Philosophy education is the practice of teaching and learning philosophy along with the associated scholarly research.

It is not philosophy of education, nor the philosophical study of education in general. Philosophy education around the world Education in the subject is usually divided into 4 main stages: pre-school (i.e. preprimary; e.g. kindergarten) and primary education levels (e.g. elementary school), lower (e.g. middle school) and upper secondary education level (e.g. high school), tertiary (higher) education level (e.g. college, university), and post-tertiary education level. Sometimes the stage referred to as "post-secondary non-tertiary" is also included (in a fashion similar to the ISCED levels). Not all countries provide study of philosophy at all levels and in many the subject is virtually absent from the entire curriculum. Teaching Methods and Strategies For many professors, teaching consists only of lectures, assignments given to students, and a final exam. But there are other teaching strategies which can be incorporated with and within the lecture format in order to stimulate, motivate and foster student learning. The more teaching strategies you have at your disposal, the more flexible you are in your content delivery. In order to identify the strategies that are suitable for your course and that will meet your instructional objectives, you may ask yourself the following questions:

When should I lecture, and when would holding a discussion work better? When should I show students how to do something, and when should I encourage them to try it themselves? When should I respond to a student question (give information) and when should I encourage other students to respond (give student the opportunity to practice skills)? If I see someone make a mistake in lab, should I correct the mistake, or should I let the student discover it? When should I review important concepts orally, and when should I use handouts? If I need to show students a lot of formulas or graphs, should I derive or draw them during class, or prepare hand outs/overhead transparencies and discuss them? When should I rely on my own expertise, and when should I seek outside sources (films, slide/tape programs, guest speakers, etc.)? How might I use quotes from others? This is a simple and fast way of bringing "another" voice into the lecture hall. When should I use web resources such as Sakai to augment my course and accept course discussions?

It is important that you consider the overall structure of the course as well as the physical constraints and time limits that might influence the delivery of the content, before deciding on teaching strategies. Two of the most popular strategies, lecturing and group discussion, will be presented here in their general format since there are many variations on lecturing and discussion. Other strategies such as case methods, instructional games, role playing, small groups, small groups in larger classes, tutoring, panel discussion, debate discussion and experience discussion will be briefly presented. 50 Teaching Methods 1. 2. 3. 4. Lecture by teacher (and what else can you do!) Class discussion conducted by teacher (and what else!) Recitation oral questions by teacher answered orally by students (then what!) Discussion groups conducted by selected student chairpersons (yes, and what else!) 5. Lecture-demonstration by teacher (and then what 145 other techniques!)

6. Lecture-demonstration by another instructor(s) from a special field (guest speaker) 7. Presentation by a panel of instructors or students 8. Presentations by student panels from the class: class invited to participate 9. Student reports by individuals 10. Student-group reports by committees from the class 11. Debate (informal) on current issues by students from class 12. Class discussions conducted by a student or student committee 13. Forums 14. Bulletin boards 15. Small groups such as task oriented, discussion, Socratic 16. Choral speaking 17. Collecting 18. Textbook assignments 19. Reading assignments in journals, monographs, etc. 20. Reading assignments in supplementary books 21. Assignment to outline portions of the textbook 22. Assignment to outline certain supplementary readings 23. Debates (formal) 24. Crossword puzzles 25. Cooking foods of places studied 26. Construction of vocabulary lists 27. Vocabulary drills 28. Diaries 29. Dances of places or periods studied 30. Construction of summaries by students 31. Dressing dolls 32. Required term paper 33. Panel discussion 34. Biographical reports given by students 35. Reports on published research studies and experiments by students 36. Library research on topics or problems 37. Written book reports by students 38. Flags 39. Jigsaw puzzle maps 40. Hall of Fame by topic or era (military or political leaders, heroes) 41. Flannel boards 42. Use of pretest 43. Gaming and simulation 44. Flash cards 45. Flowcharts 46. Interviews 47. Maps, transparencies, globes 48. Mobiles 49. Audio-tutorial lessons (individualized instruction) 50. Models 51. Music 52. Field trips 53. Drama, role playing 54. Open textbook study 55. Committee projects--small groups 56. Notebook 57. Murals and montages 58. Class projects 59. Individual projects 60. Quizdown gaming 61. Modeling in various media 62. Pen pals 63. Photographs 64. Laboratory experiments performed by more than two students working together 65. Use of dramatization, skits, plays 66. Student construction of diagrams, charts, or graphs

67. Making of posters by students 68. Students drawing pictures or cartoons vividly portray principles or facts 69. Problem solving or case studies 70. Puppets 71. Use of chalkboard by instructor as aid in teaching 72. Use of diagrams, tables, graphs, and charts by instructor in teaching 73. Use of exhibits and displays by instructor 74. Reproductions 75. Construction of exhibits and displays by students 76. Use of slides 77. Use of filmstrips 78. Use of motion pictures, educational films, videotapes 79. Use of theater motion pictures 80. Use of recordings 81. Use of radio programs 82. Use of television 83. Role playing 84. Sand tables 85. School affiliations 86. Verbal illustrations: use of anecdotes and parables to illustrate 87. Service projects 88. Stamps, coins, and other hobbies 89. Use of community or local resources 90. Story telling 91. Surveys 92. Tutorial: students assigned to other students for assistance, peer teaching 93. Coaching: special assistance provided for students having difficulty in the course 94. Oral reports 95. Word association activity 96. Workbooks 97. Using case studies reported in literature to illustrate psychological principles and facts 98. Construction of scrapbooks 99. Applying simple statistical techniques to class data 100. Time lines 101. "Group dynamics" techniques 102. Units of instruction organized by topics 103. Non directive techniques applied to the classroom 104. Supervised study during class period 105. Use of sociometric text to make sociometric analysis of class 106. Use of technology and instructional resources 107. Open textbook tests, take home tests 108. Put idea into picture 109. Write a caption for chart, picture, or cartoon 110. Reading aloud 111. Differentiated assignment and homework 112. Telling about a trip 113. Mock convention 114. Filling out forms (income tax, checks) 115. Prepare editorial for school paper 116. Attend council meeting, school boar meeting 117. Exchanging "things" 118. Making announcements 119. Taking part (community elections) 120. Playing music from other countries or times 121. Studying local history 122. Compile list of older citizens as resource people 123. Students from abroad (exchange students) 124. Obtain free and low cost materials 125. Collect old magazines 126. Collect colored slides 127. Visit an "ethnic" restaurant

128. Specialize in one country 129. Follow a world leader (in the media) 130. Visit an employment agency 131. Start a campaign 132. Conduct a series 133. Investigate a life 134. Assist an immigrant 135. Volunteer (tutoring, hospital) 136. Prepare an exhibit 137. Detect propaganda 138. Join an organization 139. Collect money for a cause 140. Elect a "Hall of Fame" for males 141. Elect a "Hall of Fame" for females 142. Construct a salt map 143. Construct a drama 144. Prepare presentation for senior citizen group 145. Invite senior citizen(s) to present local history to class including displaying artifacts (clothing, tools, objects, etc.) 146. Prepare mock newspaper on specific topic or era 147. Draw a giant map on floor of classroom 148. Research local archaeological site 149. Exchange program with schools from different parts of the state 150. In brainstorming small group, students identify a list of techniques and strategies that best fit their class. Attachment: 150 Teaching Methods [PDF, 33 KB] Overview of Learning Styles

Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, withfar less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well. Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, withfar less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well. Using multiple learning styles and multiple intelligences for learning is a relatively new approach. This approach is one that educators have only recently started to recognize. Traditional schooling used (and continues to use) mainlylinguistic and

logical teaching methods. It also uses a limited range of learning and teaching techniques. Many schools still rely on classroom and book-based teaching, much repetition, and pressured exams for reinforcement and review. A result is that we often label those who use theselearning styles and techniques as bright. Those who use less favored learning styles often find themselves in lower classes, with various not-socomplimentary labels and sometimes lower quality teaching. This can create positive and negative spirals that reinforce the belief that one is "smart" or "dumb". By recognizing and understanding your own learning styles, you can use techniques better suited to you. This improves the speed and quality of your learning. The Seven Learning Styles

