Curriculum Methods IS Dr' Glenda Black

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Curriculum Methods I/SDr. Glenda Black

• Class 9
• Block II
• Cooperative Discipline

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Welcome Back!!!

• Bell work
• Copy Class 9 folder from the Memory Stick
• Have the hard copy of Lesson Plan 2 assignment
  on the table, and on your laptop
• WELCOME BACK! CONGRATULATIONS ON COMPLETING YOUR
  FIRST REAL PRACTICUM!
• Share your practicum experiences with your group
• The Good . . .
• The Bad . . .
• The Ugly . . .

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Professional Portfolio Assignment

• If there is anything from your first practice
  teaching block that you may want to use in your
  portfolio, please put it aside.
• Such as
• notes from students
• thank you cards
• pictures
• sample lesson plans/evaluations
• Journal/diary entries
• Etc.

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CLASSROOM MANAGEMENT

• Maria! video clip
• Take 10 minutes to write down a discipline
  situation that arose during your practicum
• Use about 150-200 words
• You may use dialogue and narrative style
• Hand them in to me
• No names necessary if you prefer to remain
  incognito!

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T.Y.P.

• Turn to your partner and discuss
• One thing that went well
• One thing that didnt go so well

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Lesson planning

• Review Lesson Plans
• Open - Class 9 folder Lesson Plan Review
• Exchange your draft lesson plan with a section
  mate
• Use the Lesson Plan 2 checklist to critique, in
  an honest yet positive manner
• any and all errors or weaknesses you see
• also point out the 2 strongest points
• Exchange this critique with each other
• Time permitting, ask someone else to do the same

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Discipline

• Is Not A Scary Word! Or Is It?

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Positive Thought go to Applications in todays
CLASS 9 FOLDER

• Open Anchoring
• Take a few minutes to fill out the chart
• T.P.S.
• Share with one person at your table
• Then share with the whole table
• Only volunteers will be asked to share with the
  whole group

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A wee yarn

• We are storytelling organisms. For thousands
  or years, this is how we transmit, share, and
  create knowledge and rapport. Embrace
  storytelling as a strategy to connect with
  students, and vice versaencourage the telling of
  stories and subjectivity. Use your own personal
  experience, or stories from pop culture, e.g.
  movies, TV, novels, non-fiction. D. Gosse

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Identify Students Behaviour

• Usually students misbehave because they want
  something
• The first step of Cooperative Discipline is to
  find out exactly what the student wants
• Usually the student had one of four goals
• Attention
• Power
• Revenge
• Avoidance of Failure

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Attention

• Some students choose misbehavior to get extra
  attention.
• They distract teachers and classmates to gain an
  audience and special recognition.
• Typical behaviors include making noises, using
  foul language, and creating unnecessary
  interruptions during class time.

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Power

• Some students want to be the ___________
• These students arent likely to comply with
  classroom rules or teacher requests. They will
  challenge and argue with teachers until they
  think theyve had the "last word."

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Revenge

• Some students want to lash out at their teachers
  or classmates to get even for real or imagined
  hurts.
• Some students may even threaten physical harm or
  get indirect physical revenge by breaking,
  damaging, or stealing. They also may try to
  manipulate you into feeling hurt or guilty.
• Some students may try to turn other classmates
  against you, thus leading to a potentially
  poisonous classroom atmosphere.

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Avoidance of Failure

• Some students feel inadequate because they
  believe they cant live up to expectations.
• To compensate, they behave in ways that make them
  appear inadequate, by procrastinating, not
  completing their work, or pretending to have a
  disability.

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The 4 main goals of misbehaviour

• Role play of scenarios
• Which of the 4 main goals of misbehaviours do you
  think apply here?
• Attention
• Power
• Revenge
• Avoidance of Failure

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Deal With the Misbehavior Immediately

• Does every misbehavior really have one of these
  four goals? Of course not yet these four goals
  can help you classify the misbehaviors most of
  the time.
• After you have categorized the misbehavior,
  youll want to choose specific interventions for
  dealing with that type of behavior. Give these
  strategies a try

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Attention

• Give "the eye" so the student knows you mean
  business.
• Stand close to the student and continue your
  lesson.
• Distract the student by asking a direct question
  or using the students name while continuing your
  lesson.
• Give specific praise to a nearby student whos on
  task.

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Power

• Avoid direct confrontation by agreeing with the
  student or changing the subject.
• Acknowledge the students power and state your
  actions "Youre right, I cant make you finish
  the math problems, but Ill be collecting the
  assignment at the end of the class."
• Change the activity, do something unexpected, or
  initiate another class discussion on a topic of
  interest.
• Use time-out by giving a choice "You may sit
  quietly, keep your hands and feet to yourself,
  and complete the assignment, or you may go to
  time-out in Mr. Webers room. You decide."

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Revenge

• Revoke a privilege, such as not allowing the
  student to use equipment or technology.
• Build a caring relationship by using affirmation
  statements that give the message "Youre okay,
  but your choice of behavior is not."
• Require the return, repair, or replacement of
  damaged objects.
• Involve school personnel or parents/guardians if
  necessary.

