This does not mean that parents have no rights to what happens to their child while they are at school but this allows school to guide student behaviors though discipline. This idea is called in loco parentis (pg. 378). This concept was once more important in schools than it is now but it has brought forth it idea that no matter the student, disabled or not, there needs to be a certain level of responsibility put on all students for their behaviors when they are at school. This would be a great chapter of the book for parents to read because it would help them to understand why the school is doing what it is doing.
Running head: A COMPARISON OF DISCIPLINE MODELS A Comparison of Discipline Models Grand Canyon University: EDU – 450 January 13, 2013 A Comparison of Discipline Models | Wong’s Pragmatic Classroom | Kagan’s Win-Win Discipline | Morrish’s Real Discipline | Strengths | * Establishes classroom management from the first day of school. * Establishes procedures which students are expected to follow and are able to rehearse until they become routine. * The procedures are divided up depending on the time of day which improves the organization and flow of the classroom. * This type of classroom focuses on classroom management, consistency, procedures, and routines. | * Teachers, students, and parents work together to achieve success.
Since, I have been thinking of different ways of creating environments, seeing children’s strengths, abilities, and communicating with families during this class, I am going to briefly discuss two things I plan to implant in my professional experience. First, I would have a discussion with my supervisor and staff to come together to help enforce more universal design learning our facility. UDL is As I read the statement in “Early Childhood Inclusion: A Summary”, I came up with the conclusion of what the creation of a sense of belonging and membership, positive relationships and reaching full potential means when working with all young children and families. First, I would make sure that my classroom environment accommodates all my students and the parents feel comfortable with their child in the environment also. Throughout my teaching career and working with all children and families I have discovered that the best
By incorporating uniforms into schools administrators can create an environment where education can prepare children for the future, eliminate the vast differences in social classes and teach the children of tomorrow how to respect their surroundings. With a great amount of emphasis being placed on current trends, many students and parents seem to get lost in the purpose of education. They lose the understanding that school is not a place to learn about socialization skills, but a place to prepare children for the future. Uniforms can prepare students for life after education, in which most of them will be expected to dress accordingly and to adhere to a corporate dress code. Once children
| Comparison of Discipline Models: Wong’s, Kagan, Kyle, & Scott, & Morrish | GCU:536 | | Ja’Net Smith | 6/19/2012 | | Model | Strengths | Weaknesses | Advantages | Disadvantages | Agree/Disagree | Wong’s Pragmatic Approach:This model focuses on student achievements through classroom procedures and management. | •Specific set of procedures must be taught 1.teacher must explain and show students the procedure 2. teachers allow students to rehearse the procedure with them 3. teachers reinforce the procedure until the students know how to do the procedure ).•Procedures and classroom management should begin as soon as preplanning and continue throughout the first days and for the remainder of the school year | •Students may not grasp all procedures and therefore student teacher relationships are not created•Some needs of the students are vague and more attention is focused on how the teacher can be successful | •Shows how teachers can have control over their classroom from day one regardless of what age group is being taught.•Shows how teachers can obtain order, discipline, management and procedures in the classroom | •Individual student needs are not looked at and unexpected events that could occur in the classroom are not addressed.•Teachers may have problems implementing parts of this model due to student’s different behaviors.•Using this model teachers may find themselves overlooking how to help students develop individual potential skills. | I agree with this model because Charles (2008) states that Wong’s pragmatic approach through procedures shows that student’s achievement is associated with good teacher classroom procedures from the first day of school. | Kagan, Kyle, & Scott Win-Win Discipline:This model looks into ways to meet the needs of students by allowing students and teachers to work together to handle behavior
The teachers are able to take teaching to new levels by innovative curricula, which mean a new way style of teaching by thinking outside of the box by more hands on and skipping around and make it work for the teachers’ class. The teachers and students create personal learning goals together too (Julian Charter School, 2014). Another great teaching style that the teacher use is by teaching with life skills and base the lessons around what the children are into or what their interests are
When a shared set of beliefs— particularly a set that includes the core beliefs of high-poverty, high-performing schools—has not been established, the school vision is distorted or destroyed by the individual, pervasive beliefs within the school community. For this reason, it is crucial that the school principal believes and declares the belief that all students can learn. Creating a culture of learning By cultivating an environment of trust and integrity and demonstrating good leadership through effective communication, excellence, responsibility and the spirit of entrepreneurship I will set an example and develop the same qualities in my staff and students so they too will thrive when facing challenges. Monthly climate surveys will be conducted for staff to give me feedback on my performance as an administrator. I will take all comments into consideration and improve on any shortfalls I may have.
Preventing Teacher Burnout Preposition 3 of the National Board of Professional Teacher Standards (NBPTS) states that teachers are responsible for managing and monitoring student learning (Walden, 2008). This means that high performing teachers are expected to deliver effective instruction; engage students to ensure a disciplined learning environment; know how to assess the performance of individual students as well as the class as a whole; use multiple methods of measuring student growth and understanding and be able to clearly explain student performance to parents (Walden, 2008). Teachers, regardless of their level of commitment or dedication, face challenges at some point in their career that affect their ability to manage and monitor student learning (Kottler, 2005). Some to these challenges include constant bureaucratic restructuring; the nature of the system; feeling of indignity due to the lack of respect from parents, students, and the public (Nieto, 2003); backbiting and lack of support from colleagues; unsupportive friends or family; lack of adequate time and space to effectively perform duties; as well as personal emotional and insecurity issues (Kottler, 2005). When teachers find it difficult to deal with the demands of being a professional educator, burnout or rustout may result (Kottler, 2005).
An ongoing debate that seems to be at the center of much attention is whether community service should be mandatory in America's high schools. Numerous schools across the country have mandated that in order for their students to graduate, they must complete a predetermined amount of community service. This action though has been met with opposition from various groups who have denounced its mandatory enforcement. Proponents of mandatory community service argue that it helps build leadership skills in students and better prepares them for future jobs in which leadership is valued. It also serves as a symbiotic relationship between the volunteer and the recipient.
Dress Codes in Schools Kelly Mennillo Com/220 Due: 4/22/12 Kelly Munoz Some people believe that our schools should require their students to adapt to a dress code to improve student behavior, enhance students’ self-confidence, and reduce differences among socioeconomic levels. Others may say that policies enforcing dress codes, or requiring school uniforms violate students’ First Amendment rights, and suppress individuality. The argument over school dress codes and school-uniform policies continue to rage in the meeting rooms, administrative officers, and classrooms of public schools throughout the country. School officials place dress code policies so there will be orderly dressing amongst the students’. Dress codes are important, but they are troublesome at the same time.