Visual (spatial):You prefer using pictures, images, and spatial understanding. Aural (auditory-musical): You prefer using sound and music. Verbal (linguistic): You prefer using words, both in speech and writing. Physical (kinesthetic): You prefer using your body, hands and sense of touch. Logical (mathematical): You prefer using logic, reasoning and systems. Social (interpersonal): You prefer to learn in groups or with other people. Solitary (intrapersonal): You prefer to work alone and use self-study. Why Learning Styles? Understand the basis of learning styles Your learning styles have more influence than you may realize. Your preferred styles guide the way you learn. They also change the way you internally represent experiences, the way you recall information, and even the words you choose. We explore more ofthese features in this chapter. Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out the key areas of thebrain responsible for each learning style. For example:

Visual: The occipital lobes at the back of the brain manage the visual sense. Both the occipital and parietal lobes manage spatial orientation. Aural: The temporal lobes handle aural content. The right temporal lobe is especially important for music. Verbal: The temporal and frontal lobes, especially two specialized areas called Brocas and Wernickes areas (in the left hemisphere of these two lobes). Physical: The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement. Logical: The parietal lobes, especially the left side, drive our logical thinking. Social: The frontal and temporal lobes handle much of our social activities. The limbic system (not shown apart from the hippocampus) also influences both the social and solitary styles. The limbic system has a lot to do with emotions, moods and aggression. Solitary: The frontal and parietal lobes, and the limbic system, are also active with this style. Tips for Educators on Accommodating Different Learning Styles We all have a way in which we best learn. Odds are, every student in your class has a different preferred learning style, which can make it difficult for you to be the most effective teacher. However, by trying to incorporate various methods into your teaching,

you may be able to reach the majority of your students. At the college level, it is expected that students have an idea of how to adapt to most teachers, although it cannot hurt to help them out a little! Below we have the three major learning styles and ways in which you can accommodate them. Learning Style Characteristics Tips for Accommodating

Visual

Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as show me, lets have a look at that and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.

Use maps, flow charts, or webs to organize materials Highlight and color code books/notes to organize and relate material Have students pick out key words and ideas in their own writing and highlight them in different colors to clearly reveal organizational patterns Write out checklists of needed formulas, commonly misspelled words, etc. Write out and use flash cards for review of material Draw pictures or cartoons of concepts Write down material on slips of paper and move them around into proper sequence. (Can be done on PC too) Use the chalkboard (them and you) to note important information If using the computer, have the student experiment with different font sizes and styles to enhance readability. Engage the student in conversation about the subject matter Question students about the material Ask for oral summaries of material Have them tape lectures and review them with you Have them tape themselves reviewing material and listen to it together Read material aloud to them Use a talking calculator Have them put material to a rhythm or tune and

Auditory

Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as tell me, lets talk it over and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!

rehearse it aloud

Someone with a Kinesthetic learning style has a preference for physical experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as Kinesthetic let me try, how do you feel? and will or Tactile be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first!

Write out checklists of materials to be learned or looked for Trace words and diagrams on paper Use textured paper and experiment with different sizes of pens, pencils, and crayons to write down information Use role play or dramatize concepts. Students can move objects around to dramatize a concept or act out the concept themselves. Ask the student to envision a scene in which the material to be learned is being used or acted out somehow. For example: a student could imagine being a character in a novel. Have the student take notes (on paper, word processor, in textbooks) while reading or listening. Use some form of body movement (snapping fingers, pacing, mouthing ideas) while reciting material to be learned.

Adopting learner-centred strategies has major implications for faculty and individual students. This issue of CDTL Brief on Learner-centred Teaching/Learning explores how certain learner-centred approaches may be adapted to improve student learning in various contexts. PrintApril 2006, Vol. 9, No. 1 Ready Teaching Students with Different Learning Styles Maria Socorro C. Bacay Full-time Faculty Member/ College Registrar De La Salle-College of Saint Benilde Manilla, Philippines I scrutinise the students' faces as they enter the classroom one by one: I see a cheerful face eagerly scanning the room for someone familiar, a timid face looking for a seat at the back of the room, and a nonchalant one looking around blankly. These students, with different personalities and learning styles, are expected to learn the prescribed course content. And as their teacher, I am expected to be learner-centred in the delivery of the same. How will I teach them if I do not know how they learn (Dunn &

Griggs, 2000)? McCombs and Whisler (1997) cite two important factors for a learner-centred teacher to consider: (1) characteristics of the learners and (2) teaching practices. Students learn differently and appreciating their differences will help me teach them better. There are three ways in which students differ and these differences affect the way they learn: 1. Learning styles (i.e. characteristic ways of taking in and understanding information), 2. Approaches to learning and orientations to studying (i.e. surface, deep or strategic approach), and 3. Intellectual development (i.e. attitudes about the nature of knowledge and how it should be acquired and evaluated) (Felder & Brent, 2005, p. 58). As a learner-centred teacher, I must take these differences into consideration and address them by employing various teaching strategies, while providing a learning environment that encourages students to take charge of their own learning (Weimer, 2002) at the same time. Learner-centred Teaching A learner-centred teacher is sensitive to the learners' "heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs" (K.L. Brown, 2003, p. 50). In addition, as the learning context is as important as the course contents and methods of instruction in learner-centred teaching, the teacher should not only concentrate on covering the course content and materials but must "first consider learnerrelated factors such as students' needs, prior knowledge, talents, interests, social orientations, linguistic abilities, and cultures" (D.M. Brown, 2003, p. 100). As a teacher who learnt through the traditional lecture method, I have to make a conscious effort not to teach students the way I was taught previously by keeping abreast of learnercentred teaching methods that address various learning styles. Learning Styles The way a student begins "to concentrate on, process, internalize, and remember new and difficult academic information" (Dunn & Griggs, 2000, p. 9) defines his/ her learning style. Learning style theories recognise the individual differences (e.g. cognition, emotion, physiology, sociology) that affect learning. Research also shows that teaching methods that match students' learning styles can improve their academic performance significantly (Giordano & Rochford, 2005). For example, based on her research, Dodds (2004) reports that "informing economic students of learning styles and appropriate study methods appears to increase exam scores and provides confidence in the choice of study methods" (p. 355). Teaching Style While research shows that greater learning occurs when teaching and learning styles match, Felder and Brent (2005) say that the teacher is not expected to tailor-fit his/her teaching style according to students' preferences. For example, if a teacher is inclined towards meeting the needs of students with a particular learning style, other students with different learning styles will

feel left out. Also, students who are consistently taught through their dominant learning styles will not know how to learn using their less preferred learning styles. Thus, teachers should adopt a balanced teaching style to help more students learn effectively and become more flexible in the way they learn. To this end, a learner-centred teacher must employ different teaching methods to address students' varied learning needs. In my teaching, I use the following learner-centred strategies to help students with different learning styles learn and encourage them to be responsible for their own learning:

Involving students in the planning of a unit of study, including how they should be assessed, and, if there is a paper to be submitted at the end of the unit, students and I agree on the submission deadline. Getting students involved in making such decisions helps them take ownership of the course. Asking students 'What if' and 'What do you think' questions during lectures to capture students' attention and jump-start class discussions. Getting students to share (in groups or individually) poetry and prose that reflect or relate to principles or theories taught in class. Getting students to work in groups of three (each student taking on the roles of the moderator, reporter or recorder within the group) to ensure equal participation from every student. Getting students to role play certain characters or dramatise a situation. When this method is used, students are usually required to write a reflection on the dramatisation. Using visual aids such as pictures, diagrams, flowcharts and films to complement lectures. Pointing out how a topic is connected to other topics in the same course or with topics in other disciplines to help global learners see the 'big picture' and presenting information in a logical progression of small steps to help sequential learners understand a lesson.

