Management Notebook

Classroom Management Notebook
Meghan Rotkosky
National University
December 18, 2016
TED 262 Classroom Management
Table of Contents
Section 1 Philosophy/Approaches of Classroom Management
Session 1 Notes 4
Assignment 1C: Classroom Management Philosophy and Graphic Organizer 8
California Law for Youth 16
EC 44807 Duties of Teachers
EC 220-221 Discrimination
Key Terms/Concepts form Text Chapter 1 17
Section 2 Structures
Session 2 Notes 18
Structuring the Classroom Space (map with rationale) 21
California Law for Youth 23
EC 234-234. Safe Place to Learn
PC 11164 Child Abuse and Neglect Reporting Act
Key Terms/Concepts from Chapter 2 24
Section 3 Disciplinary Interventions (Supportive and Corrective Measures)
Session 3 Notes 27
California Law of Youth 39
EC 32261 Bullying Intent of the Law
EC 48900(r) Students can be suspended for bullying
Section 4 Student-Teacher Relationships
Session 4 Notes 41
Cultural Considerations with Discipline 47
Laws for Youth 51
Individuals With Disabilities Act (IDEA)
Section 5 Mental Set
Session 5 Notes 54
Laws for Youth 59
EC 51513 Questions Asked of Students
2
Section 6 Students Responsibility for Management
Session 6 Notes 61
EC 48980-48985 Notification to Parents
Section 7 Working with Other Professionals and Community Research
Session 7 Notes 69
Section 504 of the Rehabilitation Act of 1973
Section 8 Confidentiality and Professional Growth
Session 8 Notes 77
FERPA (Family Education Rights and Privacy Act)
Professional Disposition Self-Assessment Assignment 84
3
Session 1 Notes
Notes will be taken with each session (day) and then typed out and turned in at two
points for credit.
Blankinship will go into further detail later about this notebook of work
and what is expected of it.

The second session will be heavy with information and notes will need to be
detailed and thorough.

The best management plan is a strong instructional program.

Classroom management is the purposeful and deliberate
action of a teacher to provide a structure of rules, expectations,
procedures, routines, and interventions that will support
instruction, engage all students, and ensure their success.

This class will not have a final exam but will be graded out of 200 points on
authentic assessment assignments where a cumulative grade will be our final
grade.

THE MAIN RULES OF THE CLASS:
1. Punctuality we owe it to our teacher, our classmates, and when we are teachers,
to our students. It is a critical element of the course.
Class will always start at 5:30. We will break from 7:00-7:30 (approx.) each
session and we will end at/before 9:30 each session.
Blankinships office hours will be from 9:30-10:00 after each session. If you
have a question, stay. He is not great with emails.
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2. Cell Phones will not be tolerated in class. We can take phone calls if we wish to
step outside of the classroom but there will be no texting in class.
Blankinship is okay with us taking photos of the board, his notes, or anything
else we would like to take home with us and cell phones are okay for this.

** Interview Question (for student teaching/applying for jobs) **

What is your philosophy of classroom management?
(can also be asked what is your approach or how do you intend to maintain a
positive classroom?)

Answer:
The best management plan is a strong instructional program.
Because when students are engaged and successful, they seldom misbehave.
Content needs to be at an appropriate level so that students can be expected
to focus/pay attention/stay engaged.

The management plan put into place and then created as routine, then the students
will be focused, understand the tasks, transitions to the next tasks, etc.

Online vs. in person courses @ NU:
FOR THIS CLASS:
Do not pay attention to DEADLINES and DUEDATES on Blackboard.
Avoid following assignment directions in Blackboard they are all changed.
The calendar on Blackboard is incorrect.
No online discussions they will be in class.

Assignment sheet (provided by Blankinship today)
Details when the assignments are due
5
Each assignment needs to be submitted to the Grade Center in Blackboard
NO LATER than 5:00 pm on the day it is due.
Some assignments will be brought to class (reading assignments, etc.) but
will be talked about before in the previous session.

Field Experience Assignment: Due on Session 7
Needs to be a legitimate classroom not a tutorial classroom/school
Should be 2 separate teachers that are relevant to your credential
If you are working at a school/teaching, you can use different teachers within
that school.
Forms need to be submitted, more information at Session 2

Reading Assignment
We only do chapters 2-7 and we are given either odd or even chapters.
We are expected to read all of them.
For the weeks we are expected to complete the assignment (even/odd) we
must complete using the template provided.
For the weeks that we are not expected to complete the assignment, we are
required to collect key terms from the chapter.
Turn into Grade Center and bring a copy to class to discuss among groups.
We need at least 3 exerts from the text, but more is better.
We can cite our book, previous books, lectures, notes, etc. from this class or
any other we have completed.
WE ONLY NEED THE MARZANO BOOK WE DO NOT NEED ANYTHING ELSE

TPAs We will go over TPA 2 in detail in class.
Important terms to remember for TPA:
Sufficient to Visualize: we need to be able to paint a picture so that the people
grading the TPAs can effectively visualize what we are writing about.
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Depth and complexity: putting enough information into the TPAs to
provide a complex, effective plan that is detailed.

IN CLASS:
We are expected to contribute during discussions and group work.
Professional appearance: students should always complete and turn in
assignments that they would not be embarrassed having their principal view
or that they would send to students parents.
Provide graduate level information this is a graduate course and will be
graded as such.
Check all rubrics Blankinship is a hard grader.
ALL group work will be done in class, not for assignments.

INSTRUCTIONAL STRATEGIES
Guided Practice
Taking students through something prior to asking them to do it on their
own at home or in class. Demonstrations.
Reading Assignments
Great assignment to keep students accountable and check for understanding.
Perhaps not graded, just checking for completion.
Timed-Pair-Share
Use time as a tool to establish urgency.
Very effective to keep students to focus.
Important that students understand fully the expectation of behaviors and
what will be produced from the exercise.
Make sure to explain to students the conversation level
o Example: library, Starbucks, playground, quiet, etc.
o You pick what is appropriate for the classroom and assignment

