Reflection on Chapters 33-34 of Inspiring Active Learning
The strategies pointed out by Harmin and Toth in these chapters emphasize student discipline aspects, such as handling routine behavior issues to severe and chronic behavior issues. I feel that the methods Harmin and Toth share will increase overall teacher class management. Providing a safe and comfortable environment is crucial. If students are comfortable, they tend to act out less. If there are less behavior issues, the students are more engaged and productive. When students do have
behavior problems, it is pertinent to use effective strategies to maintain better behavior. For example, it is best to be authoritative without arguing with student. Repeating statements that students may ignore initially can be one method
to use. Another method is to avoid asking questions and to just make statements. It is also important to calmly remind
students what we expect without creating negativity. Teacher influence is demonstrated in Sidney Hook’s quote: “Everyone who remembers his own educational experience remembers teachers, not methods and techniques. The teacher is the kingpin of the educational system. He makes and breaks programs.” Sadly, negative experiences can stand out more than the positive. The impact is sometimes tragic. We must try correcting students’ behavior without discouraging them. It is crucial also communicate honestly without blame.
Communicating a goal of mutual understanding aids students in settling conflict. Win-win negotiations can benefit all involved. Students can learn how to solve problems in a
nondestructive way. Growth in self-management can take place as misbehavior is corrected. Conflict resolution training can take place through teacher modeling. It can aid students in handling problem situations. Traditional “time outs” are another form of managing behavior in the classroom. Giving students alone time while waiting to talk with students in private about the problem/problems can improve behavior as well. Some classrooms may have a special location designated as a “Waiting Place” which can
allow teachers time to finish what they are currently working on prior to dealing with the issue. Sometimes, students can be distracted from their inappropriate behavior to more productive behavior. Students can also sometimes solve their own problems if allowed time to do so. Using silence initially can benefit both students and teachers if no
action is necessary, or can be taken later. Avoiding excessive behavior intervention tends to more effective to allow students to practice/develop self-discipline. The problem may disappear on its own without the teacher needing to step in. Body language can be another method to decrease or stop unwanted behavior. It is important to know
when silence is inappropriate, such as if danger is involved. It is also crucial to demonstrate security, not timidity. Reflecting on behavior can be a learning experience, and decrease inappropriate behavior in the future. Modeling maturity to students is imperative to influence positive behavior to students. Apologizing in earnest to students when necessary can be one way to model mature behavior. Supporting students through methods, modeling, assistance, suggestions, and encouragement can make such a huge difference. There are also discipline strategies addressed for severe and chronic behavior. Mutual understandings can be reached in teacher/student conversations. Guidelines for person-to-person dignified dialogue are: 1) Make “Honest I” statements; 2) Defer to students; 3) Every time a student speaks, show that you’ve heard; and 4) Avoid asking questions. Methods to increase self-management are brainstorming ideas with student and creating self-management contracts. Three steps that can aid in an effective
increase in self-management of behavior are: Step 1) The teacher makes an Honest I Statement of feelings, thoughts, or needs; Step 2) The teacher writes down a brainstorm list of possible next-step actions to help the student improve self-control; and Step 3) The teacher and student seek agreement on a specific action plan. It is important to have follow-up discussions that include questions and answers and reflection on progress. Parent notification is helpful, but students must be clear on expectations. Teachers must avoid using it as a threat or it may increase misbehavior. Parent conferences must be used to make parents aware of situations, but not for solving the problem. Teachers should always strive to provide safety for all. Helpful methods can help manage bad situations. Components of the Cool-Quick-Certain-Control can aid in controlling serious behavior/problems: 1) Be cool—do not show hostility; 2) Be quick—act immediately; and 3) Be certain—act with confidence. Helen Keller said, “One can never consent to creep when one feels the impulse to soar.” In this age of extreme bullying, strategies to reduce bullying should be implemented to lower likelihood of incidents that could occur. Students should feel supported and valuable. Students need to think through how to handle bullying situations that may arise. Discussions and role-playing can help prepare students to handle such situations correctly, as well as decrease misbehavior. Temporary removal and discipline squads may be necessary in extreme cases of behavior. Safety drills can help prevent possible future extreme situations from becoming worse. One strategy that can help in all situations is understanding motivation of the behavior. Discovering what causes the behavior can help teachers come up with plans to address the misbehavior.