Knowing how students learn encourages me to apply a variety of teaching strategies appropriate to different learning styles so that students may learn when I teach. Different Learning Styles in Education Different people learn differently, and psychologists have attempted through the years to spell out the traits of different types of learners and categorize them into different learning styles. Naturally, there are many models of different learning styles in education. The most widely used is the VAK learning styles model, developed in 1987 by Neil Fleming, a high school and university teacher from New Zealand. Its letters stand for the three learning styles: visual, auditory, and kinesthetic. Fleming later added a fourth, read/write, changing the acronym to VARK.

As a teacher, your best option is to use a variety of teaching techniques to give all students the best chance to succeed. Read these teaching tips for each of the four VARK learning styles. Visual Learning Style People with a visual learning style absorb information by seeing it in front of them and storing the images in their brains. They often enjoy reading, have good handwriting, are very detail-oriented, are organized, and have a keen awareness of colors and shapes. They tend to struggle with verbal directions and are easily distracted by noise. They remember peoples faces better than their names, and they often need to maintain eye contact with a person to concentrate on a conversation. Here are some tips for helping visual learners excel in the classroom:

Write out directions. Use visuals when teaching lessons, such as pictures, charts, diagrams, maps, and outlines. Physically demonstrate tasks. Use visual aids such as flashcards and blocks. Show the visual patterns in language to teach spelling, vocabulary, grammar, and punctuation. Organize information using color codes. Talk with the child face-to-face and make eye contact whenever possible. When directions are given verbally, encourage the child to ask for clarification when she doesnt understand fully. Encourage the child to write plenty of notes and organize information on paper and with objects. Provide a quiet, neat place to study, and minimize distractions as much as possible.

Auditory Learning Style Verbal language is the prime form for exchanging information for those within the auditory learning style. They learn best by hearing and speaking. They often talk more than the average person, are very social, enjoy hearing stories and jokes, understand concepts by talking about them, and may excel in music or the performing arts. Some auditory learners read slowly and have trouble writing, struggle to follow written directions, and have a tough time staying quiet for long stretches of time. They remember names and recognize tone of voice well, while not always remembering peoples faces. They often hum or sing, and they may whisper to themselves while reading. Try these techniques when teaching auditory learners:

Play word games and use rhymes to practice language. Have the child read aloud, even when alone, and follow the text with her finger. Allow the child to explain concepts verbally and give oral reports. Have the child memorize information by repeating it aloud. Assign projects and study times to be done in small and large groups. Read aloud often to young children. Provide a personal voice recorder the child can use to record notes or questions. Use beats, rhythms, and songs to reinforce educational information.

10 Ways to Motivate the Unmotivated Student Every accomplishment starts with the decision to try. unknown As a speech language pathologist for grades 3-5 in an elementary school setting, one of the challenges I regularly face is trying to make good progress with students who are unmotivated. You know, students who dont want to be in speech, dont want my help, and generally dont want to try anything I want them to try. Students who cross their arms and try to avoid making eye contact with me out of fear that Ill try to get them to (gasp!)actually DO some sort of speech work. I admit it, sometimes Im tempted to just give up, dismiss them, and say, Well, when they WANT to make progress, they can come back to speech. But, really, its my job to motivate even my most unmotivated students. So, whats an SLP to do? Here are some strategies Ive found useful: 1. Use visual behavior tracking charts. Thats right, reward charts arent just for preschoolers anymore. I have a large grid that I use as a basic chart (see photo at the top of this post) to help motivate students to participate, and I modify it for every student on my caseload. Some students earn one square per session, others earn 3 or 5 squares per session, depending on how much reinforcement they need on a given day for a given task. Once they reach a star, they earn a prize/special activity. Of course, a chart alone wont do the trick unless the student wants the reward hes working toward, which leads me to my next point. 2. Allow students to earn a work free speech session. What does the unmotivated student want most? To be left alone! I have two students who will work diligently for weeks or even months just for a chance to take most of a speech session off from speech work and just play on a computer or iPad during speech. (What they dont realize is that many of their goals are addressed by the computer games!) 3. Challenge students to beat their own record for a certain task. Lets face it; drill work is awful. Its hard to motivate even enthusiastic students to complete drills cheerfully. However, if we make the drill task timed and the student tries to beat his last score, drill work can actually become fun! For example, Ill set my timer for a minute and see how many perfect r words from a set of 70 flashcards the student can produce, and then Ill let them try again (several times) to see if they can beat their best record. (I got this speed challenge idea from the Superspeed Whole Brain Teaching game, and just modify it based on my students goals.) Students actually beg to stay after their regular speech time to try to keep beating their records. 4. Allow the student to be the expert by teaching a skill to younger students. If a fourth grade student is a poor reader but can read simple picture books, he could perhaps read a book to a kindergarten class every once in a while, preparing for the reading by doing word study and learning tasks with vocabulary from the book he will be sharing. This is a much more naturally motivating experience than reading for boring old Mrs. Ragan who already knows what the book says. 5. Make tasks more hands-on. One of my third grade students recently said to me, I like working with you, because we do stuff, and make stuff, and build stuff. This was a student who for the first two weeks of speech refused to do any work at all with me when I was using traditional table-work activities (even when I bribed her with silly bands, her favorite!). Good thing I wised up! 6. Make tasks more physical. Some of my most difficult to motivate students have been won over by a few sessions of playing physical games such as Simon Says, Mother May I, Hot/Cold, Lego Creator, Charades, or Pictionary. These games can be modified to address social skills (joint attention, turn taking, flexibility, taking others perspective), articulation (generalizing targets to sentences and conversation),

receptive/expressive language (giving and receiving directions, vocabulary building, answering questions), reading (following written directions, recognizing sight words, reading CVC words, etc.), writing (summarizing, using transitional phrases, using descriptive vocabulary, etc.), and more. I think that much of the success of this strategy comes from pairing myself with fun activities, because, after a while of doing physical speech activities, many students dont need as much reinforcement for cooperating and engaging with methey actually begin to be reinforced just by engaging with me! And then, boy, we can make some progress. 7. Catch the student cooperating. Then praise, praise, praise! (Be sure your praise is specific about what you liked ex: Great job using although in a sentence!) I find that praising students in front of their peers, or especially praising them quietly by whispering to a teacher just loudly enough that they overhear me, can really shift a students demeanor out of an unmotivated funk. (I mean, if I overheard a colleague whisper to my boss how great I was, it would knock me out of a funk, too!) 8. Treat a few students to a special lunch party with you as a reward/motivator. Our time is limited as school SLPs. But we typically do have a lunch break, and every now and then, it can be fun to spend it celebrating with students. For my fifth graders, special lunches have been a highly motivating reward. Ive had students who have worked for two months (earning tokens toward their lunch party by following teacher instructions, being on task, participating in class and speech, and writing during independent writing times) to earn a special lunch with me (with pizza delivered, or McDonalds brought in, or something fun like that). You might even be able to request PTA funds to help cover costs. 9. Be lighthearted and make mistakes yourself during therapy sessions. If students know that you are fun to be around, lighthearted, even silly sometimes, they are often less worried about their performance on learning tasks in your presence. And when you, the brilliant adult, make mistakes sometimes, the stress involved in trying a new task is lessened in your presence. 10. If at first you dont succeed, try, try again. Some students are going to have an extinction burst before they begin cooperating. You may put a motivation plan in place, and find that they are even more defiant and uncooperative than ever, that they wont work even for ahuge reward. But persist. Give it two weeks. Then, if its still not working, you can chat with the students learning team and try to modify your plan. So, the next time youre in a battle of wills with an unmotivated student, and your only hope of rescue seems to be in the possibility that they might be moving out of state, take a minute to think outside the box, and see if you and the rest of the childs learning team can come up with some ingenious ways to motivate the student. Then, come back and leave a comment to let me know how it went! What have you discovered that motivates your most unmotivated students? Id love to hear! How do you motivate the unmotivated?