7
Personal Philosophy
Meghan Rotkosky
National University
8
Discipline Overall Goal or Beliefs about Teachers Role
Model Purpose Behavior in the Classroom
Example
Blankinship Structure Structuring for success Each student needs to Teacher keeps all
for Success. keeps all students be self-regulated, students engaged,
engaged, supports responsible and facilitates learning,
instruction and accountable in learning provides guidance,
ensures that all and behavior. support, and ensures
students will be that there is a safe,
successful. secure, positive,
purposeful, and
productive learning
environment.
Fred Jones Discipline does not 95% of the students that Teachers should use
Positive Discipline have to be exclusively are referred to the their time in the
Model negative; it can be office/administration are classroom to model
warm and positive only 5% of the student behaviors, as well as
and still produce body. utilizing modeling
effective results. Negative discipline, such techniques when
as suspensions, is not approaching curriculum.
punishing students in an The behaviors that
effective manner. students are expected to
Discipline can be seen as exhibit are those that
routine and supportive, as they see every day from
opposed to negative and their teachers.
reactionary.
Curwin and Mendler Creating a classroom Having students learn Its important for
Discipline with Dignity where conflict, about responsibility teachers to show the
distraction, destructive Discipline the way that same exact behavior
behavior, etc. can be you would want to be that they are hoping to
prevented before they treated not yelling, have their students
happen by being providing students with exhibit.
positive and dignity in the situation, 4 Positive Prevention
Conflict minimization and trying to establish Factors:
trying to get ahead of warmth in the interaction. 1. Always treat students
the behavior before it Rules and boundaries with dignity
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turns into something help establish students 2. Responsibility over
more. self-esteem and help obedience
form responsibility. 3. Model/teach
Teachers should not take behaviors
bad behavior personally 4. Create practical
and should try and stay discipline
personally connected the 6 Step of the Power
students. Hate the action, Struggle Process:
not the person making the 1. Privacy, Eye Contact,
action. and Proximity.
(Preserve dignity)
2. Ignore any attempt
for the student to pull
you into a fight/conflict.
3. Listen, acknowledge
point of view, and then
ask to talk later about it.
4. Point out that there is
a disagreement, and
show the student the
boundary that you hope
they wont cross
5. Set the limit, but let
the student make that
choice
6. Acknowledge
disruptions and do what
needs to be done the
discipline needed
Gossen A model built on the Learning about why Teachers should accept
Restitution Discipline idea of self-discipline, people behave the way that students will make
Model where students are able they do: in order to gain mistakes, just the same
to fix their mistakes and respect of others, respect way
learn from them. of themselves, to avoid Could we/I have done
Students learn to behave pain, to gain a reward, worse? not only
for themselves as etc. asking if we can do
opposed to others. All behavior is better, but asking if it
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purposeful and all could have been worse
possible choices should giving students the
be looked at could I ability to see their
have done worse? Better? behavior from all sides
5 Positions of Control: and make decisions on
1. Punisher how to move forward,
2. Guilter how to fix situations,
3. Buddy and to consider their
4. Monitor actions and why they do
5. Manager them.
-- Only the manager Teachers try to help
position allows for students see their
students to create self- possible choices, not to
discipline make them
uncomfortable.
Morrish Best practice Teachers are taught Teachers need to
Real Discipline Model disciplines: creating classroom management establish good routines
responsible and but they need to move and rules, understand
respectful children (at from basic management the best ways that your
home and at school). to effective management students learn,
Discipline teaches techniques. understand how your
students skills, attitudes, Students (and people) classroom can be an
and values of have different sets of effective tool, keep the
responsible behavior. behaviors depending on movement of the
Discipline is from the where they are (home, classroom and be able to
Latin word for learn it parties, workplace, effectively discipline
doesnt have to be church, etc.) and teachers and manage student
negative. need to set specific behavior.
Discipline does not conduct expectations Take a positive and
mean punishment. specific to school. productive approach to
Positive = rewards Discipline has taken on every situation you
Negative = punishment the connotation of possibly can.
Consequence based negativity, as well as Teachers need to take
systems are not consequences. the time to teach
effective While they are important, behaviors, routines, etc.
because students need to that the students need to
learn the boundaries, etc. have in order to be
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but they really only work successful, responsible,
on those students that and well behaved and
fear them. this should be done in
Students that are the first couple weeks of
impulsive, with learning school because it
disabilities, and those that provides a routine for
dont care will not students and learning
effectively learn how to can be effective.
handle situations.
As children get older we
expect less of them, when
it should be the other way
around. They should not
act worse as time goes
on, they should have
more expected of them.
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Personal Philosophy
I found the several videos on discipline philosophies to be interesting and I found
meaningful pieces from each of the videos, though Im not sure that I feel any of them
have the exact right idea for a philosophy for my classroom and my teaching. All of these
discipline models showcase the need for positivity and treating students in a respectful
manner. I am a big believer in treating others, as you would wish to be treated, so these
discipline models makes sense to me from a classroom management perspective.
I thought that Fred Jones Positive Discipline Model was the most interesting. I
remember hearing the word warmth throughout the entire video and that really struck a
cord with me. There is a definite difference between being a personable, positive, and
caring teacher and one that exhibits warmth. Reading that made me realize that when I
thought about showing warmth to my students, it would also include being positive and
caring but it was more than that, it would include caring for students beyond whether they
failed or passed my science class. It would mean caring about them as people, caring out
development beyond science standards, and helping them to successfully develop the
skills and tools to be responsible students and people. This ideal of treating students with
warmth is something that I will strive to achieve in my classroom.
Another integral part of Jones model is that teachers should exhibit the behaviors
that they expect their students to show in their own actions. I think that this is important
in behaviors but it is also imperative for a science classroom where safety and practicing
responsible actions is important. When students are distracted or worse, destructive, they
can hurt themselves or others.
Curwin and Mendlers Discipline with Dignity was similar in the sense that it
models treating students with dignity and positivity. I think that Curwin and Mendler also
had a great idea about students learning to be responsible for themselves and their
actions. Also similar to Jones model was the idea of modeling the behavior that you
want or need students to exhibit in your own actions as a teacher. While all of the
characteristics of Curwin and Mendlers model are close to Jones I thought the
undercurrent of being caring and warm towards students was missing. It felt to me like a
model that is more practical for proactively approaching students that need to be
punished, as opposed to a holistic view on discipline as a whole.
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Gossens Restitution Model of Discipline was really interesting to me and while I
can see the benefits of asking students if they could do better in their choices, I dont
really see the benefits of asking students if they could do worse. Thats not to say that I
dont think that its important to praise students for not doing their very worst, I just feel
like it creates a precedence that allows students to excuse bad or inappropriate behavior
simply because they could have done worse. I do think that it is important for students to
understand as early as possible that mistakes are a byproduct of curiosity and learning
and that what is important is how you learn from mistakes. Perhaps it is because I will be
teaching science, an industry wrought with mistakes that become discoveries, but I think
that students should understand why they made a mistake and how to fix it if possible.
These skills are not just important academically but for personal development as well.
The last model is Morrishs Real Discipline Model. This model preaches students
learning that behaviors depend upon environment: different behaviors and attitudes for
school, home, church, parties, etc. I think that this is definitely true but Im not sure that
creating that attitude doesnt just come with time from using other models and modeling
the behaviors that you want students to copy and display. The one ideal that I thought
was most important from Morrish was the idea of using the first week(s) of school to
teach behaviors, routines, and expected attitudes. Science, especially biological science,
has many practical and hands on activities in order for students to successfully develop
understanding. It is really important for students to understand the behaviors that are
expected of them during these activities and I think that establishing those expectations
early will clear a path where we can focus more on content and less on behavioral
expectations.
These discipline models all had great ideas and they all seemed to draw a
consensus of positivity and showing, not just telling, students how you would like them
to act, behave, and interact with each other. While I didnt necessarily find the perfect
formula for my classroom or how I would like to approach classroom management in my
career (and I wouldnt expect to given that Im not in the classroom yet), I have found
some guiding principles that will help me to create the kind of classroom that I would
like: a positive learning environment where students are cared for and respected.
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References:
My Education Lab. Fred Jones. Pearson: Retrieved from:
http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?projectID=classroo
mmanagement&clipID=Fred_Jones_546.flv
My Education Lab. Curwin and Mendler. Pearson: Retrieved from:
mmanagement&clipID=Curwin_Mendler_745.flv
My Education Lab. Gossen. Pearson: Retrieved from:
mmanagement&clipID=Gossen_779.flv
My Education Lab. Morrish. Pearson: Retrieved from:
mmanagement&clipID=Morrish_915.flv

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California Law for Youth

EC 44807 -- Duties of Teachers
Teachers will hold their students accountable in all places, not just in the
classroom, to maintain order, protect property, or protect the health or
safety of fellow students or administrators.
http://law.onecle.com/california/education/44807.html
EC 220-221 Discrimination
Teachers will not disregard any acts of discrimination or bullying on the
basis of gender, sexual or gender identify, nationality, race, ethnicity,
disability, religion, etc.
Teachers must establish an environment that does not tolerate
discrimination and must intercede when needed in cases of discrimination or
bullying.
http://www.cde.ca.gov/re/di/eo/dutytoprotect.asp

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Chapter 1 Key Concepts:

Meta-analysis

Withitness
o A keen awareness of disruptive behavior or potentially disruptive
behavior and immediate attention to that behavior p. 5
o This is what makes a great classroom manager, not just an okay one.

Smoothness
o The way in which the classroom runs, if it is bumpy, constantly being
disrupted or doesnt flow correctly, students will begin to lose focus
and can be disruptive

Momentum
o In science: pertains to the movement of an object
o In class: the movement of the lesson, of the activities, of the day

Effect size
o A metric used in meta-analyses p. 8
o In regards to Marzano, it tells us the differences in behavior that can
be expected in classes useful when studying the types of classroom
management strategies utilized in that classroom

Born or Made?
o In our text, Marzano asks if these specific traits that make good
classroom managers are something that teachers are born with or
something can be cultivated over time and worked on?
o Marzano says made! We need to understand the techniques and when
it is appropriate to utilize them. It takes practice but we can do it.
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Session 2 Notes
The best management program is a strong instructional program.
Classroom management is purposeful and deliberate actions of a teacher to provide
a structure of rules, expectations, procedures, routines, and interventions that will
support instruction, engage all students and ensure their success.

Classroom management:
Examples: Backbone/Brickwall/fishtail
Interview Question: What is your classroom management style?

INSTRUCTIONAL METHODOLOGIES
Direct Instruction (DI)-Teacher makes the meaning; in the front of the
classroom and is efficient no time wasting and nothing personal
Example: military boot camp, sports coaches
NEED to have a motivated listener: military: their lives are in the balance
Constructionism- Students create meaning and create environment. It is
creative and resourceful. It utilizes real world activities and subjects/ Make it
REAL for them. When students can relate then they will focus and really get
into the ideas and concepts.

Aspects of a strong instructional program:
Teacher knows the content (subject matter)
Instructional materials are available and appropriate
Procedures, rules, and routines are in place and practiced
Planning and organization
Students have been assessed (knowledge/interests/readiness) and it effects
planning and organization
Accommodations have been made
Teachers uses a wide variety of developmentally appropriate instructional
strategies
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Students are motivated, engaged, and on-task
The learning environment is safe, secure, positive, purposeful, and
productive
Students are successful, responsible and accountable

Marzano created this book based on peer-reviewed literature (quality)
collected at least 100 summarized into his book (commonalities)
-Blankinship

From Sara: (out sick during session 2)
Assignment 1C: Canter and Canter Assertive Discipline text p. 34
Colorsoso Week one lecture 1A
Curwin and Mendler Discipline with Dignity-Blackboard Lecture 1B
Glasser, William Choices and Responsibility Blackboard Lecture 1B
Gossen Restitiion-Blackboard Lecture 1B
Kagan and Scott Win-Win discipline-Blackboard Lecture 1A
Fred Jones-Tools of teaching-Blackboard Lecture 1B
Morrish: Real Discipline-Blackboard Lecture 1B
Wong: First days of school
Blossom and Nissam Teacher tested classroom management strategies p. 120

INSTRUCTIONAL STRATEGIES
Timed/Pair/Share: arrange into partners A/B partners- tell purpose; explain
to each partner what they do; set time standard; behavior standard
Progress Monitoring Assessment-timely feedback provided (almost
immediately)

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Classroom Space, Structure, and Rationale
20
Rationale

The rationale I have for this classroom space is due to the fact that I will be
teaching science. Most science classrooms are not large enough to accommodate a
full set of desks as well as a full set of laboratory tables. By seating the students in
lab tables, they have already been given peers with which to complete group
assignments, discuss appropriate content, and complete partner lab assignments.
The desk in the front of the class is slightly larger, which would provide me,
the teacher, with the ability to have both a functional desk as well as a laboratory
table to demonstrate and model laboratory activities and processes.
Students would also be able to swivel in their chairs to see the board during
lectures or demonstrations and with creative placement of whiteboards and
projectors; I could have several spots throughout the room where presentations
could be shown.
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EC 234-234 Safe Place to Learn
All schools need to be safe places where students can come to learn without
the fear of discrimination or violence.
All schools must have anti-discrimination policies and are responsible for
investigating any incidences of harassment, violence, bullying, or
discrimination.
http://law.justia.com/codes/california/2009/edc/234-234.3.html
PC 11164 Child Abuse and Neglect Reporting Act (Mandated Reporting)
Actual California Penal Code
Abuse Reporting Act all teachers are mandatory reporters, meaning if they
suspect a student is abused or neglected, they are mandated by law to report
such abuse.
http://codes.findlaw.com/ca/penal-code/pen-sect-11164.html

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Chapter 2 Key Concepts

Reading Assignment Chapter 2
Meghan Rotkosky
National University
23
Reading Assignment Chapter: 2

