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Methodology of Preventing Classroom Discipline Problems

Presented by 

Trisha Johnson,  Veteran Biology Chemistry Instructor,  Mahopac High School, Mahopac, New York

 

 This program is designed to support teachers in developing "Domain 2: The Classroom Environment"
•Creating an Environment of Respect and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space  

This course is focused  to help guide all level of novice and veteran instructors with dealing with classroom discipline problems. This program is based on the realization that helping teachers prevent discipline problems requires more than offering theoretical explanations and “do this-solutions” to the problem. The course is designed to  train teachers’ perceptions   and behavior so they can be more effective and competent , and yet can react spontaneously according to their own style in the classroom. Upon completion participants will determine methods which they can use to lower the probability of disruptive behavior in their classroom from evaluating and changing methodology used in their classroom. The course also deals how to protect their classroom presentation from being effected by disruptions from outside the classroom.

The program helps teacher recognize the different teacher and students personality and learning modalities which play a role on learning.

I developed this course from my 20 years of teaching experience spanning within  three diverse social-economic  school districts.

 

Session #1- Session # 2- Session # 3 Session # 4 -

 

Understanding the Problem and the Proper Approach

·         Why Many Attempts Have Been Inadequate

o   Summary and Critique of the Literature

o   Recent Developments

·         Identifying “A Discipline Problem versus a Miscall”

o   Types of classroom Problems

o   Examples of Discipline Problems

o   15 Typical Miscalls

Participants will be given case studies and literature about recent research on discipline behavior issues to read. Each participant  will describe  a discipline behavior problem they have encountered and these will be used as test cases throughout the course. They will be assigned to pick five miscalls they did or could have done from their classroom presentation for discussion at the next session.

 

 

Sources of Disruptive Behavior

·         From outside your classroom

o   Childhood to Adolescence

o   Home and Peers

o   From the other parts of the building

 

·         From the environment of your classroom

o   Physical environment

o   Seating Arrangement

o   Procedures

§  “do now”

§  “posted Rules”

§  “routine”

§  “calendar, list of topics, plan”

§  ‘lesson plan order’

§  “warm up”

§  “latecomer policy”

§  “homework policy”

§  “grading System”

§  “bathroom policy”

o   Poorly Equipped

 

 

Interactions Between You and  Your Students

bulletTop 15 Typical Miscalls
bulletBeing incongruent and inauthentic
bulletBeing inconsistent
bulletBeing inappropriate
bulletBeing unfair

Participants will be asked to recognize their feelings and needs that may cause them to make miscalls. They will be asked to list the rules they try to enforce in their classroom and reprimands when the rules are broken. They will be asked to identify the rules they truly believe are important. They will perform exercises that will show how gestures, dress attire and other “ natural habitat vs. classroom behavior can be interpreted as being incongruent. The participants will be asked how they present themselves in the classroom verses how they interpret themselves as a person. They will be asked to rate themselves as being consistent in enforcing the rules they have listed. The participants  will be asked to list the items they ever heard their students state was unfair. The participants will be given a check list of Miscalls, Incongruent Behavior, Inconsistent Behavior, Inappropriate Behavior and typical Unfair behavior to be used in the classroom as a self analysis.  Participants will be given a checklist to be used to analyze a colleagues first ten minutes of presentation.  The data from the check lists will be discussed at the next session.

 

 

Delivery of the Lesson Plan

bulletIncongruent Content
bulletNot Being Affective Enough
bulletNot Being Actional or Experiential Enough “ Hands On”
bulletNot Being Inductive Enough
bulletNot Being Interactive Enough
bulletLack of a Felt Sense of Order, Rewards, and Momentum
bulletMismanaged Distribution of Attention
bulletNot assessing Comprehension

All data from past sessions will be discussed. Participants will perform exercises on recognizing their incongruence regarding the subject matter they teach, lack of affect in their lesson plans, evaluating how actional are their lessons, how inductive, interactive, and methods of assessing comprehension.

The "Briggs and Myer" teacher and student personality analysis will be discussed.

 

Date: June 29th- July 2nd, 2015

Time : 8:00 AM-3:30 PM 

Cost:  $395.00 (Lunch Provided on first day only)

Place: Science Wing, Mahopac High School, Mahopac, New York

Sponsored by: PWISTA and the  College Board

Credit : A 30-hour certificate toward in-service credit will be issued for use according  to your school district’s policy.

 

Manhattanville College - Three Graduate Science Education Credits available upon  completion of Project  at an additional cost.

For college credit information link

Directions to Mahopac HS

Local Housing Accommodations ( approximately 20 to 30 minutes from HS)
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Peekskill Inn

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Hilton Garden Inn, Danbury, Conn.

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Hilton Garden Inn, Fishkill, NY

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Hampton Inn, Fishkill, NY

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Holiday Inn, Fishkill, NY

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Holiday Inn, Mt Kisco, NY

Local Housing Accommodations ( approximately 5 minutes from Mahopac HS)

Budget Motor Inn, 215 Route 6, Mahopac, NY 10541 845-628-6991 A map of 421 Baldwin Place Rd, Mahopac, NY 10541. Click to see the map on MSN Maps & Directions

 

 

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