As educators I know that any and all caring professionals go above and beyond the call of duty when working with students. Yet for some students no matter how much we push, or how much we reward, or how much we reprimand, or how much we encourage they simply do not respond. There are students out there who do not have the intrinsic motivation to do well nor do they have the push from home demanding they perform. These are the hardest kids to reach. There are of course specific reasons for each student as to why they might not be motivated. Some kids just don't like school, some kids have major issues at home which make school obselete; and some kids appear to not care when really they are struggling and are too shy to ask for help.

As each kid is different I in my own career have had success by getting to know certain students on an indivdual basis so as to see how they "tick". This way I can appeal to their likes and desires in order to motivate them. This does not always work, and more often than not does not always stick (as they move on in their schooling). I will also try to appeal to adulthood, as in; what do you expect to do when you grow up without an education. Even this does not work as most students do not realize that the habits formed in school will follow them the rest of their life. Also as we all do so much it is hard to reach every individual student. So...how do we reach the kids who seemingly do not want to be reached? How do you make someone care about something that they in their mind believe they despise? Thank you all for any and all comments! Advantages: Can be used with large numers of students making it a time-efficient way of conveying knowledge. Help learners master materials at their own pace. Good drill and practice provides feedback to students, explains how to get the correct answer, and contains a management system to keep track of student progress. They can be used to build confidence as more answers are correctly provided. Disadvantages: For most students, it's boring, uninteresting, and unappealing. Lacks the 'deeper-understanding' that "hands-on learning" provides, and without perpetual reinforcement, the 'knowledge' obtained through drill and practice is quickly lost (most students only learn for the amount of time required to do well on the examination). It has no application in the student's eal-world, i.e. rarely will the student make the connection with why these things are important. Can encourage competition, which many Western Educators frown upon. What is Drill & Practice? As an instructional strategy, drill & practice is familiar to all educators. It "promotes the acquisition of knowledge or skill through repetitive practice." It refers to small tasks such as the memorization of spelling or vocabulary words, or the practicing of arithmetic facts and may also be found in more sophicated learning tasks or physical education games and sports. Drill-and-practice, like memorization, involves repetition of specific skills, such as addition and subtraction, or spelling. To be meaningful to learners, the skills built through drill-and-practice should become the building blocks for more meaningful learning. What is its purpose? Drill and Practice activities help learners master materials at their own pace. Drills are usually repetitive and are used as a reinforcement tool. Effective use of drill and practice depends on the recognition of the type of skill being developed, and the use of appropriate strategies to develop these competencies. There is a place for drill and practice mainly for the beginning learner or for students who are experiencing learning problems. Its use, however, should be kept to situations where the teacher is certain that it is the most appropriate form of instruction. How can I do it? Drill and practice software packages offer structured reinforcement of previously learned concepts. They are based on question and answer interactions and should give the student appropriate feedback. Drill and practice packages may use games to increase motivation. Teachers who use computers to provide drill and practice in basic skills promote learning because drill and practice increases student acquisition of basic skills. In a typical software package of this type, the student is able to select an appropriate level of difficulty at which questions about specific content materials are set. In most cases the student is motivated to answer these questions quickly and accurately by the inclusion of a gaming scenario, as well as colourful and animated graphics. Good drill and practice software provides feedback to students, explains how to get the correct answer, and contains a management system to keep track of student progress.

How can I adapt it? There has been a definite move away from paper-based drill and practice systems to computer-based systems. Drill and practice exercises with appropriate software can enhance the daily classroom experience. Given the personalized, interactive nature of most software, the computer can lend itself to providing extended, programmed practice. Used in small doses, electronic learning experiences can supplement any lesson effectively. Certain software allow students to reinforce specific skills in a certain subject area. Although not as easily integrated across the curriculum, drill and practice software can be useful. It usually comes in one of two formats. The first focuses on a specific subject area or a part of that area. The most common areas are reading and math. The second type attempts to improve skills in several areas of the curriculum. As with all other types of software, the teacher needs to determine if technology is the best way to work with the subject matter being dealt with. Games provide child centered activities to apply problem solving strategies as well as an opportunity to practice basic skills. Basic Skills Practice Cards can be designed to be used in many different formats. They can be used with a game board, in a lotto format or as flashcards. Teacher Resources

Math Practice Aplusmath.com Math Sites SuperKids Math Worksheet Creator Chemistry Drill and Practice Tutorials

A norm-referenced test (NRT) is a type of test, assessment, or evaluation which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured. The estimate is derived from the analysis of test scores and possibly other relevant data from a sample drawn from the population.[1] That is, this type of test identifies whether the test taker performed better or worse than other test takers, not whether the test taker knows either more or less material than is necessary for a given purpose. The term normative assessment refers to the process of comparing one test-taker to his or her peers.[1] Norm-referenced assessment can be contrasted with criterion-referenced assessment and ipsative assessment. In a criterion-referenced assessment, the score shows whether or not test takers performed well or poorly on a given task, not how that compares to other test takers; in an ipsative system, test takers are compared Advantages and limitations An obvious disadvantage of norm-referenced tests is that it cannot measure progress of the population as a whole, only where individuals fall within the whole. Thus, measuring against only a fixed goal can be used to measure the success of an educational reform program that seeks to raise the achievement of all students against new standards that seek to assess skills beyond choosing among multiple choices. However, while this is attractive in theory, in practice, the bar has often been moved in the face of excessive failure rates, and improvement sometimes occurs simply because of familiarity with and teaching to the same test. With a norm-referenced test, grade level was traditionally set at the level set by the middle 50 percent of scores.[9] By contrast, the National Children's Reading Foundation believes that it is essential to assure that virtually all of read at or above grade level by

third grade, a goal which cannot be achieved with a norm referenced definition of grade level.[10] Advantages to this type of assessment include that students and teachers know what to expect from the test and just how the test will be conducted and graded. Likewise, all school will sconduct the exam in the same manner, reducing such inaccuracies as time differences or environmental differences that may cause distractions to the students. This also makes these assessments fairly accurate as far as results are concerned, a major advantage for a test. Critics of criterion-referenced tests point out that judges set bookmarks around items of varying difficulty without considering whether the items actually are compliant with grade level content standards or are developmentally appropriate.[11] Thus, the original 1997 sample problems published for the WASL 4th grade mathematics contained items that were difficult for college educated adults, or easily solved with 10th grade level methods such as similar triangles.[12] The difficulty level of items themselves and the cut-scores to determine passing levels are also changed from year to year.[13] Pass rates also vary greatly from the 4th to the 7th and 10th grade graduation tests in some states.[14] One of the limitations of No Child Left Behind is that each state can choose or construct its own test, which cannot be compared to any other state.[15] A Rand study of Kentucky results found indications of artificial inflation of pass rates which were not reflected in increasing scores in other tests such as the NAEP or SAT given to the same student populations over the same time.[16] Graduation test standards are typically set at a level consistent for native born 4 year university applicants.[citation needed] An unusual side effect is that while colleges often admit immigrants with very strong math skills who may be deficient in English, there is no such leeway in high school graduation tests, which usually require passing all sections, including language. Thus, it is not unusual for institutions like the University of Washington to admit strong Asian American or Latino students who did not pass the writing portion of the state WASL test, but such students would not even receive a diploma once the testing requirement is in place. Although the tests such as the WASL are intended as a minimal bar for high school, 27 percent of 10th graders applying for Running Start in Washington State failed the math portion of the WASL. These students applied to take college level courses in high school, and achieve at a much higher level than average students. The same study concluded the level of difficulty was comparable to, or greater than that of tests intended to place students already admitted to the college.[17] A norm-referenced test has none of these problems because it does not seek to enforce any expectation of what all students should know or be able to do other than what actual students demonstrate. Present levels of performance and inequity are taken as fact, not as defects to be removed by a redesigned system. Goals of student performance are not raised every year until all are proficient. Scores are not required to show continuous improvement through Total Quality Management systems. Disadvantages include standards based assessments measure the level that students are currently by measuring against where their peers are currently at instead of the level that both students should be at. A rank-based system produces only data that tell which average students perform at an average level, which students do better, and which students do worse, contradicting fundamental beliefs, whether optimistic or simply unfounded, that all will perform at one uniformly high level in a standards based system if enough incentives and punishments are put into place. This difference in beliefs underlies the most significant differences between a traditional and a standards based education system.