Name: Meghan Rotkosky Date: November 28, 2016

SUMMARY OF STATEMENTS OR QUOTES FROM MY THOUGHTS, REFLECTIONS, RESPONSES

TEXT
Clearly, the research supports the notion that designing I really like this piece from the text because I think its an
and implementing rules and procedures in class and even important distinction. I often sub for two teachers at the
at home has a profound impact on student behavior and same school: one in advanced math, one in science. The
on student learning. However, research also indicates advanced math teacher has strict rules and her students
that rules and procedures should not simply be imposed are eager to have a substitute because they think that they
on students. Rather, the proper design of rules and can push the rules and not get in trouble. The science
procedures involve explanation and group input, teacher took a completely different approach: at the
(Marzano, p. 16) beginning of the year she took a full day to talk with
students about what is appropriate and what isnt. There
is a huge hanging poster on her wall of behavior that the
students themselves thought was inappropriate, several
rules that they helped the teacher make, and exceptions to
those rules. For example: the students felt it was rude to
have cell phones out during class and that texting was
annoying. The rule of no cell phones was then
implemented. However, they said that there were times
during experiments and demonstrations that theyd want
to take pictures. So a rule was created that allowed them
to take out their phones and use them during those times.
The teacher created a hashtag for Twitter and Instagram
and students are given extra credit when they post photos
from the labs/demonstrations. I think this is brilliant,
because the students are invested in the rules, they are
engaged during the class, and the teacher was able to put
technology that each student uses daily to work for her
and keep the students focused. That is behavior Id like to
emulate in my classroom.
Group work particularly cooperative group work is Ive always valued the use of cooperative learning
a powerful instructional activity. Indeed, research techniques and I think that in teaching science this is
indicates that cooperative learning groups have a something that I will have to learn how to implement
positive impact on student achievement, interpersonal effectively for laboratory assignments and activities. I
relationships, and attitudes about learning. These think that some fear comes with trying to make sure that
positive benefits are usually attributed to students students are on task and focused. While visiting a science
increased interaction with the content and with each classroom during an observation assignment, I noticed
other. For cooperative learning to produce these positive that students were talking politely to each other and
results, it must be set up well via the implementation of sometimes bringing up topics not relevant but working
relevant rules and procedures, (Marzano, p. 23). diligently and still focused. When I spoke to the teacher
about how I felt this worked well he said that it is all
about giving students understandable and reasonable
expectations. Allowing them to chat with one another
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keeps them happy (because thats what they really want
to do) but making sure to have clear expectations and
consequences is what keeps them on track he said. Im
not sure that I believe its that easy but it is clear that
effective rules make for a happy classroom both with
students and with the teacher.
It is just not possible for a teacher to conduct I liked this quote from the book because it so accurately
instruction or for students to work productively if they shows how I feel about classroom management but its
have no guidelines for how to behave or when to move still confusing to me how to implement these practices in
about the room, or if they frequently interrupt the the classroom. Our text says, although the
teacher and one another. Furthermore, inefficient characteristics of an effective classroom manager are
procedures and the absence of routines for common clear and even somewhat intuitively obvious, what might
aspects of classroom life, such as talking and reporting not be as clear or obvious is how you become an
attendance, participating in discussions, turning in effective classroom manager, (p. 10). I am really
materials, or checking work, can waste large amounts of looking forward to learning more about the strategies that
time and cause students attention and interest to wane. are used in the classroom and how I can make 30 plus
(Emmer, Evertson, and Worsham (2003)). (Marzano, p. junior high or high school students not only listen to me,
13). but also respect me and each other and absorb the
content.
References
Marzano, R.J., Marzano, J.S., and Pickering, D.J. (2003). Classroom Management that
Works. Research-Based Strategies for Every Teacher. Alexandria, VA: ASCD
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Session 3 Notes:
Progress monitoring assessment:
Group presentations: Bullying presentations

Feedback timely feedback and appropriate feedback available it doesnt help
anybody if the feedback is overly nice
Strategy that can be used at any point during teaching a form of formative
assessment where students can alter their learning, content, etc. before
moving on. Everybody can change their strategies moving forward.

Bullying Project

Assignment 2B Safe School Presentation
Feedback

Assignments: bullying presentation due on Monday

CHAPTER 1 IDEAS:
Better to rely on research than hearsay or gossip. Major points on anything
should have supplemental backup.
Positions based on research are much better than those that arent backed by
science or any research.

PG 1 most important factor affecting the student and learning is the teacher. A
good teacher is the basis for learning (p. 1)
PG 5 key points:
Withitness: we find it in chapter 5/6. Makes you successful if you have
the ability withitness. You are with it and you know what is going to
happen before it actually happens.
26
Smoothness during the lesson. If we skip and pause during the lesson
that provides students with the ability to get unfocused and distracted
Letting students know what is expected of them. Make it clear.
Dont do the same thing every day instructional strategies provide
them with a variety of things to do to keep students focused, engaged,
and interested.
Management no longer control or discipline. Managing students
during the day/class/period proactively thinking about the lessons
and what they should be doing.

Effective and proactive behavior can help keep students under control and engaged.

We have shifted from reactive to proactive approaches for classroom
management

CH. 2: Rules and Procedures (Expectations and Routines)
Expectations are more vague than rules and cover a larger amount of
behavior.
Procedures work well when it has been practiced. Cooperative groups
are an example of procedures that need to be practiced in order to
make it run smoother and work more effectively.
Boundaries the concept of where the student is and what expected
behavior they need to exhibit. When boundaries are

TERMS:
Arbitrary when there is no basis behind doing something other than just
doing it. Based on nothing. Doing something according to ones will and
therefore, conveying a notion or a tendency to abuse the possession of
power.
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o A rule, procedure, guideline, etc. needs to be based on something and
backed up for all students.
o Rationale and reason need to be behind all of the things that we
Rationale Reason behind all things we do.
Negotiation you dont negotiate with students. They should not have the
belief that they have the choice in anything that hasnt been expressed to
them as a choice.
Entitled as a student you are entitled to learn. Personal and social
entitlement stops at the door to the classroom because what goes on in the
classroom does not have anything to do with anything else. Social
development (jr high, high school) students need these social outlets but they
are entitled to do it in their own space and time but only in the classroom
when it is allowed.
Democratic Classroom you need to be careful that you dont get rid of
everything that you want or expect from them. You need the students to
follow the rules and procedures provided by you. If the classroom is
democratic, it should only be because you have guided them to their
positions. It is like manipulated democracy.

CHAPTER 3
Odd presents and even has terms

Teaching behaviors and how
Non-verbal social cues are important for students to understand the dynamic
of the classroom
Passion for the subject vs. passion for the students
Punishment vs. consequences consequences can be used for both good and
bad while punishments are negative
Isolationist interventions think about

28

Blankinships perspective:
Interventions are actions taken by teachers to stop, correct, alter, or refocus student
behavior. Interventions may require consequences take the least amount of
action/consequence to affect a change in a students behavior. The goal should be to
change behavior rather than punishment.
If the behavior is changed then everybody wins. Lines on the
blackboard arent as effective as telling the student that the behavior
is not acceptable.
Simple misconduct in class can be altered in class with the least
amount of action in order to change or guide student behavior.
A non-verbal cue can be very effective to change behavior before
moving on to the next part of the lesson.

** Punishment vs. Consequence ** an important distinction to make.
Consequences do not always have to be negative but punishments are.
Consequences are the results of actions, not the bad things that happen.

GROUPS PRESENTATION ON DISCIPLINE
1: Canter and Canter: Behavior Modification (ASSERTIVE DISCIPLINE)
Behavior Modification (1976) it was thought that this model is that

Shape behavior so that students are on task and learning can occur ititially focused
on negatives (behavior/consequences) they need to understand what you believe
are appropriate or inappropriate behaviors
Beliefs: behavior is influenced by consequences, both negative and positive
Teachers Role: must establish a positive climate for discipline and have appropriate
expectations of behavior
29
You treat your students in a positive way and are more positive than
anything else
Framework is positive
Assertive behavior if you expect it then you should exhibit that
behavior as well
Firm unemotional business manner
Teachers need to communicate boundaries and limits. Students need
to be reminded of these limits and warned when they are approaching
these
When the student exceeds the limits then the established
consequence needs to be exhibited. If you say theyll be punished then
they need to be.
Disruptive vs. non-disruptive off class off task behavior: consequences
need to be relative to the behavior
Blankinships perspective: a heavy-handed approach that could be viewed as a
my way or the highway type of teaching model. The heavy-handed approach was
also something that you couldnt do with mainstreamed special needs students
such a drastic and inelastic discipline model does not provide the right environment
for students that need content differentiated.

2: Barb Colloroso video
Winning at teaching without beating your kids
Students need to own their behavior.
Teaching students how to think and not what to think. Create a
flexible environment. Students needed to be thinking about their
choices and their actions.
Students need to own their problems and need to come up with a plan
to fix it, not excuse it.
Reward behavior putting the responsibility back on the student vs.
punishment behavior. The same concepts worded in a positive way
30
coming from a more positive approach gives them the tools to be
problem solvers
Teachers should have a backbone, not a brick wall. They need to be
flexible but not unmoving.
Students keep their dignity when they are able to help themselves and
grow from their problems instead of pushing off excuses.

**Students should always hear that the teachers:
Believe in the student
Trust the student

Second chances arent something that should be given lightly

Blankinships Perspective: this is all about students being responsible for
themselves. She wants the students to find their own way.

3: Curwin and Mendler
Discipline with dignity
Not just about punishment but also about correcting behavior.
Always treat the student with dignity attacking the behavior, not the
person.
Responsibility over obedience model the behaviors that you expect
those students to have
Positive prevention strategies
Warmth: genuine care about your students
Clearly defined limits
Democratic environment
Develop a sense of accomplishment and success
Recognize and resolving conflict putting out fires before they start

31
Dont be personally offended by the students behavior keep your feelings
for the student neutral

PEP privacy, eye contact, proximity
Listen to the students, acknowledge their feelings, agree and try and change
the behavior
Only remove the students unless absolutely necessary

Blankinships Perspective: more reactive after the behavior occurs but is
genuinely more warm and caring than Canter and Canter. Its not really practical
with classrooms okay for individual kids, the strategies dont really work for a
large group of students. Not used as often because it is not practical. It creates a lot
of individualized reactions not something you can do with a class of 30 kids.