The strategies pointed out by Harmin and Toth in these chapters emphasize student discipline aspects, such as handling routine behavior issues to severe and chronic behavior issues. I feel that the methods Harmin and Toth share will increase overall teacher class management. Providing a safe and comfortable environment is crucial. If students are comfortable, they tend to act out less. If there are less behavior issues, the students are more engaged and productive. When students do have
behavior problems, it is pertinent to use effective strategies to maintain better behavior. For example, it is best to be authoritative without arguing with student. Repeating statements that students may ignore initially can be one method
to use. Another method is to avoid asking questions and to just make statements. It is also important to calmly remind
students what we expect without creating negativity. Teacher influence is demonstrated in Sidney Hook’s quote: “Everyone who remembers his own educational experience remembers teachers, not methods and techniques. The teacher is the kingpin of the educational system. He makes and breaks programs.” Sadly, negative experiences can stand out more than the positive. The impact is sometimes tragic. We must try correcting students’ behavior without discouraging them. It is crucial also communicate honestly without blame.
Communicating a goal of mutual understanding aids students in settling conflict. Win-win negotiations can benefit all involved. Students can learn how to solve problems in a
nondestructive way. Growth in self-management can take place as misbehavior is corrected. Conflict resolution training can take place through teacher modeling. It can aid students in handling problem situations. Traditional “time outs” are another form of managing behavior in the classroom. Giving students alone time while waiting to talk with students in private about the problem/problems can improve behavior as well. Some classrooms may have a special location designated as a “Waiting Place” which can
allow teachers time to finish what they are currently working on prior to dealing with the issue. Sometimes, students can be distracted from their inappropriate behavior to more productive behavior. Students can also sometimes solve their own problems if allowed time to do so. Using silence initially can benefit both students and teachers if no
action is necessary, or can be taken later. Avoiding excessive behavior intervention tends to more effective to allow students to practice/develop self-discipline. The problem may disappear on its own without the teacher needing to step in. Body language can be another method to decrease or stop unwanted behavior. It is important to know
when silence is inappropriate, such as if danger is involved. It is also crucial to demonstrate security, not timidity. Reflecting on behavior can be a learning experience, and decrease inappropriate behavior in the future. Modeling maturity to students is imperative to influence positive behavior to students. Apologizing in earnest to students when necessary can be one way to model mature behavior. Supporting students through methods, modeling, assistance, suggestions, and encouragement can make such a huge difference. There are also discipline strategies addressed for severe and chronic behavior. Mutual understandings can be reached in teacher/student conversations. Guidelines for person-to-person dignified dialogue are: 1) Make “Honest I” statements; 2) Defer to students; 3) Every time a student speaks, show that you’ve heard; and 4) Avoid asking questions. Methods to increase self-management are brainstorming ideas with student and creating self-management contracts. Three steps that can aid in an effective
increase in self-management of behavior are: Step 1) The teacher makes an Honest I Statement of feelings, thoughts, or needs; Step 2) The teacher writes down a brainstorm list of possible next-step actions to help the student improve self-control; and Step 3) The teacher and student seek agreement on a specific action plan. It is important to have follow-up discussions that include questions and answers and reflection on progress. Parent notification is helpful, but students must be clear on expectations. Teachers must avoid using it as a threat or it may increase misbehavior. Parent conferences must be used to make parents aware of situations, but not for solving the problem. Teachers should always strive to provide safety for all. Helpful methods can help manage bad situations. Components of the Cool-Quick-Certain-Control can aid in controlling serious behavior/problems: 1) Be cool—do not show hostility; 2) Be quick—act immediately; and 3) Be certain—act with confidence. Helen Keller said, “One can never consent to creep when one feels the impulse to soar.” In this age of extreme bullying, strategies to reduce bullying should be implemented to lower likelihood of incidents that could occur. Students should feel supported and valuable. Students need to think through how to handle bullying situations that may arise. Discussions and role-playing can help prepare students to handle such situations correctly, as well as decrease misbehavior. Temporary removal and discipline squads may be necessary in extreme cases of behavior. Safety drills can help prevent possible future extreme situations from becoming worse. One strategy that can help in all situations is understanding motivation of the behavior. Discovering what causes the behavior can help teachers come up with plans to address the misbehavior.