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Avoidance of Failure

• Acknowledge the difficulty of the assigned task,
  but remind the student of past successes he/she
  had doing similar tasks.
• Modify instruction, and materials.
• Teach the student to say "I can" instead of "I
  cant" by recognizing achievements.
• Provide peer tutors or ask the student to help
  someone else, perhaps a younger student, to help
  build self-confidence.

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Provide some encouragement

• Introduced to the Pygmalion Theory? Google this!
• Encouragement techniques are neither
  time-consuming nor difficult to learn. Commit to
  using them daily and your students will feel like
  valuable members of the classroom. Strategies for
  encouraging students fall into three categories

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The Three (3) Cs Capable, Connect, Contribute

• Capable Students need to feel capable of
  completing their work in a satisfactory manner.
  How?
• Create an environment where its okay to make
  mistakes.
• Build confidence by focusing on improvement and
  on past successes.
• Make your learning objectives reachable for all
  students.
• Use those Anecdotal Notes positively while being
  conscious of the Pygmalion Theory!
• Connect Students need to believe they can
  develop positive relationships with teachers and
  classmates. How?
• Be accepting of all students, regardless of past
  misbehavior.
• Give attention by listening and showing interest
  in their activities outside of class.
• Show appreciation by praise or written notes.
• Use affirmation statements that are specific and
  enthusiastic about a students good behavior or
  abilities.
• Build affectionate relationships with simple acts
  of kindness.

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• Contribute Students need to contribute to the
  welfare of the class so they feel like they make
  a difference. How?
• Involve them in maintaining the learning
  environment by holding class meetings.
• Ask for suggestions when decisions need to be
  made.
• Use cooperative learning groups frequently.
• Encourage peer tutoring.

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Wise communication steps to follow in most
situations

• Consult the students cumulative records or
  Ontario Student Record, first
• Confer with the guidance counselor colleagues
  who taught the teen to help see the Big Picture
  
• Always conference with students and proactively
  communication your concerns in private
• Keep the language simple and succinct
• Maintain respect and courtesy
• Record all interactions using anecdotal notes and
  records
• Contact the home when all these things have all
  been taken into consideration, if you deem
  appropriate
• Do not let things slide, hoping they magically
  get betteryou are the adult and the professional.

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• "We can't teach the students we used to have. Or
  those we wish we had. We must teach the students
  we do have."
• - Linda Albert

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Positive Communication go to Applications in
todays Class 9 Folder

• Open Positive Communications
• We will work through this
• Try to answer in as positive and edifying a
  manner as possible
• Make a group of 4 by finding the class members
  with the same card suit
• Share your responses, provide constructive
  feedback, edit your responses if necessary
• A final version (modify as needed) may be placed
  in your portfolio

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Dead Poets Society

• How would you describe the teachers pedagogical
  approach?
• How would you describe his demeanor?
• What is the main lesson you derive from this?

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COOPERATIVE DISCIPLINE AND CONTRACTS

• Next, go to Applications in todays CLASS 9
  FOLDER and open the folder entitled Cooperative
  discipline and contracts
• In your group of four, practice a round robin
  activity to read the article
• Step 1 your learning skill for this activity is
  respectful listening. Decide as a group what
  this entails (2 minutes). Be prepared to share.
• Step 2 Elect a Director for your group to
  review the directions direct the discussion,
  a Task Manager to keep everyone on task, a Time
  Keeper to ensure you do not waste time and
  finish, and a Praiser to provide positive
  feedback, including for the learning skill of
  respectful listening.
• Step 3 using a talking stick of your invention
  e.g. pen, pencil, etc., divvy up the text and
  take turns reading (10 min)
• Step 4 you may ask one another questions as a
  group to ascertain understanding of the material
  (4 min)
• Step 5 alone or in a group of 2, fill out the
  sample behavioural contract using positive
  language. The adolescents sections should be
  filled out in authentic adolescent speak. Be
  prepared to share with the entire group
• Step 6 a final version should be placed in your
  portfolio. You may modify the behavioural
  contract to suit your own needs, but remember to
  keep it positive.

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REFERENCES

• Albert, L. (1989). A Teacher's Guide to
  Cooperative Discipline, How to Manage Your
  Classroom and Promote Self-Esteem. Circle Pines,
  Minnesota American Guidance Services, Inc.
• Albert, L. (1996a). Cooperative Discipline.
  Circle Pines, Minnesota American Guidance
  Services, Inc.
• Albert, L. (1996b). Discipline Is It a Dirty
  Word? Retrieved November 8, 2005, from
  http//www.agsnet.com/staffdev/cd_dirty.asp
• Fraser, S. De Gannes, C. (2008). Cooperative
  Discipline Overview Site. Retrieved August 11,
  2009, from http//cdiscipline.tripod.com/
• Gosse, D. (2009). Cooperative Discipline and
  Holism in Methods A-Z.
• Google.ca images
• Staff (2002). Behaviour management skills
  workshop Meeting the needs the challenge with
  love skills. Camp Winston Kilworth, On.
  www.campwinston.com
• Youtube.com Maria, Dead Poets Society, CM 1947.