4: Glassner
Theories evolved over time
Rational Choices
Control
Reality Theory

1985 on student behavior was guided by the need to be free, have power, have fun,
etc.
Classroom satisfaction was key
Fostering a sense of belonging
Group work making the students less dependent on the teacher and more
dependent on themselves and each other

Reality therapy more one on one with the student, meeting the needs of the
students
Not threatening to the student
32
Discovery and self-evaluation

Role of the teacher
Not making any judgments, being open to the students
Behaviors consequences are what come from the choices of behaviors that
the students make. Making the students responsible for their actions

9-step process:
Confront the student
Explain their behavior what questions vs why
Student responsibility
Isolation
Continuing the steps 2-5 when needed: reassessing the behaviors and
their actions

Create a development plan with the student something private that they can
speak freely about moving forward

Parent notifications

No judgment not the student the behavior

Blankinships Perspective: Not possible unless one on one. It doesnt work well
with a large classroom

5: Gossin
Empowers the student to fix their own mistakes and allows for students to
alter their behavior
Self-Correction
33
Shifting the mindset of the student to show them what could be done
differently, as opposed to focusing on the behavior itself
Providing the students with the environment for self-discovery considering
the ethics and morality of the situation and how they need to move forward
Teacher is there to guide and model the appropriate behavior allowing for
the students to consider what type of person they want to be and how they
want to move forward

Blankinships Perspective: pedestrian model. Nothing special or sexy about the
model. Its a solid model of discipline.

6: Kagan and Scott always a great example to use very detailed and thorough
Win-Win discipline
4 disruptive behavior categories, 7 reasons of why they are behaving that
way, 3 response pillars how the teaching responds to the behavior
Identify the students position, understand why, then teach students how to
meet their needs after they are identified

4 Behavior Categories:
1. Aggression physical aggression
2. Breaking the rule
3. Confrontation refusing to do anything, no reading, assignment, etc.
4. Disengagement - vacant, they arent engaged in the instruction, task, etc.
7 reasons why:
1. Attention seeking trying to get attention, drumming, dressing weird
validation needed for that student
2. Avoiding if they are trying to have you avoid them fear of failure
3. Anger we all get angry
4. Control seeking the opposite of what you ask, they try and control the
situation
34
5. Energetic fidget and expressing energy
6. Bored material is too easy or too hard need for more engaging lessons
7. Uninformed cant internalize the different roles, behaviors, etc.
3 follow up pillars:
1. Same side chat student and teacher talk about everything but school. How
can what the teacher knows about them outside of the classroom help
2. Collaborative solutions students and teachers work together
3. Learned responsibility student learns that actions have consequences and
that they can

We need to understand what needs the student has and understand how to meet
those needs.

Teachers need to have an understanding of the students in order to help them
prevent discipline problems you can get to the root of the problem if you
understand

7: Fred Jones
Positive discipline model
Not punishment teaching appropriate behavior
Focuses a lot on modeling behaviors who are you punishing when you
expel a student or send them out
Focus on visual/drawing out a set of plans for the students
Build your classroom, lecture, etc. to minimize disruptions
Your rules should be simple, clear and concise so that you are not
misunderstood

Seating arrangements should help you, not hinder you

Teacher should:
35
Model the desired behaviors
Eliminate barriers around the classroom
Incentives to want to do specific behaviors
Mutual respect among the students

Blankinships Perspective: his idea on punctuality being prepared and punctual
is a modeled behavior. Great for the upper grades

8: Ronald Morrish
RealDiscipline.com
Respectful responsible cooperative students
Students meet the expectations that are expected of them. Positive and
negatives
You have to set a high standard for the students. Clear consequences both
positive and negative when they meet or dont meet them.
Expectations will be different depending on the classrooms.
We have set lower expectations for older students they dont behave as
well. We should expect the older students to be the most mature and behave
the most appropriately.
What do you want to hold your students accountable to? Create plans so that
students can succeed.

9: Wong See HANDOUT
Effective teaching lots of classroom management
No learning takes place when you discipline
The learning only happens when students are on-task. Disciplining is not
teaching, but still important for the classroom.
Supervision is important and students need to practice behaviors
Familiar routines
Students need to have things reinforced
36
Teach procedures and then start teaching content
Preparation and routine spend more time focusing on the students,
managing the classroom and focusing on them as opposed to winging it

Students should understand why they are doing what they do why are we
asking them to do that assignment, that behavior, that.etc.

Rehearsing rehearse behavior so that it becomes a daily good habit.

Important to establish discipline and procedures before trying to teach the students
what

Blankinships Perspecitve: recognize the need and then treat accordingly. If the
whole class is misbehaving, you work on the whole classroom. Otherwise work on it
individually.
Get things ready on the first day so that students can be guided into the
appropriate behavior.
Some of these models will take bits and pieces from others. It is important to
take bits and pieces.

37

EC 32261 Bullying Intent of the Law
All students should have a safe environment to learn; free from
discrimination or bullying due to gender, orientation, race, ethnicity,
disability, nationality, religion, sexual identity or bias, etc.
This includes both face-to-face bullying and any bullying utilizing a electronic
devise or technology (cyber bullying).
Schools should have strategies and protocols for dealing with incidences of
bullying and should contact the appropriate authorities when necessary.
http://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode
=EDC&sectionNum=32261
EC 48900(r) Suspension for Bullying
EC 48900 states the behaviors and actions that can/will result in suspension
from a school.
Section R: students can be suspended if they have engaged in an act of
bullying. For purposes of this subdivision, the following terms have the
following meanings:
(1) Bullying means any severe or pervasive physical or verbal act or conduct,
including communications made in writing or by means of an electronic act, and
including one or more acts committed by a pupil or group of pupils as defined in Section
48900.2, 48900.3, or 48900.4, directed toward one or more pupils that has or can be
reasonably predicted to have the effect of one or more of the following:
(A) Placing a reasonable pupil or pupils in fear of harm to that pupils or those pupils
person or property.
(B) Causing a reasonable pupil to experience a substantially detrimental effect on his or
her physical or mental health.
(C) Causing a reasonable pupil to experience substantial interference with his or her
academic performance.
(D) Causing a reasonable pupil to experience substantial interference with his or her
ability to participate in or benefit from the services, activities, or privileges provided by a
school.
http://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC
&sectionNum=48900
38
Chapter 3 Key Terms:

Interventions: effective up until high school
Teacher reaction: verbal and physical behaviors
Tangible recognition: symbol/token for good behavior
Direct cost: direct consequence for bad behavior
Group contingency: appropriate behavioral goals set for all students
Home contingency: expected behaviors must be met @ students home.
o Example: homework, reading, signatures from adults

Negative Consequences:
Parent notification
Involvement of administration
Confrontations (teacher/student) both public and private
Experiences withheld
Placement change of seat, isolation

Think Time:
A specific place where students consider their actions/consequences
Allows feedback to student
Takes student out of the bad situation

Assertive Discipline:
Interventionist theory: disruptive vs. non-disruptive behavior
Disruptive vs. non-focused behavior
Need to understand the difference between the two, the consequences
should not be the same for both
Positive consequences for positive behaviors
Behavior monitoring is done in private, not public spaces

39
Session 4 Notes:
Oakland Warehouse Fire: Think about safety in the classroom if there was an
emergency while in the classroom, how would your students get out? How would
you handle the situation? How would the classroom help/hurt those efforts?
The conditions of your room are important making sure that your
classroom is organized, clean, free of clutter, etc. Especially in a
science classroom dangerous chemicals, rocks, breakable
equipment, etc.

KEY TERMS: Especially important when we consider TPAs
Depth and Complexity: an academic edge to it something that you
would give somebody else in your profession, not something that you
would use to explain these topics, concepts, etc. to a random person
that has no understanding of education or teaching.

Quantity VS Quality:
Make sure to get your point out, doesnt matter if its short. Its always quality
over quantity.

Case study:
Feedback is important. Feedback during instruction and feedback
during the assignments. Formative assessments are important bc it
provides students with the ability to form lasting connections with
content and bridge content with prior knowledge.

A Good Place to Learn:
Rutherford, adapted from an unknown source
A classroom where students basic emotional and academic needs are
met.
40
A classroom where students are taught at the level at which they can
learn.
A place where people are courteous and where laughter springs from
joy brought about by involvement with caring people involved in
learning. (mostly for younger kids, not necessarily secondary kids.
One where communication is practiced and not preached, where
teachers and students talk with not at each other.
One where reasonable rules that everyone agrees to because they are
beneficial to individuals and to the group.
A place where students feel accepted as persons with dignity, who are
asked to evaluate their own behavior, and to take the responsibility
for better behavior or suffer the natural consequences for their
actions.
A place where every effort is made to let each learner know what the
expectations are.
That they will meet high standards of learning and every effort is
made to ensure that each learner has a reasonable chance of success.
That is, a place that lets all students know that they belong, that they
have a stake in what goes on here, and that we expect them to
contribute, succeed, and to be responsible.
A place where all learners know what excellence looks and sounds
like and all are engaged in the pursuit of that excellence. (similar to
what coaches bring out in their team).

--- We probably could have used these points in our philosophy assignment,
something to think about as time goes forward --- Would be good during the
interview process.

BLANKINSHIP: Students that participate in creating rules and procedures will
feel involved and have better responsibility
41
Kagan Structures
Engages all students: nobody gets a free ride, nobody sleeps through the
activity. Students participate and therefore they learn.
Structured for success meaning.
Constructivism/Cooperative Learning: everybody helps everybody else be
successful. There is no competition, you want your partners to succeed and
you want to succeed. Everybody benefits.

Procedures are practiced and become routine and that creates an
environment of success for all students.
- Teacher sets the theme and purpose
o They need to be told why they are doing something, the purpose
and rationale.
- Teacher defines the task to be accomplished
o Again reiterating the purpose for what they are doing and why it is
important for the content
- Each student is held accountable
o The group elements need to be effectively defined so that students
can be successful
- Each student must contribute
o Each student has a task and they will all count on each other
- A role is defined for each participant
o Important for them, guiding them to what they need to do
- A time limit is established
o Important for students to understand all of the boundaries of the
activity
- Behavior expectations are established
o A purpose and a reason for why the behaviors are established. You
want to ensure that chaos does not ensue and you want to make
sure they understand their limits. Telling them from the beginning
42
makes sure that students understand and can move on to working
with the content.

