STUDENT DIVERSITY & CLASSROOM MANAGEMENT

Student Diversity and Classroom Management Tamara P. French Grand Canyon University: EDU-536 Classroom Engagement and Management December 13, 2011

STUDENT DIVERSITY & CLASSROOM MANAGEMENT Introduction For this assignment we were asked to consider the classroom management strategies we have studied so far in this course. Choose five of them and explain how each strategy is more appropriate for specific developmental levels and how each strategy encourages critical thinking in students. The five classroom management strategies I will discuss- in addition to hypothetical situations of eachare, Wongs Pragmatic Classroom, Kagen, Kyle and Scott's Win-Win Discipline, Curwin and Mendler's Discipline With Dignity, Morrish's Real Discipline and Canters Behavior Management Cycle. Wongs Pragmatic Classroom is best when used for students who are at a low or moderate developmental levels. There is no critical thinking involved with this strategy. The students are not allowed much room for individualized strategies. They are told what to do, trained how to do it and when to do it. Bs eighth grade teacher has trained all of his students that at 2:35 each day they are to begin cleaning the classroom and performing there assigned duties. They have been trained to next place their textbooks under the desk and place all personal items on top of the desk and remain quiet. at they have been trained to stand up and push their chairs in. Next, students wait for the teacher to call 1st bell, 2nd, bell, & 3rd bell students, in that order for dismissal. The students have been trained that no one gets out of their seat until their designated bell signal. Kagen, Kyle and Scotts Win-Win Discipline is best suited for students who are performing at a moderate of high level of development. The main goal of Win-Win Discipline is to help students develop long-term, self managed responsibility. (Charles 2008). It supports critical thinking because students assist with creating the class rules. They also acquire intra-personal skills

STUDENT DIVERSITY & CLASSROOM MANAGEMENT such as anger management, empathy and self-motivation. K is a student in Mrs. Kings Algebra II class. A a new objective has been introduced and K is becoming discouraged because she doesnt quite understand it. She begins to cause a disruption by telling her classmates that she think, This junk is stupid! Mrs. King gives K a verbal reminder that her behavior is breaking the class rules. She then reminds the entire class of the class rule that reads: When you feel you dont know a thing, you can always ask Mrs. King. Another student, J, raises his hand and offers to assist K with the assignment. Mrs. King thanks J and allows him to help K. Curwin and Mendlers Discipline With Dignity is appropriate for all levels of development. It has been found to work well with students who have been labeled as having attitude problems and being at risk of dropping out of school (Charles, 2008). Discipline With Dignity is highly effective in promoting critical thinking through its emphasis on responsibility as opposed to obedience. In lieu of doing what they are told, students learn to rationalize the best solution for each situation. When a student misbehaves, they are asked to think about what they were doing, what will happen if they continue doing it and what they can do differently next time. (Delisio, 2009). J has a recurring habit of listening to his iPod in Mr. Cunninghams history class. Several threats to confiscate the iPod have been met with aggressive behavior from J. On one specific occasion Mr. Cunningham decided to question J about his constant need for the device. J stated that listening to music helps him focus on his work. Mr. Cunningham then tells J that if he promises to only listen to his iPod during seat work time he would allow it. The following day while Mr. Cunningham was instructing class, J left his iPod on his desk and during seat work he listened to his music.

STUDENT DIVERSITY & CLASSROOM MANAGEMENT Morrishs Real Discipline is appropriate for students at all levels of development. It starts by teaching very young students or students at a low level of development to accept adult authority and comply with it automatically. (Charles, 2008). Next, it focuses on student behavior. It focuses on teaching students the skills, attitudes, and knowledge needed for cooperation, proper behavior and increased responsibility. (Charles, 2008). This is a necessary lesson for students at low or intermediate levels of development. Lastly, it emphasizes student choices. A portion of being a teacher is to help them develop self-discipline and the ability to make good decisions. This too is a necessary lesson for intermediate or advanced levels of development. It promotes critical thinking because as students develop, they become more cognizant of their choices and consequences. S is a student in Mr. Greers 8th grade science class. He has very little interest in school or any form of academics. His few submitted assignments are always messy and often illegible and incomplete. This type of behavior has been accepted of S in the past. Mr. Greer makes sure S knows that he cares about his performance in school. Mr. Greer lets S know that he will no longer accept work that is illegible, messy, and incomplete. After a few non-graded (due to their appearance) assignments, S finally begins to take pride in his work and developed a renewed confidence in his performance. Canters Behavior Management Cycle is most appropriate for students who are at a low level of development. There is no promotion of critical thinking. They are provided with specific instruction for all basic tasks and activities. If the students do not adhere to the rules, the instructions are reiterated with a personal verbal reprimand. The other students then demonstrate the proper behavior. If the student still does not begin to follow the rules, benefits are lost. M is a student in Ms. Hendersons sixth grade class. Every day, after finishing assignments,

STUDENT DIVERSITY & CLASSROOM MANAGEMENT he wanders around the room, starting conversations instead of remaining in his seat. On a Monday, after reading, Ms. Henderson instructs the class to return to their seats without wandering the classroom and starting conversations. Once again, M does not comply with the instructions. The next day, Ms. Henderson gives the class the same directions after reading and she makes it a point to mention M by name. M still does not adhere to the instructions. The following day while giving the same instructions, Ms. Henderson informs M that due to his inability to follow instructions, he has forfeited 5 minutes of recess. The following day, to avoid losing anymore break time, M finally complies with Ms. Hendersons instructions. Conclusion At any stage of development there is an appropriate behavior management strategy. Wongs Pragmatic Classroom and Canters Behavior Management Cycle are suitable for developmentally low level students. Morrishs Real Discipline is fitting for all developmental level students. Curwin and Mendlers Discipline With Dignity is suitable for students at all levels of development but has been successful with students who have identified attitude problems or a drop out risk. Kagen, Kyle and Scotts Win-Win Discipline works for students who are high level development.

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References Charles, C. and Senter, G. (2008). Building Classroom Discipline (9th ed.). Boston,Massachusetts: Allyn and Bacon/Pearson Education, Inc.

Delisio, E. (2008). Discipline with dignity. Education World. Retrieved from http://www.educationworld.com/a_admin/admin/admin534.shtml on September 26,2010.