to view my brochure - Ball State University

 Classroom Management and Discipline Discipline Procedures Classroom Rules/ Rewards (1) Do as the teacher says the first time that you are told. (2) Raise your hand when you need the teacher’s attention. (3) Keep all bodies and objects to yourself. (4) Respect others. Be quiet and listen while others are talking. (5) Use p ositive language. If no offenses are made that day, you will receive a sticker. If you show exceptional behavior, you will receive a sticker. Once you have collected a certain n umber of stickers, you may turn them in for a prize from the treasure chest! The students, based on their interests, will choose the prizes. The first offense: You will be given a verbal warning from the teacher. The second offense: You will place a check next to your name in the teacher’s binder. The third offense: You will lose a privilege. The fourth offense: You will be given a “My Action Plan” paper to fill out. The fifth offense: You will be given a conference with the teacher, the principal, and your parents. **SEVERE OFFENSES WILL BE SENT IMMEDIATELY TO THE PRINCIPAL’S OFFICE! Miss Katelynn Roman 233 S Salem Drive Schaumburg, IL 60193 kmroman@bsu.edu Katelynn Roman Ball State University Elementary Education/ Reading 1
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My Philosophy of Education I believe that students’ minds are composed of puzzle pieces, each having a part to do with their education. With one puzzle piece missing, the picture is incomplete and therefore can never be successful. Likewise, if one piece of a student’s mind is missing then they can never be as successful as their full potential. Each of these components (motivation/inspiration, parent involvement, and teacher’s attitude/curriculum) is essential to the success of the student. Theorists and Researchers that I Identify with The first theorists that I identify best with are Redl and Wattenberg. Redl and Wattenberg focus a lot on the importance of roles within the classroom, which I believe are essential to successful classroom management. The teacher must be a good representative of society, judges, helpers, detectives, caretakers, ego supporters, leaders, and friends. On the other hand, student roles may vary from person-­‐to-­‐
person. Students may be a leader, follower, clown, instigator, or a scapegoat. Each of these roles for students and the teacher are essential for the classroom dynamics. Another theory that Redl and Wattenberg propose is the use of influence in the classroom. The teacher can influence students by using punishment, sending signals, proximity control, offering situational assistance, and appraising reality. The second theorist that I identify most with is Dreikurs. Dreikurs focuses his work a lot on using logical consequences rather than punishments. These consequences may be positive or negative, but his belief relies on the importance of the teacher role in the classroom. According to Dreikurs, teachers should use encouragement and speak positively in order to motivate students. When a negative event happens, teachers have two options: a natural consequence or a logical consequence. Dreikurs believes that logical consequences are best fit to the crime and help students correct and learn from the negative behavior better. For example, if a student writes something mean on someone else’s desk, a natural consequence may be for the teacher to send that student to the principal’s office after apologizing for the crime, but a logical consequence would be to have the student wash the desk and apologize. Although Dreikurs theory is not easily implemented, I think that it is much more effective and provides children with a learning experience rather than just receiving a punishment. http://tykakiki.blogspot.com/2013/01/the-­‐redl-­‐
wattenberg-­‐discipline-­‐model.html http://olameegdcequared.blogspot.com/2013/0
1/logical-­‐consequences-­‐dreikurs.html