** Your job as being in charge is to make sure that students are focused, working
well together, all working as they should be, etc. It is important to make sure that
everybody has a task if somebody does the more details the better.**

Using the Kagan structure (or any other) will bring about success. The structure
itself gives you the ability to differentiate, change or alter information, etc. This puts
the ball in your court and allows you to scaffold or differentiate as needed for the
students, content, etc.

Blankinships Ideas:
Not dominance, the structure for success.

Marzano published an article before he started writing books. His entire basis
of teaching is the relationships that we have with our students.

Bullying Information from Presentation:
Harder to empathize with the target cyber bullying vs bullying
Target can easily become the bully

43

Definitions:
Dominance means, as used by Marzano, guidance and support
High dominance demonstrates clarity of purpose
High submission lack of clarity and purpose
High cooperation concern for the needs and opinions of other and a
desire to function as a member of the team
High opposition active antagonism toward others and a desire to thwart
their goals and desires

Dominance

Opposition Cooperation

Submission

The shaded area, dominance and cooperation, is the ideal balance teachers should
strive for so that they do not wind up too far on any end.

44
TPAs

Write with DETAIL.
Detail sufficient to visualize. We want them to be able to SEE what we
are talking about. Could this be understandable for a person that
doesnt understand anything about teaching/content/strategies.
Draft it out and save those drafts so that they understand how much
effort
Not connected/not sufficiently connected the descriptions arent
sufficiently connected to the lesson/content/curriculum guides, etc.
The original unit goals all need to fit back it needs to be
In order to accomplish the unit goals,
Progression needs to flow and make sense back to the original
statement

45
Cultural Considerations with Discipline
Cultural Essay
Meghan Rotkosky
TED 602
National University
February 15, 2016
46
We live in a world of ever increasing global migration. You just have to turn
on the television at any time to see the plight of migrants leaving war torn countries
or politicians debate about immigration and who should be let in through our
borders. America is touted as the great melting pot of cultures and peoples but our
education system fails to provide a multicultural and diverse education for all of its
students.

Providing culturally diverse teaching methods should not be a choice in
America but a responsibility to the students. Our population is changing and more
and more people are immigrating to our country for many reasons; whether it is to
flee their homeland, provide a better life for their family, searching for better job
opportunities, or to grab their piece of the American Dream. With so many students
from different cultural, linguistic, and ethnic backgrounds teachers should be
prepared and eager to provide the same quality of education for each student
regardless of their background.

While reading for this assignment I realized just how not culturally diverse
my education was. Spring defines the dominant culture of America as the prevailing
culture, which is European American in the United States. This is the culture brought
to the colonies and the United States by immigrants from Europe, and he describes
how it impacts the American education system as being traditionally, the
curriculum of public schools has been based on European American traditions. In
this sense, European American culture is the dominant culture of public schools,
(pg. 161). I belong to the dominant culture of America. I have never spoken a
language other that English with my family. After four years of Spanish in junior
high and high school Im ashamed to say I know very little of the language besides
how to order food or get basic directions. Even growing up in Southern California, a
place where many people are multicultural and multilingual my education was still
incredibly whitewashed. I just never knew it.

47
Spring states a cultural frame of reference as referring to the manner in
which people interpret their perceptions of the world. A persons cultural frame of
reference is formed, in part, by his or her familys historical experience (pg. 163).
While my cultural frame of reference was not in any way challenged, my fellow
classmates with different backgrounds from me learned about a history and culture
apart from their own and through the lens of that dominated culture.

Living and teaching in Southern California I know I will encounter students
from backgrounds other than my own. Southern California has a diverse population
and the population of my school would be just as diverse. While I may not have the
same opportunities teaching science that an English teacher might have, I will strive
to create an environment where students learn from different perspectives and
cultural viewpoints.

As a science teacher I may be more limited than those educators teaching
history or English but there are still opportunities to involve multicultural
perspectives in my curriculum. Teaching about vaccinations and diseases in biology,
for example, would provide an opportunity to consider countries that cannot
provide vaccinations to its population. We could consider as a class what the
implications would be on the populations health and whether or not there are
underlying issues of race or culture that disadvantage that population. In biology I
could teach about diseases that affect specific ethnicities or populations such as Tay-
Sachs and Sickle Cell Anemia. As a class we can research and learn about famous
scientists from different countries and see the relationship of what they studied
with where they are from and their own cultural backgrounds.

Providing and education where everybody feels included and accepted is an
important function of a teachers job. There can be many opportunities for inclusion
in the classroom. For those students that are bilingual or are better readers in
another language, providing assignments where they can research in their native
language or interpret foreign language materials for the class provides the ability to
48
include the students cultural diversity and provides other students with a different
viewpoint. Again, though I may have fewer opportunities than teachers in other
subjects, there could be occasions to discuss racism and sexism as a class. For
example, while learning about radioactivity, the students would learn about Marie
Curie and her groundbreaking research. As an assignment the students could
research other female scientists and their pioneering discoveries. As a class we
could discuss the role of sexism in science as a whole and discuss the relationship
between those issues and how it has impacted the field of science.

Considering my education and taking a deeper look into my cultural frame of
reference, I realize that students should not be taught from the perspective of the
dominant culture, but from a multicultural perspective that allows them to see the
world as it is, a myriad of language, culture, traditions, and perspectives. By
providing all students with a diverse and multicultural education we not only
preserve the traditions and cultures of the minority students, we also allow each
student to learn and discover the world through the lens of other cultures and
peoples. I will strive to create a multicultural environment within my own
classroom, where students can learn and grow together.

Spring, J. (2014). American Education (16th ed). New York: McGraw Hill
49
Laws for Youth

IDEA Individuals with Disabilities Act
Protects the rights of students with disabilities within the school system. This
act requires that students are provided with systems, accommodations, and
services regardless of type or severity of the disability.
Every student should receive an appropriate and free education.
http://idea.ed.gov/explore/home

50
Reading Assignment Chapter 4
Meghan Rotkosky
National University

51

Name: Meghan Rotkosky Date: December 5, 2016

TEXT
The third aspect of effective classroom management, I have seen this multiple times while working as a
after rules and procedures and disciplinary interventions, substitute teacher. When I am in a classroom where the
is teacher-student relationship. One might make the case teacher and the students have good relationship, they are
that teacher-student relationships are the keystone for better behaved and are more willing to follow my
the other factors. If a teacher has a good relationship instructions. However, I have substitute taught for classes
with students, then students more readily accept the where I know the students and the teacher do not have a
rules and procedures and the disciplinary actions that successful relationship. This leads the students to act out
follow their violations. Without the foundation of a good and they dont care when you threaten them with
relationship, students commonly resist rules and disciplinary actions or explain that their teacher will hear
procedures along with the consequent disciplinary about them acting out. There is no incentive for them to
actions. (Marzano, p. 41) behave, beyond getting in trouble, which they seem to
and not care about so much. It makes me wonder if part of the
In a study involving 68 high school students, 84 reason that students in classrooms with good student-
percent said that disciplinary problems occurred could teacher relationships act appropriately out of fear of
have been avoided by better teacher-student getting in trouble or because they fear their teachers
relationships. (Marzano, p. 42) displeasure.
Briefly, teachers should be effective instructors and Teachers need to be able to find the balance between
lecturers, as well as friendly, helpful, and congenial. teaching and having a meaningful, supportive, and
They should be able to empathize with students, friendly relationship with their students. While it is
understand their world, and listen to them. Good important for students to understand that you are there for
teachers are not uncertain, undecided, or confusing in them, this does not mean that you need to be their
the way they communicate with students. They are not friend. I found an interesting entry on Ed Weeks blog
grouchy, gloomy, sarcastic, or quick-tempered. They that explained my feelings on the balance between
should be able to set standards and maintain control friendly and friend, an article written by Rick Womeli
while still allowing students responsibility and freedom (an author on differentiated classrooms) and Larry
to learn. (Wubbels, et all, 1999. p. 176) (Marzano, p. Ferlazzo (Ed Weeks blogger, an author on parent
44) engagement and student motivation). Rick writes: I used
to think teachers could be friends with their students, but
the I realized I was confusing friend, with friendly.
We can grow closer to students when we share a
common interest or work on long-term projects, but in
every interaction, we remain teacher/student,
mentor/mentee, not true friend, and this is wise. (2011).
There is an important distinction here because if students
are to learn successfully, they need to have established
boundaries and this is a perfect example. Even if a
classroom is a democratic environment, there shouldnt
be any confusion about who is in charge.
Effective managers do not treat all students the same, This passage reminds me of the term fair, but not equal
52
particularly in situations involving behavior problems. and I think its an important idea for new teachers to
Whereas some students need encouragement, other learn. In my observations I have noticed how teachers
students need a gentle reprimand, and still others might react to similar behavior in different students in very
require a not-so-gentle reprimand. In fact, one strong different ways. While there is not a formula for handling
recommendation by Brophy (1996) is that teachers student behavior, I had always thought that in order to be
develop a set of helping skills to employ with different fair all students should have the same behavioral
types of students. (Marzano, p. 48 expectations and consequences. Now that I am learning
more about classroom management, it strikes me that
perhaps the expectations should be similar but the way in
which we handle the students or even the consequences
should be specific to the individual student. Theres a
great quote from Teacher Web: Listening to student
concerns, responding gently to poor choices and with
explanations rather than harsh punishments, and showing
positive emotions strengthen the teacher-student
relationship, and help students in the long run. Students
with social, emotional, or behavioral problems are greatly
affected by the way others respond to them. Research
suggests that these children elicit fewer positive
responses from their peers and adults, creating lower self-
esteem and a feeling of rejection. (2010).
References
Ferlazzo, L. (2011, October 25). Response: Can Teachers Be Friends with Students?
Part One. Retrieved from:
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/10/response_ca
n_teachers_be_friends_with_students_--_part_one.html
Marzano,
Karb. (2010, October 31). Differentiated Discipline. Positive Behavioral Intervention: A

Differentiated Approach. Retrieved from:
http://teacherweb.com/MA/MelicanMiddleSchool/Lund/h6.aspx
53
Session 5

Next week: Observation and Notebooks due

Observations:
Fill out a template, then speak to the teachers, then write comments (take
away) from the
Take a page form (verification form) for the teachers to sign.
Submit those 4 pieces of paper into the grade center not one document
with the 4 pieces there.
Refer to notebook example in course resources make sure to have chapter
4 diagrams on dominance, opposition, cooperation, and submission.
(Structure diagram Blankinship).