Examples

IQ tests are norm-referenced tests, because their goal is to see which test taker is more intelligent than the other test takers. Theater auditions and job interviews are norm-referenced tests, because their goal is to identify the best candidate compared to the other candidates, not to determine how many of the candidates meet a fixed list of standards.

My Philosophy Regarding Discipline Maintaining a positive, orderly learning environment in the classroom is essential to helping students learn. I believe in working with students, parents and administration at the beginning of the school year to define fair, firm, yet realistic expectations for behavior and participation. As an example of this, please see the Sixth Grade Contract my students and I drafted together, which is included in this document. Creating an atmosphere in which everyone feels secure and settled enough to focus on learning requires communicating expectations to students early, and then consistently, calmly and fairly holding them to those expectations. Mutual respect and empathy play important roles also. I strive to model respectful, encouraging behaviors for my students, and I require them to treat each other with respect as well. In my current position, I am fortunate to have two Advisory periods per week, during which I teach lessons and lead activities exploring such important issues as bullying, study skills, friendship and discrimination, among others. In my next workplace, I would like to draw on this experience to incorporate elements of such social and character education into my teaching again. Even with a pro-active approach such as this, discipline problems still inevitably develop. At such times, I prefer to treat students as young adults, and to avoid making personal judgments or applying labels. When children see how their actions can harm themselves and others, they are more likely to take responsibility for changing their own behaviour. If speaking to a student individually and applying predetermined consequences should prove ineffective, I find it helpful to consult counseling and administrative staff for support. I also have a good relationship with parents, and always keep an open channel of communication with them. In the end, every group of students is different. Thus, though consistency is desirable, I have found that the teachers who have the greatest success in managing everchanging disciplinary challenges tend to be those those who are the most adaptable and open to trying new approaches. Discipline is an art that takes an entire career to perfect, and I am still striving. Philosophy of Discipline Discipline is training that is expected to produce a specific character or pattern of behavior; it is training that produces moral or mental improvement. Punishment is a penalty imposed for wrongdoing. Many educators sometimes forget the difference between the two concepts. Although the two often work together cooperatively when seperated they serve different purposes entirely. As an educator I will incorporate the use of these strategies, both collectively and individually when needed. Managing and controlling the classroom is one of the biggest challenges I will face during my first year(s) of teaching. Understanding this is the first step in constructing a successful philosophy of discipline. My philosophy of discipline is simple. I will make known to all of my students the rules of

my class, my expectations for them academically and their behavior. All students shall be treated equally and all deadlines, rules and guidelines enforced swiftly. I will model the respect and cooperation I expect to recieve from my students when dealing with the class in its entirety or with students individually. If and when a problem does arise I will follow the the structured course of action manufactured by the students and myself pertaining to disciplinary infractions. It is my hope that this will build a bridge of mutual respect for everyone involved in the classroom. Classroom Rules Classroom rules are a crucial component to allow teachers to be successful in the classroom. Each teacher must tailor their classroom rules to their particular style and pet peeves. What works for one teacher, may not work for the next. Classroom rules sets boundaries and provides distinct boundaries of behavior for your students. Classroom rules set limits to inform students how far they can push the envelope and what will be tolerated in the classroom. Teachers should establish and clearly explain the classroom rules on the first day of school. Classroom rules should also be disseminated to parents. A signed copy acknowledging the child and their parents read and understand the classroom rules should be retained in the first week of school. Teachers should always tailor their classroom rules around the general policies of the school. Generic Classroom Rules:

Tardies o The child should be in their seat when the bell rings. o The door to the classroom will be shut after the bell rings. o Three tardies will result in disciplinary actions being taken loss of participation points or d-hall. Hall Passes o Three hall passes will be given to each student for the year. o Hall passes can be used to go to the restroom or to your locker. Late Assignments o All assignments must be turned in on the appointed day of class. o Late assignments will lose twenty points each day they are late. o Any assignment three or more days late will be counted as a zero. Computer Lab / Internet o Students will not be allowed to surf the Internet. o Computer lab is a privilege, not a right. Food and Drinks o All food and drink should be in your backpack at all times. o Disciplinary actions will be taken if you are caught with food or drinks. Heading of Assignments o Name, date and period should be included in the top right hand corner of your assignment. o Please do not turn in paper ripped out of spiral notebooks.

Classroom rules should be established on the first day of school so students know exactly what is expected of them. Students must be held accountable if they break classroom rules. Consequences for a student breaking classroom rules should be negative. Classroom rules broken should follow a systematic pattern established by the teacher on the first day of school. If you break a classroom rule: 1. 2. 3. 4. Name is written on the board or overhead 1st warning. One check by their name Call to their parents Two checks by their name One day of d-hall Three checks by their name Sent to the office

*Names will be erased each week. Negative consequences for breaking classroom rules should be consistently enforced in the classroom. However, if students meet or exceed the classroom rules on a consistent basis, positive rewards should be used. For example, a teacher may place a call to their parents to acknowledge the positive behavior their son/daughter is exhibiting in the classroom. Also, if a class as a whole meets or exceeds classroom rules, a pizza party or field trip should be given to the entire class. Your classroom rules should be crafted from the general guidelines established by each school. Your principal should always have a copy of the discipline plan you have implemented in your classroom. Getting support from your principal is a key aspect to disciplining your students.

Classroom Rules: Elementary Level

Class Rules Set #1 1. 2. 3. 4. No interfering with the teaching and learning of others. Respect personal space, rights and property of others. Follow directions of all your teachers. Come to class prepared with all supplies and homework complete.

Class Rules Set #2 1. 2. 3. 4. Be respectful of yourself and others. Raise your hand before you speak during a classroom lesson. Listen quietly while others are speaking. Obey all school rules.

Class Rules Set #3 1. 2. 3. 4. 5. 6. Be polite, courteous, and respectful at all times. Complete all assignments neatly and on time. Leave your seat only when necessary. Keep your hands to yourself. Be quiet in lines, hallways, and restrooms. Obey all school rules.

Class Rules Set #4 1. 2. 3. 4. 5. 6. 7. Follow Directions Complete Work On Time Respect Fellow Classmates Raise Your Hand And Wait To Be Called On Stay On Task Respect Other People's Property Always Do Your Best

Effective Classroom Management for Elementary Students: Styles and Techniques Effective Elementary Classroom Management

More: Classroom Rules Behavior Classroom Classroom Management

FlagPost a comment One can only tell that classroom management styles and techniques are effective if he applied it in the classroom and were proven to be effective. Application of the theory in a real life situation is the best reference to determine whether the styles and techniques used were truly effective. I have been in the elementary classroom for quite a time and I've tried different styles and techniques to manage my class. I can tell that teaching is a very stressful job but so rewarding when you see the result of your efforts. I've tried so many experiments on classroom management styles and techniques and I find these to be effective. Classroom Rules The basic tool used to manage the class are the classroom rules. The rules will be made on the first day of class. Some teachers set their own rules for the kids to follow but it is good if the children are involved in making the rules. If the rules were agreed upon by everybody in the class, each of them will feel the responsibility of his own action. There must be consequences for breaking the rules which should also be agreed upon by the class. Daily implementation of the rules is necessary for them to be reminded and their obedience to the rules would be established. It is important that the rules would be implanted in their hearts and minds and this will be achieved by applying it daily until it would become a part of their daily routine in the classroom. Hanging the printed rules on the walls is not enough reminder, it should be applied. What rules should you make? well, the teacher should share his ideas and goals of what he wants his students to become and likewise the students also should be given opportunity to share what they want to happen in the classroom. From this point of view, rules be made by the children with the teacher's guidance. In making rules, never use the negative word, DON'T. This word is not encouraging, it is an irritant. Use positive words that denote action. suggested samples: Listen when somebody is talking, Respect the property of others, Roaming around or standing is allowed only when permission is granted, Talking or making unnecessary noise when the class is going on is strictly prohibited, (unless it is activity time), Raise hand when you need something or want to ease yourself, Treat others with respect, etc. 3 counts rule In this 3 counts rule, students should know what to expect every count the teacher made. Make it a point that every number has its significant thing for them to do. My 3 counts rule is this. ONE- preparation.. this means, wherever they maybe, whether outside or inside the classroom when they hear me say the word..ONE they would move as fast as they could to their seat. TWO- is the extension for those who are not yet settled on their seat, this means they must haste their movements before they will hear the last count. THREE- means attention. At the count of three, all of them must be on their seat, ready to hear the instruction. This seems like a military rule but this is interesting to the kids. My kids in class are enjoying this rule and they are excited to cooperate. Seems like fun to run to their seat when they hear the count. We use to have agreement of what consequence will be given to those who will not obey. The 3 counts rule is very effective to the elementary kids based on experience.

