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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-
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Session # 3
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Session # 4 - |
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Understanding the Problem and the Proper Approach
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Why Many Attempts Have Been Inadequate
o
Summary and Critique of the Literature
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Recent Developments
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Identifying “A Discipline Problem versus a Miscall”
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Types of classroom Problems
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Examples of Discipline Problems
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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.
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Sources of Disruptive Behavior
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From outside your classroom
o
Childhood to Adolescence
o
Home and Peers
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From the other parts of the building
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From the environment of your classroom
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Physical environment
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Seating Arrangement
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Procedures
§
“do now”
§
“posted Rules”
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“routine”
§
“calendar, list of topics, plan”
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‘lesson plan order’
§
“warm up”
§
“latecomer policy”
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“homework policy”
§
“grading System”
§
“bathroom policy”
o
Poorly Equipped
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Interactions Between You and Your Students
 | Top 15 Typical Miscalls |
| Being incongruent and inauthentic |
| Being inconsistent |
| Being inappropriate |
| Being 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.
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Delivery of the Lesson Plan
| Incongruent Content |
| Not Being Affective Enough |
| Not Being Actional or Experiential Enough “
Hands On” |
| Not Being Inductive Enough |
| Not Being Interactive Enough |
| Lack of a Felt Sense of Order, Rewards, and
Momentum |
| Mismanaged Distribution of Attention |
| Not 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.
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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
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