Definitions:
Dominance means, as used by Marzano, guidance and support
High dominance demonstrates clarity of purpose
High submission lack of clarity and purpose
High cooperation concern for the needs and opinions of other and a
desire to function as a member of the team
High opposition active antagonism toward others and a desire to thwart
their goals and desires

HAND OUT: INSTRUCTIONAL STRATEGIES :

Teaching Strategies same as instructional strategies
Having good instructional strategies is the same as good instruction and that
is what is going to lead to a good management structure. Blankinship

Definitions (Blankinship):
54
Instructional Strategies: include all approaches that a teacher may take to
actively engage students in learning. These strategies drive a teachers
instruction as they work to meet specific learning objectives and are
purposeful not random or accidental.

For TPAs:
Instructional strategies are what the teacher does during instruction and student
activities are what the students do during the lesson activities.

What instructional strategies have been used in this course?
Direct Instruction
Timed Pair Share structure
Pair presentation
Structured note taking
Guided note taking
Cooperative learning Kagan Structure Groups
Student Presentations Bully presentations
Progress monitoring timely feedback formative assessment
Review and reinforcement

For TPAs and moving forward with planning:
We should be able to come up with about 10-15 instructional strategies that
make sense for our subject.
Science: demonstrations, cooperative learning, research projects, web quests,
interest centers/groups, note taking, contracts, contracts,
What would be the kinds of instructional strategies would be meaningful,
relevant, and purposeful.
Chunking utilizing mini lessons to teach a larger concept in pieces.
Discovery learning Google it

55
Hands on is not enough of a description for TPAs they need to know exactly
what youre talking about laboratory activities, etc.

We need to show that our strategies are intentional what is the purpose of these
strategies? What is it that needs to be achieved from these strategies?

Energy release strategy allows students to release energy and activating their
focus and interest
Example: when youre lecturing, when they arent paying attention or
listening, let them talk, they just need to talk about something that makes
sense for the content

Blankinship:
Page 65 effective classroom managers approach the classroom with a
specific frame of mindthe mind set
Mindfulness heightened sense of situational awareness and a conscious
control over ones thoughts, emotions, behaviors, etc.
Withitness is the disposition of actively identifying potential behaviors or
actual behaviors before they occur. Understanding what is happening around
you
Scanning an opportunity to see if students are focused, on task, and
communicates that you are in control of the classroom and paying attention
to what is going on around you deliberate and purposeful.
Effective managers monitor their classroom regularly you need to know
what is happening.
Working the room Fred Jones
The actual behavior of walking around the room while you are instructing or
during student activities. It gives you the opportunity to intervene briefly and
then move on
56

PG 86
Effective managers do what they need to do without telling everybody that they are
being talked to

4 TERMS to add to the chapter: Blankinship
Key components of mental set and classroom management

1. Clear your mental set is that you want to be clear. You want to be concise
and that there are no misunderstandings.
2. Resolute Say what you mean, mean what you say (Fred Jones). Dont say
something that you dont intend to follow up or follow through on.
3. Reasonable based upon rationale. There is no such thing as fair, this is the
most appropriate intention. Dont necessarily worry about fair it will never
be the same for all students.
4. Convincing You want to make the students believe you. This is important
and it is hand in hand with the rest. Be reasonable and convincing they
wont mean anything if they arent hand in hand.

Student Presentations after break

Mean Girl Bullying powerful personal story
Taking It
Enduring bullying and adolescent-on-adolescent abuse
Acts of Hate in Schools
Hate crimes vs. hate in schools (emotional and psychological violence)
Cyber Safety
Bullies, stalkers, etc.
Bullies who are the people that bully?
57
What are the cultural implications and causes of bullying?

58
Laws for Youth

EC 51513 Questions Asked of Students
Parents/guardians must be notified any time teachers or staff administer
questions, tests, examinations, or surveys that contain confidential
information on personal family life, practices in health or sex, morality, or
religious beliefs.
http://codes.findlaw.com/ca/education-code/edc-sect-51513.html

59

Mental Set and Mindfulness
Mental set and mindfulness (in psychology) are very similar terms when
considering classroom management
Conscious control and situational awareness
The idea of eyes in the back of our heads

Kounin (the coiner of mindfulness) states that
Good classroom managers arent ones that are able to quell disruptive
behavior but those that identify problems and issues before they actually
become disruptions
Acting immediately is important nip it in the bud before there it becomes
an actual disruption

Withitness
Aware of what is happening in all parts of the classroom at all times

Emotional Objectivity
When students misbehave or are disruptive, it is not a personal reflection of
you
Teachers should treat all students with respect, regardless of whether they
are disruptive or not

60
Session 6 Notes

Task Stream limit of characters (10,000) -- TPAs
- They will allow you to go over the limit of characters but you need to actually
call them and figure out how to do it.
- Put the

Disposition assignment (3B) due Thursday instead of Wednesday @ 5pm.
Identify one strength and one weakness and explain why they are
helpful/harmful and what we would do to make these dispositions better.

Dispositions sheets (2) provided through Blankinship

Dispositions are important and we need to consider whether our
dispositions are either good or bad for teaching. Are our traits helping us or
hurting us in our goal to teach.
Requires a certain amount of introspection and discovery into how we are
and the traits that we have.
We are supposed to:
o Think about who we are and what are the things that we do that are
good? What are the things that we do that are bad, that annoy people,
or that make us less effective educators?
o Think about what we need to fix so that we wont have issues when
we go to teach.

Disposition Definition -- from Blankinship:
The values, commitments, and professional ethics that influence behaviors
towards students, families, colleagues, and communities and affect student
learning, motivation, and development as well as the educators professional
growth.
61
A pattern of behavior exhibited frequently and in the absence of coercion and
constituting a habit of mind under some conscious and voluntary control, and
that is intentional and oriented to broad goals.

Room Arrangement
You want to be able to move about freely (aisles of access from Fred Jones)
through the room and you need to be able to have close proximity to each
student.
Flexible seating where students do not have fixed seating and you utilize
beanbag chairs, yoga balls, etc.
o Blankinship hates this. He thinks that it creates a situation where you
cannot manage students in the same way that you would be able to if
it was a normally spaced room.
o A side effect of inclusion practices where students with behavioral
or developmental disabilities are placed into an average classroom.
o Blankinship says with IEPs we need to make sure to hold our ground,
establish realistic expectations, and very specific procedures that we
should follow. We have to stand up for ourselves because the student
will need us to advocate for them.
Be careful to not buy into each new trend that comes along. Is this better for
the students? Think about that before you start changing the room around.
School safety You are never supposed to stay isolated alone in a room after
school where you can be harassed, etc.
o If there are times that you need to meet with an angry parent, you
have the right to meet with them out of the classroom and with
administration present.
o Its better if you have the opportunity to prepare for the meeting
(having grades handy, etc.)
o Do not go into the school during times other than school where late
at night, weekends, etc.
62
o Bomb Scares it is hard enough to establish when a bomb scare is
actually happening or whether it was a prank. Each situation is
treated like the real thing.

We cant necessarily teach responsibility but we can model the behavior and allow
students to learn from it. Like trying to teach a child, you dont sit a 2 year old down
and tell them they are responsible for their actions.

Bullying presentation CH 11 (small book)
Creating a culture of respect
Positive and supportive classrooms will ensure that students thrive
Ball throwing activity

Presentations:
1. Restorative Justice See handout
2. Special Needs students in general classroom Jeopardy
3. Things we should say more often about bullying (K-6)
Free presentation templates Google them and download them and use them
- Slides Carnival.com

School to Prison Pipeline
Demographics and specific schools that are more likely than others to make
it to prison
How do we treat our students, what do we say about them, how do we
punish them?
Lower income communities have lower income schools and those schools
have students that reflect that socioeconomic status what comes with that?
Gangs? Drugs? Etc.
Adaptations to students how do we model learning and behavior?

63
12345

Mental Set Blankinships key aspects for a mental set
Four Key Terms: When talking to students
1. Clear
2. Resolute
3. Reasonable (not necessarily fair)
4. Convincing

Confusion will only lead to unrealistic and unclear expectations in the classroom
with the behavior.
You want your students to be convinced that you will do what you say that you are
going to do.

Efficacy
A belief in yourself about what you have to do and what you offer is
worthwhile for your students. What you do is going to be important.
Am I going to be effective?

ED Code Sections:
EC 51513: Questions Asked of Students
Dictates the kind of questions that you can ask students including the
requirement of parent signatures for questions to be asked about (SEE
HANDOUT)
EC 48980: Notification to Parents
Parents have the rights to meet with their students teachers.
You are allowed to prepare and they cannot just jump you when they feel like
it. They need to make an appointment and you can ask that others be there as
well.

