/learning process in my classroom, which could mean interfering with other
students learning not necessarily whole class interference, I would point at the rules and

procedures prominently displayed on the wall, and remind students of the contract they
signed and are expected to honor. If, for some unknown reason the misbehavior would
not stop, I will ask the student to move away from his/her group and continue working
individually at the class work/lab bench. This would be rare occasion because by
circulating in a continuous fashion among work/lab groups I will be able to discern
any/all behavior and deal with any/all incipient signs if misbehavior before it would be
necessary to remove students form their work/lab groups. By providing the appropriate
level of rigorous academic work, groups will be engaged in class work and I will
recognize/discern any off-task or misbehavior. This will enable me to provide timely and
consistent feedback to my students regarding their work and behavior, both desired and
not desired. Consequences will be well-understood, clear, immediate and consistent. By
requiring individual as well as group work, I will be able to monitor individual and group
behavior, and respond accordingly. There could be times when a student will behave in a
disorderly manner only when in a group, but will stay on task when working individually.
If needed, I will ask students to step outside of the classroom where I can still observe
them and give them time to refocus, and will have a face-to-face discussion after an
appropriate cool-off time for the student. After warnings of different levels students
positive behavior will be acknowledged to encourage further appropriate behavior. I
intend to have a withitness in my classroom and will let my students know what
behavior is expected of them at any given point in time; and will acknowledge both good
and bad consistently in a timely fashion.

Section 4: Working Effectively with Diverse Students and Families

First home-school communication will be made the first day of school. Students will
take home a questionnaire from me in which I will state basic behavioral expectations,
rules and procedures the aim and purpose of my physics class at school and students
parents, legal guardians or other responsible adults will have to fill out said questionnaire
with the information I will ask for from them. I will ask what form of contact they prefer,
e-mail or phone, and will ask them to provide all relevant information: phone numbers
(home and emergency) and e-mail addresses (home and emergency) with contact names.
All forms will have to be signed by students parents, legal guardians or other responsible
adults and returned to me by students the following day. All unreturned or unsigned
forms will be followed up to find out why they were not returned or were unsigned. All
relevant information will be recorded for future reference. I will send out a form e-mail to
all recorded e-mail addresses to confirm them. I will find out within days which
addresses might be incorrect and will follow up on those. Once the final rules and
regulations will have been established for classroom management, I will send out an email to students homes with those rules and procedures for students and their parents/
legal guardians to sign and acknowledge and return for class records/archives. I will
make it a point to either send an e-mail or make a phone call to every students home
during every semester to recognize the students work. In the event there would be a need
for communication due to disciplinary issues, all communication will be recorded and a
log will be kept with all relevant information and dates. I will pay particular attention to
students who might have family members who do not seem to care about the students

schoolwork. I will make all reasonable efforts to get to know as much as I can about
students and their home life. I am fully and keenly aware of the cultural differences
students come from since I, myself, am an erstwhile immigrant who came to California in
my high school years. I will make all reasonable cultural adjustments to ensure all my
students academic and cultural success. Respect and dignity will be extended to
everyone from all cultures, and will be expected from everyone in my classroom.
Cultural differences will be taken into consideration when discussing classroom rules and
procedures. I will an effort to communicate with students parents/legal guardians who
come from diverse cultures and signal to them that their cultures are recognized and
respected in my classroom. I am of the firm opinion that this will help my students
academic as well as social success.

Students with special needs

The physical layout of my classroom is such that in the event there are students
with special needs, there is a dedicated table for them closest to the entrance/exit with
no physical obstacle between the table and the door to ensure ease of entry and exit
for them. The class workbench is located next to this table to minimize the necessary
movement for these students in case lab/group work is required at the workbench. In
my classroom all students will be held to high academic and social standards and will
get all necessary accommodations in accordance with the California Education Code
to achieve those high standards. All California and federal laws will be observed and
followed in my classroom. As stated by the California Department of Educations

Special Education section Information and resources to serve the unique needs of
persons with disabilities so that each person will meet or exceed high standards of
achievement in academic and nonacademic skills (http://www.cde.ca.gov/sp/se/). In
the event of disciplinary problems, disciplining students with disabilities is regulated
by a set of special laws in California, which must be rigorously adhered to at all times
(http://www.disabilityrightsca.org/pubs/504001Ch08.pdf).

Assignment 3A: Classroom Management Notebook

pt.1

Grading Criteria/Rubric
Outstanding
5.0

Commendable
4.5

Satisfactory
3.5-4.0

Unsatisfactory
0-3.0

Content,
Organization
and
Usefulness
x4

Elaborates and
provides excellent
resources for future
reference.
Statements are
supported
extensively from
course materials.
Notebook is well
organized, looks
professional, and is
extremely functional
for other new
teachers.

Provides detail for all

sections and
information
requested.
Support and
resources are
excellent.
Organization closely
follows guidelines.
Notebook is
organized, looks
professional, and is
functional for other
new teachers.

Some sections are

weak; support for
statements may
be lacking.
Follows the
general outline for
the notebook, but
could be more
professional.
Notebook is not
very functional for
other new
teachers.

Sections are missing

and/or extremely
weak. Support for
statements is
lacking.
Notebook is not
functional for other
new teachers.

Writing
Conventions
& APA Format
x1

Strong sentences
and varied
transitions.
Flawless spelling,
punctuation, and
capitalization.

Sentences are varied

and well
constructed.
Nearly flawless
spelling, punctuation
and capitalization.

Few careless
spelling or
punctuation errors.
Inconsistent and/or
inappropriate use
of APA may be

Many careless
spelling and/or
punctuation errors.
Inconsistent and/or
inappropriate use of
APA guidelines.

Excellent application
of APA guidelines.

Good use of APA

guidelines.

present.

Total Points = 25 /25

Excellent work!!!

Overall, the
notebook is not
extremely functional
and/or lacks support.