Eye Contact Eye contact is a silent treatment to those who are not paying attention or not behaved in class . I find this very effective to bring the class into silence than yelling to the top of your voice saying 'keep quiet'. When I am talking or giving instructions then some are not paying attention, I will stop and look at those who are talking. Since I'm already quiet, all of them will be wondering why and they will be quiet too. The talkative will realize what he did and is embarrass to do it again. This is also a good time to remind them of the rule.. LISTEN WHEN SOMEBODY IS TALKING. Eye contact is effective than yelling and threatening to keep them quiet. Whistle rule The whistle rule is good for a big class. I never had experience having class below 40. I always have 42-50 and above which means very hard to get their attention. Really hard to control when there's no technique on how to deal with them. I used whistle in an appropriate time. The instruction for the whistle rule is this.... One blow means, attention or keep quiet. Two blows means, go back to your seat. Three blows means, somebody is not cooperating and he needs to do the consequence. Positive Reinforcement technique This is helpful for students who have behavior problems in class. What I did is to give responsibility to the one who is a trouble maker. I assigned him to be the peacemaker. Which means he will be the in-charge of the peace and harmony in the class. It works because he never had trouble with others. He feels his responsibility and he was praised by his classmates which had encouraged him to be good and made him changed his attitude. Since not all kids are responsible of their own actions, there are times that other tend to forget the agreements we made in class. Instead of using the word punishment, for breaking the agreement or rule, I just use the word "service' . When somebody breaks the rule, he will be given work to do, like cleaning the office, arranging the books in the library, etc, which involves serving others. This would help them feel the joy of helping others specially if they are recognized by the people they had helped. Though it is a sort of punishment in a real sense but they don't feel it that way. We know that kids don't want to do community service everyday, so, this would help them to be careful not to break rules. Thumbs Up rule Well, thumbs is good for lower grades. Giving them thumbs up for the good things they have done is an encouragement for them to maintain the good work. It would be good if there is incentive for every thumbs up they would receive. Teacher should be smart enough to make the kids cooperate by giving educational incentives that children really like. These classroom management styles and techniques are effective than scolding, yelling, tapping the table or chalk board to let them keep quiet. Threat them to be sent to the Principal's office or punish them for misbehaving would just make the things worst. It would make them stubborn and uncooperative. If you will apply one or two of these techniques, you will see the difference. lassroom Management [Date] Classroom Management Plan I believe Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place. This doesnt necessarily mean punishing behavior problems but rather a combination of

setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it the students would not be able to learn. Philosophical Statement I am committed to making my classroom a safe and challenging environment and engaging my students through the curriculum as well as getting to know them and interacting with them one-on-one. I believe that meeting the needs of my students is a very crucial part of my classroom. I want them to be comfortable with the other students, as well as me, so that there can be meaningful discussions and interactions. Talking will be common place in my classroom, along with group work. I want to encourage all students to participate in class so that they can learn from each other as well as me. I want to have a democratic and equitable classroom so that students can learn. I want to be a fair as I can be, so the students trust me. I feel that I have a very patient and calm attitude with my class. I ask students about their life outside of class and feel that they respond in class even more, knowing that someone is paying attention to them. I want them to feel comfortable asking questions of me. I think my attitude towards the students is not overbearing or authoritative. I do not believe in forcing the students to do anything. I want to work with them in all circumstances so that we can achieve together and they dont feel like I am spoon feeding them information. I want students to be a part of their learning. I want to motivate students to learn and keep their interest by using engaging curriculum. I want to involve students in rules about the classroom as well as what curriculum they would like to study. I believe if students feel they are involved in the workings of the classroom, they will be more motivated to engage in the class and in turn, learn. Room Arrangement Walking through the door, students are hit with vibrant colors on the walls, natural lighting from the windows and an inviting sensation as they glide along the carpeting. They feel safe and welcome wandering to their seats in a big circle of tables. They can see their classmates as they face each other and glance from wall to wall looking at maps, art, famous people, different cultures and student work all depicted in colorful posters around the room. There is not a drop of white paint to be seen. The carpet on the floor is comforting to the student and yields a form of tranquility amidst the invigorating walls. As I start the lesson from my desk, which is also included in the circle, the students get out their journals and colorful pens to record todays lesson and their personal thoughts, questions or even art. I believe the set up of a classroom has a big effect on student learning and I hope that my classroom will be an environment that will engage my students in critical thinking, discussions and reflection. Having the tables in a circle will create an environment rich in discussions. I think it is very important to engage students in discussion to try to draw out and challenge ideas and let the class learn from each other. No one is sitting behind the circle or on the sides of the room; the class enjoys the eye contact and facial expressions of everyone as they share ideas. Students can "create knowledge, not simply absorb it from higher authorities," (p. 439, Bigelow) in the classroom where personal experiences are shared and learned. I believe the circle of tables encourages discussion and in turn, students learn from each other. I believe that students should be constantly challenged and provoked to think critically. I put an array of posters on the walls to show an outline of the year ahead. The posters cover the walls from floor to ceilingthere is not a speck of blank white wall--just as I dont want my students to engage their minds on blank white walls for fear that their minds might become the same--blank. I will use all the posters throughout the year and hope that they will engage the students minds while sitting in class. Even if the students are not paying full attention and their mind is wandering, I hope to catch a few of them thinking about the posters inquisitively. I want to have thought-provoking pictures to