64
Laws for Youth

EC 48980-48985 Notification to Parents
At the beginning of the school year parents must be notified of all minimum
and days when students are not required to be at school (staff development,
etc.)
Parents must be notified of all exit exam dates as well as passing scores and
graduation requirements
Other information such as attendance requirements, fees, policies and such
administration policies for sexual harassment and punishable offenses.
http://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode
=EDC&sectionNum=48980.
65
Chapter 6 Reading Notes

Name: Meghan Rotkosky Date: December 12, 2016

TEXT
Larson goes on to explain that involving students in I have seen this strategy before in some of the classrooms
establishing and maintaining a well-run classroom has that I have observed and within classrooms that I have
the effect of developing self-discipline and subbed for. When the students feel like they are part of
responsibility, which, he asserts, is ultimately, the most the rules, making them and have the responsibility to
important benefit of such an approach, (Marzano, p. self-enforce them, I believe that they are more receptive
77). to those rules. When rules are arbitrary and seem to be
made just because, there is nothing that keeps the
students from following those rules, with the exception of
the consequences, which they dont seem to really care
about either. One of the first steps in establishing a
relationship of equality and mutual respect is to create,
together, a classroom constitution, (Guldbrandsen,
1998). I thought this quote was great because it really
makes the classroom feel like somewhere that the
students have accountability and responsibility. It puts
the ball in their court its not just listening how to act,
its establishing why we want to act a certain way.
The lack of attention paid to developing students The idea that it is labor-intensive should not completely
responsibility for their own behavior is probably a outweigh the benefits of having students learn about self-
function of the fact that addressing this issue typically responsibility. Just because something is difficult does
goes beyond the traditional duties of a classroom not mean that it should not be done. While the
teacher. As the Action Steps section of this chapter relationship between teacher and student is a complicated
indicates, the interventions in this category generally are one, does it not stand to reason that the person in charge
labor-intensive and supersede the type of relationship of the childs education would be responsible for things
teachers typically form with their students and the beyond the subject matter? Dont we teach students about
students parents and guardians. (Marzano, p. 79). mathematics and also the importance of showing their
steps during mathematic exercises and not cheating on
math work?
Self-monitoring and control strategies require students I really love this idea. For those students that seem to be
to observe their own behavior, record it in some way, not focused, arent behaving within the expectations, etc.,
compare it with some predetermined criterion, and then this would be an awesome strategy. It would provide
acknowledge and reward their own success if the them with feedback, especially effective when it is their
criterion is reached. Obviously this type of strategy own feedback, and not only shows them the types of
cannot be employed with the entire class, nor should it behaviors that are acceptable, but a clear path to ensuring
be. Rather, it was designed to be used with specific those are the behaviors they always exhibit. Thinking
students for whom general management techniques are about this in my own classroom, teaching science, and
not working, (Marzano, p. 85). how I could utilize it, I think this would be an excellent
strategy when it comes to students not exhibiting
66
appropriate behaviors in a laboratory setting. They can
reflect upon the mistakes that they made and how they
can ultimately fix them going forward. While a negative
consequence could be keeping them from these activities,
a positive consequence could be including them in the
next activity or allowing them to make it up at another
time so they learn behavior and the content as well.

References
Marzano, R.J., Marzano, J.S., and Pickering, D.J. (2003). Classroom Management that
Works. Research-Based Strategies for Every Teacher. Alexandria, VA: ASCD
Guldbrandsen, M.C. (1998, September). A Democratic Approach to Classroom
Management. ACSD. Retrieved from: http://www.ascd.org/publications/classroom-
leadership/sept1998/A-Democratic-Approach-to-Classroom-Management.aspx
67
TPA Terms

Adaptation: a change (could be a modification or an accommodation)
Modification: a change in a requirement of the standards (generally done in
an IEP)
o An example might be the time they have to run a mile, how long they
have for a test, based upon the rationale of a disability or injury.
Should be documented because you cant have a modification for one
student and not another.
Accommodation: a change that does not necessarily require a modification
o Example would be moving a student that has glasses to the front of
the class for presentations so that they can see the board better

68
Session 7 Notes

The best management program is a strong instructional program!
(Rutherford, p. 34)

The notebooks will be something that you will want to go back to during student
teaching.

Things to think about (Blankinship):
Relationships if people like you, they may overlook little things, but if you
are not liked they will pick you apart.
o If kids like you and respect you then your classroom management
structure will work much better than if they hate you.
o Think about Matt vs. Alvarado they dont like her, they are afraid of
her, and they dont learn as well/as successfully as they do in Matts
class.
Self-regulated learning (behavioral) (SLR) Bandera and others
o Bandera felt that self-regulated behavior is a mix between
responsibility and looking into your own individual behavior.
o This doesnt necessarily make sense for an entire class, more one-on-
one with trouble students or those with special needs/issues.
o At the end of self-regulation there is a reward for completing the
process.
o Self-regulated learning is keeping yourself disciplined to end up with
a better grade

69
Extra time at the end of the class creates opportunities for disruption

For those students that have behavioral issues we dont want them in the
front/center of the classroom you want them somewhere on the end where you
can have close proximity but also where they arent going to distract the rest of the
students.

Instructional Strategies:
Jigsaw idea puzzle for mitosis pieces up on the board in groups
Cooperative Learning great for science/rewards
Make sure to include 10-15

Instructional Strategies: are deliberate or intentional on the side of the
teacher to bring about instruction.
The rationale is important; you need to have a reason for doing everything. It
cant be random or arbitrary.

Differentiation is done one-on-one per the TPA. Example: you would lecture to
all students and then you would differentiate auditory or visual for a specific
student or type of student.

Presentations:
School to Prison Pipeline/Restorative Justice
95% of suspensions/expulsions are are non-violent
Disproportionate amount of students of color, socioeconomically
disadvantaged, and students with special needs.
Evolution of Bullying
School shootings are less about the kid getting back at the bullies, and more
about targeting staff and adults.
Bullies: K-3 teachers
70
Bullying is very different when we talk about little kids vs. high school kids
Positivity and teaching students to be kind
Mandated Reporting
All abuse, not just physical abuse.
We are required to report when we reasonably suspect something.
Cyber Bullying
Link between suicide and bullying
How to approach it with your students and how we make that conversation
impactful for them

71
Laws for Youth

Section 504 of the Rehabilitation Act of 1973
Children with disabilities may be eligible for special education and related
services under Section 504.
The students must be determined to have either a physical or mental
impairment, a record of such impairment or be regarded as having
impairment.
Free, accessible, and appropriate public education must be given to any
students with disabilities.
http://www2.ed.gov/about/offices/list/ocr/504faq.html

72

Getting Off to a Good Start
Chapter on starting the year off on the right foot in relation to:
o Routines and procedures
o Rules, consequences, and behavioral expectations
o Management routines and activities

Use the first couple of weeks to establish a routine, solidify expectations and use the
time to ensure that students understand the limits that you have set, and the
consequences (positive and negative) for reaching or falling short of the
expectations.

Classroom
The actual environment of the classroom is important
Not only socially
Materials
Information (chapter information, behavior expectations, etc.)

Classroom as a tool
Open aisles
Make the room work for you
Make it so that you never have your back to the students

Introduction
Name tags for students
Making sure to tell the students something about yourself if you expect them
to do the same

73

TPA Remediator Insights:

Thoughts from a TPA Remediator
Write more, not less
When describing adaptations (instructional strategies) for EL or Special
Needs Focus students, explain what you will do not just he activity
Step 1
o Lesson adaptations for the focus students are weak
o Lesson goals need to be explicitly stated and re-stated throughout the
TPA
o Be more descriptive (like you said Bill) by painting a picture for he
assessor
Step 2
o Be more descriptive about EL focus students weaknesses and
strengths what weaknesses are we addressing when using these
strategies? Be sure to explain in a circular motion.
o Use language of CELDT Test (Google it)
o Elaborate (3 paragraphs/1 for each development) on students
physical, social, and emotional development. Use Google search to
research regular grade-level development in these areas.
o Never write 1 or 2 sentences. If in doubt, write what I should do.
Step 3
o Adaptations are too brief and vague. Adaptations must align with
student needs.
o Explicitly state what I will do for the whole class and what I am
changing for the student (the focus student). Include whole class
instruction and then the differentiated instruction for that main focus
student and why/rationale behind it what need did it address?
74
o Adaptations should be teacher-driven (what will I do). Dont rely on
other students/group work (what did I do to realize that he needed to
be put in a group in the first place).
! Example: I will go through the chapter and identify the key
terms that would be a challenge to the student and then..
! If you are doing group work you will establish why and who
they should be with and the rationale behind that
! Cognates: words that sound similar in Spanish and English
o Select innovative and engaging accommodations (research online)
FROM MARY
Just find another answer all responses need to be connected to the case
study
It is okay to be repetitive
There will be connection between steps 1-4 it is okay because they should
all tie back together
Teacher-driven adaptations Google them
Progress-monitoring Google them

FROM JILLIAN
If you work well in bullet points then that is okay because it can show
straightforward and concise ideas
You can do A-D with strategies and then do the same thing (A-D) with
rationale
It does not matter what format you use just as long as you
Do not use language/educational terms that somebody wouldnt recognize if
they werent
FROM SARA
You need to explain everything over and over if you say KWL chart then
explain it each time

75
FROM BILL & WIFE
Rationale is SO IMPORTANT. Its not what you are doing that is really that
important, it is the WHY that is important
They are not going to read the full TPA they are going to skip around so if
you really explain it well in only one spot then not again, they may miss it

76
Session 8 Notes

Judy Blankenship --- Jblankinship@Verizon.net

Student teacher orientation primarily focused on those who plan to student teach
in September

Spring starts in February

List of requirements that you have to meet a number of classes, tests, and TPA 1&2

TPAs
Need to take them seriously
More students are failing than ever before it needs to be really thoroughly

Placements
We have to apply through Judy if we are late but she can place us if we already
have a master teacher figured out

Duration of the Assignment:
Each district is different because the CTC defines your placement as 1
semester
If you go onto the district website you can see their calendar for 2017 what
is the first day of the semester and what day it ends that is the duration
now
During those assignments you will have 4 observations from you SSP (Site
Support Provider) and youll be watched
University supervisor will also visit 4 times plus some checking in along the
way
That means there will be 8 formal observations
If for some reason you dont get it or it isnt working out then some times
well have to figure something else out
o Very rarely do they move student teachers to another school or
master teacher
o Progress alerts if something isnt going great or if we arent
progressing then theyll pull you and put you on a candidate
assistance program to get you back to where you need to be

Seminar:
Runs through the entire assignment Tuesday from 5:30-8:00 and it starts
when the semester starts and ends when the student teaching portion is over

77
CSET
It is important that we know content beyond the CSET when there are
candidates that are not content efficient then other courses may be required
before they can teach at a high school level

Interview: before student teaching
Fairly early in the process
There are three questions to do with instructional strategies
o Whole class
o For EL students
o For a student with a different need/GATE/special needs
o We need to make sure that we can name a bunch of instructional
strategies
There are two questions on classroom management
Several questions about our observations
o We should have a list of places that we have observed

For secondary school student teaching you only need one teacher but you need two
different classes (you need two different preps)

**Blankinship** Tools and Tips
Confidentiality and Gossip:
Elementary schools are the very worst
Dont get caught up in the gossip
Gossip: the lounge, the front office, department offices
Be professional

