Methodology of Preventing Classroom Discipline Problems
Presented by
Mark Langella , Veteran
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. The systems I developed in my classroom is based on a graduate course I have taken in graduate school from Professor Dr. Howard Seeman. He is the author of the book “Preventing Classroom Discipline Problems”.
| Session #1- Saturday, June 16th,
8:30 am- 12:00 pm |
Session # 2- June 16th,
1:00 pm - 5:00 pm |
Session # 3 Saturday, June 23rd, ,
8:30 am- 12:00 pm |
Session # 4 - June 23rd,
1:00 pm - 5:00 pm |
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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.
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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
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Interactions Between You and Your Students
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
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: Saturday ,June 16th and June 23rd , 2012
Time : 8:30 AM-5:00 PM
Cost: $395.00
Place: Course is completely online using Coursesites.com
Sponsored by: PWISTA
Credit : A 15-hour certificate toward in-service credit will be issued for use according to your school district’s policy.