invoke interest in the students whether it be artwork of different times, or pictures of people (men, women and all races and ethnicities) or landmarks throughout the world or just a black and white photo of the dust bowl. I want supplemental materials for students to have access to for studying, writing or researching. I will have bookshelves in the corner where students can research and use resources supplemental to the textbooks. There will be a few computers for projects, reports and research, as well as use of applications to present reports to the class (i.e. PowerPoint). Students will also have access to the computer lab in the school where they can learn social studies as well as technology by integrating the lessons. This will foster a holistic-learning approach that I will strive to teach to my students. We will not be solely learning the facts of history, but will be integrating art, math, geography, science and psychology to deepen our understanding of our units. As you can see by my drawings (see Attachments 1 and 2), I want to create an environment in my classroom that is conducive to discussions and groupwork. By arranging the students where they are facing each other, I believe this leads to a more intimate environment as well as a space where I can get to every student easily. I like to walk around the room while teaching, rather than staying in one stationary place in the front. If the tables are arranged as so, I can walk around, engage more students, and hopefully create an environment where students can talk and share ideas freely and comfortably. I am also a big advocate of groupwork and I show in my second map how the desks will "magically" change to accommodate groupwork. I would have all students sitting together with all the desks facing into the group. This will lead to discussions and will not let anyone feel left out of the group physically. I intend to use groupwork as a different instructional technique to include as many learners as I canusing multipleability tasks so that every level of learner can be an active participant and they can learn from each other. My desk will be in the corner of the room, but used mostly for my administrative tasks. I will have a computer in which to keep grades and will have lesson plans, attendance sheets and miscellaneous paperwork organized there. I will take a seat in the "circle" to conduct lessons as well as moving around the room. I would like to have resources available for the students such as dictionaries, atlases, and books pertaining to the unit. These resources could be additional materials that students can look through out of curiosity or of obtaining extra information on a subject. Of course, I would love to have a few computers in the classroom so that we could use them to enhance the curriculum whether looking on my homepage for assignments to using them for new research or using them to type essays into Word. I also will have butcher paper and plenty of markers, colored pencils and crafts items in which the students can create presentations. I intend to involve the students in drawing, making, singing, rapping or making mobiles of the lessons and I want to be equipped in having materials for them to use and be creative. I would love to have maps around my room as well as posters of different cultures and peoples as well as different places. I will frequently put student work on the wall so students feel a "part" of the room. Classroom Rules The best rule that I have heard and I would believe to be my attitude towards classroom rules is that I need a classroom where learning takes place, and if we can respect each other then we dont need any other "rules." I absolutely believe in keeping a safe environment where put-downs and name calling is not allowedthis also falls under respect. If I can have respect for my students as well as having them respecting each other, I believe this leads to a safe environment where learning can take place. I am not a stickler for gum chewing or eating and drinking as long as it does not interfere with learning and doesnt make a mess. I would like to give my kids the freedom to eat or drink as long as they are responsible for their trash and mess. If it gets out of control, I will let them know that the privilege will be taken away, right from the beginning. I also do not mind if students wear hats in class. To me this is an ancient rule and as long as the hat does not interfere with learning, then I will let them wear them.

I may try to create a class constitution if behaviors in the class are inconsistently out of control. I really like the idea of having the students involved in making their own rules and negotiating with each other which ones to put in the constitution. If the students are involved in making the rules, I believe they will be more inclined to obey them and the consequences that will be implemented will not be fought against. I would have the students write the final constitution on a poster board and hang it in the room. I would also send the constitution home to have the parents sign it and return it to me so that I can include them in what we are trying to accomplish in the classroom. In terms of creating a safe environment for all to learn, I want to create an environment with positive and numerous student-teacher relationships. Especially in diverse classrooms where many students are from different backgrounds, I want to create an environment where students are not and do not feel that they are being treated unfairly. I do not want to label students or assume their academic ability on the way they look or act. I do not want the diverse settings to lead to situations where communication is not happening. I feel this is where behavior problems may arise. I want to create an environment where "teachers accept them [students] as individuals with unique and cultural difference; to respect, relate and like them; to listen and communicate openly; and the understand and honor their family, culture, language, and race." (Sheets and Gay, 1996) I believe to succeed in having a classroom like this it is necessary to have great interpersonal skills even more than classroom management skills. I want to create an environment where I can weave the curriculum into m students different lives and experiences. I want them to be able to share these experiences and relate them to the material we are working with. This is a major plus of a diverse classroom. Where we can celebrate differences and learn from each other. I would also like to implement some class meetings where we can discuss what is working and not working with the class. I would like these to be like an open forum where ideas and suggestions can be discussed and hopefully implemented. I am very interested in learning what the students are thinking about and making the learning environment as much to their liking as possible. I think this dialogue is crucial in creating an environment where the students feel autonomous and in control of their learning. I would also use class meetings to discuss whole-school rules. I would hope that the school in general takes some time during the year to discuss policies with the students to get student feedback. In my high school this year, there was class time assigned to discussing the issue of homework. The administration is taking the feedback of the students to decide how to solve the issue of students having too much homework. I believe that it is imperative to adhere to whole-school rules in order to have an effective policy in the school. I will try my best to follow the whole-school rules where they make sense for the safety of the students or for order in the school. If I do not agree with the school rules, I will be talking to administration to see if there may be alternative possibilities. In addition to making a class constitution, I would like to send out a monthly newsletter or post one on the web so parents can see what is going on in the classroom. I believe if parents are involved in their childs school, the child will have more support at home and the parent can help with any issues that arise. I believe in involving the parents as much as possible. If there is a consistent misbehavior problem, I will initially ask the student to talk to me after class. I will talk to him/her about the positive things they are doing in class and how I appreciate something they are doing, as in participating in class for example. I will tell them why their behavior is interfering in the class and have them meet with me later to make a plan of how they will be able to stop the behavior. In class, I will give them a warning and then ask them to move to the back of the room to work by themselves. I always want to keep consequences in line with the misbehavior. If the misbehavior continues, I will talk to the student and make a phone call home. I might also ask the parent to come into school for a meeting with the student. I think it is very important to involve the parents. I do not believe in throwing a student out of the room unless they are being harmful to others or me in the classeither physically or verbally. I believe that

misbehavior should be addressed with the teacher and student communicating as much as possible. I feel that sending students to the "office" is overused. Classroom Procedures I want to be consistent with my students in terms of Classroom Procedures. I always want to have the agenda on the board so they can copy it down in their notebook everyday as they walk in. On some days I hope to have a free-writing assignment so I can take role and they can be engaged and working on their writing. I will use interactive notebooks so students can do all homework assignments in the notebook as well as take class notes in the notebook and staple in any handouts. The purpose of this notebook is to keep all class materials in one place so when they go to study for a test, they are not looking all over for loose papers. In these notebooks, students can show their creativity in designing a cover page for each unit as well as doing free-writes or reflections to the lessons and central questions right in the notebook. I will go around the room and stamp the homework each day it is due and will collect the notebooks every two or three weeks to grade. Even if the student did not get the homework done, they may lose a point because they did not have a stamp, but still has time to get the assignment done by collection time. By stamping the homework and not grading it, it adds consistency to the classroom but does not lead to negative feelings every day of having the homework graded. I am still debating my thoughts on homework. I keep coming back to a philosophy of my professor at Stanford who said that homework is a distinction between the "haves" and "have nots." I believe this is the case because there is a clear line in my classes who does their homework every night, who doesnt and who even has a tutor to help with essays. I dont believe in giving homework for homeworks sake. I believe in giving out 2-3 nights a week of homework that enhances what we are discussing in class. I will give my students the homework assignment at least every week so that they can plan their weeks in advance. I want to give my students advance notice to help them with time management. In terms of wrapping up, I want to also have an essential question that the lesson is revolving around. I believe the students will understand where we are going and it leads to an effective wrap-up at the end of class. I want to make sure I leave at least five minutes to wrap up the lesson and reiterate the important points brought up that day. I will use different forms of assessment to make sure students understand the information. Whether by passing out a half-sheet and asking for "three points they learned today" to having a discussion around the main points. I may give out an unannounced quiz but not have it graded so I can find out where students are at. I would like to grade more on final essays that have drafts attached rather then standard tests. I want to make sure my students understand the material as well as using higherorder thinking skills to analyze, interpret or evaluate the material. I believe essays are more equipped to let the students express their learning. I would also like to give out assignments where the students can choose a medium to demonstrate their knowledge of a given subject or unit. By letting them choose their way of showing competence, the students have another way to express their learning and it will allow students that arent a high level of reading or writing a chance to use other methods of creativity. If students are having some trouble getting homework in or not doing well on tests, I will have a conference with them to help them get back on track. I will make a plan with them that their parents will sign, if necessary (see Attachment 3). I do not want my students falling behind because they are not doing their work. I want to stay on top of the students who may need an extra push. I want all my students to feel important in my class and another way I can accomplish this is helping them with their schoolwork and organization. I will be another person setting high expectations for all my students and helping those who may need some extra attention to accomplish their goals in the classroom. "If students believe their poor performance to a lack of important skills or to poor study habits, they are more likely to persist in the future." (Anderman, Midgley, 1998) I want to students to understand that they do have control over their learning and it is not an innate skill or gene. I want to help those who need it most by working with them one-on-one if necessary.