FERPA Laws
Protections for students about their education
From gossip, not from legitimate questions among educators about the
student/their academics
Example: when Columbine happened and teachers were talking about the
students (victims/shooters)
Nobody needs to know about how students are doing
o Even coaches have a limit to what they can tell scouts, etc

Pulling Cards
Having students pull a card from green, to orange, to red is against the students
confidential/constitutional rights
Any form of public display even if it is positive is not something that you
want to do

78
Major concepts: Chapters

1. Peer reviewed research is better than gossip or what you hear from other
people/educators
a. Collective research pulled together with key points more academic
than conversational
b. Good classroom managers are not born. People may be natural
teachers but that doesnt mean you are a natural classroom manager.
2. Structuresrules and procedures
a. Including structures (a broader view) that can include expectations
b. Its good to involve students in everything but you need to guide them
and have guidance yourself from research and
3. Interventions (Consequences)
a. Consequences vs. punishments
b. Allowing for students to make their own choices and deal with the
consequences for what they have chosen
c. You use the least amount of interventions for the situation, you do not
go over like rubber bullets instead of real bullets
d. Psychological sanctions can be more effective than anything else
(making the students worry about what is happening)
i. Standing calmly in front of the students can be more
4. Relationships Student/Teacher relationships
a. Dominance scale (submissive, dominant, imaginative, communicative)
b. Dominance=guidance and support
c. Understanding when and how to alter the scale and maintain the
control over the class is important
5. Mental Set Bill added 4 points
a. Clear, resolute, reasonable, convincing
b. Withitness
c. Canter
6. Responsibility
a. Hard to teach but can reinforce through actions and other ways
b. Modeling
7. Community/School resources
a. Recommendations on how to handle situations and when to contact
different people in the office/admin/counselors
b. Anybody with a specialization needs to be consulted and if the
relationships are established it can make your life so much better
c. Information is key (contacts)
d. The worst thing you want to do is a dump and run being sick of a
specific kid and just getting rid of them (kicking them out, etc.)
8. School Systems
a. Administrators
b. What do we do in a classroom?

79
Strong instructional program
Management purposeful and deliberate plans
Rules, procedures, etc.
Rutherford
Spend time and energy developing a strong instructional program to keep
students from being disruptive

Structure for SuccessBill

Teacher EfficacyThe belief in yourself that what you do is valuable and important
The degree to which teachers feel that their own actions are important and
valuable

Command presence is importantyou want to establish that you are confident and
in control and know what you are doing BUT you dont want to scare them
If you are shy and timid the students will understand that and they will use it
against you

Non-verbal cues better than yelling at students and trying to embarrass them into
working

Wait time pausing and waiting until the behaviors are changed and then
move on
Waiting is better than ranting and shouting
Eye contact is important as well
Never turn your back on them even when youre writing on the board
o You want them to know that you are watching them the entire time
! Like a cop on the side of the road, not really watching you but
youre still going to slow down
All conversations with students should be confidential and quiet. Dont take
somebody outside unless you absolutely have to
o You dont want to call them out in front of their peers and humiliate
them
o You want to respect them and not have your actions be disrespectful
Avoid call-outshow many times do I have to tell you BLANK that you need
to put your phone away
Your voice is a tool learn how to use it and be effective but also respectfully
Dont yell at your students for something simple keep that volume for
emergencies or when something is going really badly
o Be deliberate
o If youre going to yell it needs to be for a good purpose
Nagging
o Dont do it
o If you nag then eventually theyll stop listening to you and it will all
just become white noise to them
80

None of us is perfect. Even the best of us can have an off day
Bill Blankinship

If something happens, just suck it up and move on

81
Laws for Youth

FERPA Family Educational Rights and Privacy Act
Protects the privacy of students
You are not allowed to release anything about the students grades, their
behavior, social behavior, or anything else personal to anybody
Parents (and students if they are over the age of 18) are required to sign
paperwork if teachers/administrators/schools want to release information
about grades or school work
o A good example of this is with coaches releasing information to scouts
o Anything related to a students performance in the sport are able to be
released because they are technically just stats
Directory information can be released without consent but the
students/parents must be notified
http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

82
Chapter 8 Key Terms
Reviews of what teachers do in the classroom
Essentially everything we have learned thus far in the class and within the
book
Establishing rules and procedures when students both follow and do not
follow the rules

Behavior Management
Management at the school level affects management in the individual
classrooms
The less that school-wide management is enforced, the more effort is needed
to ensure appropriate behavior in your individual classrooms
When classroom management is an extension of school-wide management
and every teacher has the same expectations, the students and the teachers
are better everybody adjusts to the expectations

83
Professional Disposition Self-Assessment

Meghan Rotkosky
Dispositions Self-Analysis
National University
December 15, 2016
84
Dispositions Self-Analysis
When I first looked over the dispositions sheet we were handed in class I felt
pretty confident about my competency with these listed dispositions. After working in
several different industries before deciding to get my teaching credential and masters
degree, I felt like I had the background and aptitude to say that I had a lot of these
dispositions naturally.
Once I began to consider the difference between exhibiting these dispositions
naturally or in work settings, I realized that having self-awareness, initiative, or respect
for diversity in my previous work experience is not the same as having these dispositions
in a classroom setting. While I may be good at some things in my personal or previous
work experience, which does not mean that these dispositions will be evident in my
teaching.
The dispositions that I feel pretty confident would benefit me in teaching are my
communications skills, both orally and written, my interpersonal relationship skills, and
my ability to adapt easily to changing situations and environments. Before studying
education, I received a communications degree and my previous work experience has
mainly been communications. My experience writing for a myriad of clients and
audiences has me convinced that writing for students, parents, fellow teachers, or
administrators when needed would be relatively easy with my skill set and background.
Another disposition that I think will help me greatly is my adaptability. I have
always been good under pressure, through changing environments and situations, and
able to hit the ground running with new challenges and tasks. This specific disposition
85
will come in handy, I believe, during the first couple years of my teaching career where I
am unfamiliar with teaching and how I will manage my science classrooms. I know that it
takes me little time to get acquainted with a new environment or changing situations but I
also understand that does not mean that I dont have to plan appropriately or continue my
professional development and education.
The disposition that I believe I will have the most issue with are time
management. I fully understand that these dispositions are critical to successful teaching
and classroom managers. I am so excited to teach science and I am filled with ideas about
what to teach and how to relate the science content back to my students. I feel, and my
husband absolutely agrees, that I am a little nave and that I dont fully appreciate the
amount of time needed for each assignment or activity. I have had several assignments
graded with comments about my plans being a bit over-packed or ambitious.
I completely understand that this is something I am going to have to work on but I
feel optimistic that this disposition will become easier to develop over time. That being
said, that doesnt mean that I dont need to work on it at every possible opportunity.
Without developing the necessary skills for time management I will not be as effective of
a teacher and my classroom management will suffer for it. In addition, the anxiety of
never being able to finish a lesson in the planned amount of time or having to skip over
important content because we have run out of time would make me crazy. The anxiety of
never being able to complete a lesson on time would definitely make me frustrated,
bringing down the atmosphere in the classroom and affecting the environment that the
students will learn in.
86
The development of this disposition will naturally get better the longer that I
teach, but I should have plans in place to self-assess and progress monitor my time
management skills, even during the first year of teaching. I plan on creating a journal of
past a future lessons that I can use to alter instruction, create more complete lesson plans,
and ensure that going into each year I have a better grasp on the time it will take to
complete each unit or chapter. Understanding the challenges and obstacles standing in the
way of me teaching specific units can make it easier to plan similar units and adapt
content.
Keeping a journal to assist with time management can also help me to develop
instructional strategies specifically for my students. Knowing my students well and
understanding that it took twice as long to teach a unit on chemical equations would help
me to plan further lessons on content like cellular respiration or photosynthesis where
advanced chemistry concepts are utilized.
An attainable goal for further developing this disposition is continual adjustment.
With each different lesson I would be able to process how long it takes to carry out
simple instructional strategies such as direct instruction, group work, think-pair-share,
etc. With each journal entry I would be able to forecast into future lessons and have a
better understanding of how to appropriately plan lessons. While I know that sometimes
lessons will go over the allotted time because students might have difficulty with the
content or if Id like to explore it further, I would hope to be able to plan at least 90% of
the lessons within the appropriate time limits by the middle of the first semester of any
year. That gives me the ability to accurately gage my students, their developmental needs,
and the ways that they react to specific instructional strategies and teaching
87
methodologies. I believe this plan will be effective to ensure that I improve this
disposition.
88

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Management Notebook

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Classroom Management Notebook

Reading Assignment Chapter 2

SUMMARY OF STATEMENTS OR QUOTES FROM MY THOUGHTS, REFLECTIONS, RESPONSES

Works. Research-Based Strategies for Every Teacher. Alexandria, VA: ASCD

Reading Assignment Chapter 4

SUMMARY OF STATEMENTS OR QUOTES FROM MY THOUGHTS, REFLECTIONS, RESPONSES

Karb. (2010, October 31). Differentiated Discipline. Positive Behavioral Intervention: A

Other information such as attendance requirements, fees, policies and such

administration policies for sexual harassment and punishable offenses.

Works. Research-Based Strategies for Every Teacher. Alexandria, VA: ASCD

Guldbrandsen, M.C. (1998, September). A Democratic Approach to Classroom

Management. ACSD. Retrieved from: http://www.ascd.org/publications/classroom-

TPA Remediator Insights:

December 15, 2016

Once I began to consider the difference between exhibiting these dispositions

naturally or in work settings, I realized that having self-awareness, initiative, or respect

in a classroom setting. While I may be good at some things in my personal or previous

my ability to adapt easily to changing situations and environments. Before studying

education, I received a communications degree and my previous work experience has

mainly been communications. My experience writing for a myriad of clients and

Another disposition that I think will help me greatly is my adaptability. I have

professional development and education.

graded with comments about my plans being a bit over-packed or ambitious.

I completely understand that this is something I am going to have to work on but I

students will learn in.

instructional strategies specifically for my students. Knowing my students well and

me to plan further lessons on content like cellular respiration or photosynthesis where

advanced chemistry concepts are utilized.

An attainable goal for further developing this disposition is continual adjustment.

simple instructional strategies such as direct instruction, group work, think-pair-share,

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