I would grade on class participation including attendance, homework, groupwork and tests and quizzes. I would love to have the students create a portfolio of their work in alignment with their notebooks so they can be graded on their improvement and competency with the material so it is not solely graded on traditional tests and quizzes. I have attached a course outline for my classroom (see Attachment 4). I would probably put homework at only 10% of the grade tests/presentations at 25% and group work at 25% of their grade. Group work is graded both at a group level but also at an individual level. I would like to grade as holistically as possible and I do not want students who are successful on tests, presentations or group work assignments to be penalized too much if they are not completing all assignments. My policy on late work will be that it is accepted but at a lower grade. I want students to learn, first. I do not want them to forget an assignment just because they missed the deadline. I want them to do the assignment and learn from it and if it is handed in late, well their grade on the assignment will automatically go down.

Encouraging All Students Bill Rogers, affectionately know as Mr. Rogers, has many effective techniques and approaches to classroom management, from prevention and positive correction to consequences. Mr. Rogers, I believe, takes a very logical and humane approach to dealing with students. He does not advocate being a strict, disciplinarian, authoritarian teacher, but gives strategies to help teachers work with students to control their own behavior. The first part of Rogers plan gives techniques used to prevent discipline problems. In the establishment phase, he distinguishes rights from responsibilities and says that they need to be balanced. As he discusses rights of the students, he talks about how they have the right to feel safe, be treated with dignity and respect and have the right to learn. I think it is crucial in the beginning of the school year to state these rights and explain what the students need to do to have these rights. In order to establish a learning environment, students need to feel safe physically and emotionally; they need to treat each other with respect, which means not allowing name-calling or put-downs in the class. I found this strategy particularly useful, as my CTs only "rule" at the beginning of the year was to "respect each other, the classroom and the teacher in order to create an environment in which to learn." All negative language in the classroom is immediately stopped and I believe the students now feel safe to express themselves without fear of being made fun of. This prevents discipline problems as kids might act out if they are feeling attacked or unsafe in the classroom. Also in the establishment phase is the idea that you have to be consistent with your rules that you really want to establish. One must make sure which rules you want your kids to obey and you must be absolutely consistent in letting them know what is appropriate or not. I agree with this prevention strategy because once a student is not held accountable, then the problem will just perpetuate. Rogers talks about re-claiming teachable moments and how it is hard if you dont catch a problem right from the beginning. I believe that this may make it easier in the long run, but I do not think you have to use a teachable moment right from the start to have it be meaningful. I believe if a problem is really out of control after two months or even five months, a proper, forceful teachable moment could teach the same thing even being later in the class. Establishing attention is one last preventative technique. Rogers insists that you should not talk over noise. I agree with this prevention and I notice that when I stand in the same place in the room, the kids will quiet down. If I "wait" for them to be quiet, they will quiet each other down. Establishing this early on is crucial in having an environment conducive to teaching and learning. It is essential that directions are heard and important points in class are heard. While Rogers talks about Positive Correction, he emphasizes reacting from the "head" versus the gut. I believe this is a very logical way to view correction. Instead of escalating an argument with a student as with secondary behavior, Rogers suggests stepping back and addressing just the primary behavior. He suggests not giving in to the secondary behavior, such as back talking or body language. He suggests using a

technique of partial agreement that also focuses on the primary behavior. To me, this keeps a humane side of correcting a student. I believe it coincides with a theory of Linda Alberts which says that students misbehave when there needs are not met. Teachers can only influence behavior; they can not control it. By escalating an argument with secondary behavior, the teacher may be asserting control over the student. Neither Rogers nor Alberts agrees with this technique and argue against it. I think this helps the student take control of the situation. The teacher is not being pulled in, away from the rest of the class, just to assert control and prove their point. It is not an effective way to correct positively. Rogers talks about separating the action from the person. He also agrees with Alberts that students need to have the choice to control his or her behavior. By giving "take up time" the teacher lets the student save face in front of his classroom. Rogers suggests giving directions and immediately walking away. I believe this is a great way for students to be able to make a choice about their behavior. If the teacher stands in front of the student to "make" him do something, the students will naturally want to "be tough" in front of classmates and will probably disobey the teacher. When the teacher walks away, the student stops being the center of the class attention and has the opportunity to make a choice about his/her behavior (hopefully a positive one). I have found this effective when a student is talking out of line, I have asked them to stop, said "thank you" and walked away. I did not create a distraction, but let the student make a choice without losing face. Finally, Rogers addresses consequences by helping a student find a connection between behavior and outcome. The consequences need to be related and reasonable. I agree with this last point. It also gives students a chance to choose their own behavior. When consequences are given, the student learns because it is related and reasonable. The student can not get mad at the teacher for an unreasonable punishment and in turn not focus on what he/she did to deserve the punishment. If the consequence is fair and reasonable, I believe students will be able to attribute the punishment to their wrongdoing. One thing Roger does not address in his theories is a point that Kounin talks about in preventing discipline problems, which have to do with the subject matter of the classroom. Kounin emphasizes that teachers should make instructional activities enjoyable and challenging for the students. I believe if the students are busy with work that is relevant to them and is challenging, there will be less discipline problems. I noticed when I substituted, and there was only a video to watch, the students were more out of control than when there was a structured activity that engaged them. Kounin also talks about the smoothness of the lesson that will prevent problems. These teacher-directed suggestions about teaching our content area are not discussed in Rogers theories and I believe are definitely a major importance in keeping a room free of discipline problems. One other main point of the different theories that we have read by Dreikurs and Alberts point out that students who are not having their needs met will "act out" in order to get their needs met for either attention, power, relevant or inadequacy. Rogers does not address this point and I feel it is another important theory to remember when dealing with classroom management. These needs will help teachers understand some of the reasons why children may be misbehaving in class. I also agree with the Whole School System that Rogers advocates. After listening to the arguments in faculty meetings at our school about the attendance policy, I understand that if the whole school does not buy into it, nothing will get done. The tardy policy is very lenient and the principal has been telling the teachers to mark all students tardy. Some teachers do not think it matters because the students can have 30 tardies before the parent is called in. Because the faculty are not all in agreement about the system, it creates a breakdown and the students do not get a consistent signal about tardies and nothing is done. This goes back to Rogers other point of being consistent with students on policies you really feel are important to enforce. Not only in your classroom is this true, but as a school as a whole.

Positive Reinforcement Instead of focusing solely on the misbehavior in the classroom, I want to focus on the good behavior and attitudes in my classroom. I will have the students fill out postcards at the beginning of the year with their address on them. I will use these postcards throughout the year to send positive feedback to the parents at home every week. I will focus on sending a few postcards home each week. I want to acknowledge and encourage good behavior and academic success in my classroom. I think that letting parents know at home is another way to involve parents in the classroom as well as reinforce good behavior and learning by the students. I will make sure that positive post cards home will be given out for all students no matter how big or how small the accomplishment. I will also make some positive phone calls home as these have worked well for me this year. I think parents really appreciate positive phone calls home and it also sets up a dialogue between parents and teachers. I do not believe, however, in using rewards like stickers or stars, As or praise. To quote Alphie Kohn, "When rewards stop, people usually return to the way they acted before." I want my students to be intrinsically motivated and giving out rewards inhibits intrinsic motivation. "Students who are encourage to think about grades, stickers, or other "goodies" become less inclined to explore ideas, think creatively, and take chances." (Kohn, 1994) I want my students to know it is okay to make mistakes and take risks in the classroom. I want to encourage my students by telling them specific feedback on an assignment rather than a star and a "good job." I dont want them to become dependent on my praise. I want them to be successful learners. As Dreikurs (1982) argues, "Encouragement, refers to a positive acknowledgment response to focuses on student efforts of specific attributes or work completedUnlike praise, encouragement does not place judgment on student work or give information regarding its value or implications of student status. I want to focus on improvement and effort not just a final product. Conclusion As I stated earlier, I believe Classroom Management is the key to an environment where learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behavior problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behavior problems in your classroom from the start.