Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 11/The Scoop From Someone Who Knows/Peer Review Two

Also, establish rules for basic situations to keep order in classroom. Examples: passing papers, going to bathroom, sharpening pencils, and safety routines. SOME EXAMPLES WOULD BE...... INSTEAD OF JUST EXAMPLES: PASSING PAPERS.........

Disruptive Students

Being a new teacher with a class of 20 students can be overwhelming. But, usually just a small number of students will disrupt class. This is a difficult situation for teachers and more so for other students. Time spent on inappropriate behavior takes time away from teaching and causes distractions. (Teaching and Learning: Disruptive Students).

There are 3 key ideas in handling disruptive students:

(How to deal with disruptive students) WHAT DOES THIS MEAN?
 * Know your students
 * Use the schools resources
 * Use practical application in discipline

Knowing your studentS and being able to relate to them is very important. Their background, family life, interests, hobbies, talents etc. will help with the communication process. Parental involvement is also important. Talking with the guidance counselors, and previous teachers can also help in knowing your students and might shed some light on their behavior. Using these resources can help you to better understand how to handle a disruptive student. Finally, apply practical discipline. Find something "important" for the student to do and take the focus off of inappropriate behavior.

Praise the child in front of classmates. THIS STATEMENT COULD BE ADDED TO THE PREVIOUS PARAGRAPH. IT'S CURRENT PLACEMENT MAKES IT LOOK LIKE IT'S OUT OF PLACE.

Scoop From Someone Who Knows

Beth Close has been a Kindergarten teacher for 12 years. I asked her the following questions. What is the hardest part about managing your classroom? She said, "Meeting the individual needs of each student at the same time. Every child is different, and learns in different ways." How do you handle disruptive students? She said there was a variety of strategies she has used over the years. One that has worked well for her is using a piggy bank with pennies as a reward system. The student receives a penny each day for good behavior. At the end of the week they get to buy something out of the treasure chest. This gives students an incentive to have good behavior. She said, "Students with inappropriate behavior first receive a warning, time out, note send home, phone call home, and finally removed from the class." She has also used the old fashioned name on the board routine, and a color system...red light/green light. I also asked her What would you do if a student refuses to do what you ask? Beth said this automatically called for time out for 5 minutes. She said there was no tolerance for this kind of behavior. The last question I tossed at her was concerning how students treat each other. What would you do if students were being disrespectful to each other? This situation called for the child to be removed from the classroom and to sit alone for a few minutes. Beth said that consistency was key as well as same punishment and reward for each student.

It is refreshing to get the scoop from someone already out in the field living the experience everyday. We imagine what the classroom setting will be like, but will not really know until we are there ourselves. The information provided is meaningful in that she already knows what works and what does not. It was nice to see that all of her answers were parallel to what the research says. Being consistent and fair and it was interesting to hear about all the different ways to promote good classroom discipline.

Conclusion

It seems that the phrase "expect the unexpected" really applies in managing a classroom. As teachers, we need to be flexible in responding to the unexpected. We also need to be consistent in the application of discipline, not raise our voice and try to remain calm and rational. Be fair to all students. The combination of establishing clear expectations for rules and procedures, and providing consequences with incentives or by punishment and learning the best ways to handle disruptive behaviors are the important issues in managing an effective classroom. We need to evaluate each circumstance and ensure that the punishment fits the crime.

Questions

1) Which is one of the four areas of classroom management?
 * a. grade assignments ASAP
 * b. being mobile in classroom
 * c. establishing classroom climate
 * d. begin class on time

2) Which is NOT a way to deal with disruptive students?
 * a. apply practical discipline
 * b. arguing with students
 * c. use school resources
 * d. know your students

3) In class, Mason is talking and not paying attention. What would you do?
 * a. threaten him to be quiet
 * b. call his name and humiliate him
 * c. ignore him and keep on teaching
 * d. call on him to read next sentence/paragraph

4) During storytime Gayle will not sit still she is distracting other students. You should?
 * a. let her help you hold the book
 * b. make her leave room
 * c. keep telling her to sit down
 * d. allow her to keep disrupting class in order to not make it worse

Answers: 1)C 2)B 3)D 4)A

References

1) Atherton, J.S.(2005) Teaching and Learning: Disruptive Students. Retrieved June 4, 2009 from http://www.learningandteaching.info/teaching/cm_disruptive.htm.

2) Classroom Management.(n.d.) Retrieved June 4, 2009 from http://www.nea.org/classmanagement/discipline.html.

3) How to deal with disruptive students. Retrieved June 4, 2009 from http://www.teach-nology.com/tutorials/teaching/disruptive.

4) Marzano, R.J.(2003a). What works in schools. Alexandria, VA: ASCD.

5) Marzano, R.J. (with Marzano, J.S., & Pickering, D.J.)(2003b). Classroom Management that works. Alexandria, VA: ASCD.

6) Zauber, Karen. Management Tips for New Teachers. Retrieved June 4, 2009 from http://www.nea.org/bare/print.html?content=/bare/13691.htm.

Multiple Choice Questions

 * 1) What does each question assess: knowledge or reasoning (application of knowledge)?
 * 2) Question 1 __KNOWLEDGE__________
 * 3) Question 2 __KNOWLEDGE__________
 * 4) Question 3 __APPLICATION_________
 * 5) Question 4 __APPLICATION_________

Answer the following questions about the multiple-choice questions.


 * 1) Are there 4 multiple-choice questions? _YES__
 * 2) Do they each have four answer choices (A-D)? _YES_
 * 3) Is there a single correct (not opinion-based) answer for each question? _YES_
 * 4) Do the questions assess the learning target? _YES_
 * 5) Are the questions appropriate and reasonable (not too easy and not too difficult)? _YES_
 * 6) Are the foils (the response options that are NOT the answer) reasonable i.e. they are not very obviously incorrect answers? _YES_
 * 7) Are the response options listed in alphabetical order? _NO_
 * 8) Are correct answers provided and listed BELOW all the questions? _YES_

Please make a comment about the multiple-choice questions. If you answered "No" to any of the questions above, please explain how the author can improve the question/s.

Comment: YOU DON'T NEED TO CHANGE ANYTHING FOR THE ARE THE QUESTIONS IN ALPHABETICAL ORDER ITS NOT NECESSARY.

Part 2 - Ratings
LIST and EXPLAIN your rating for each of the four criteria.

 Importance:
 * I rated this article _5_ for importance because CLASSROOM MANAGEMENT IS ONE OF THE THINGS THAT AFFECTS ALL TEACHERS IN EVERY CLASSROOM IN EVERY SCHOOL IN THE ENTIRE COUNTRY.

Interest:
 * I rated this article _4_ on interest because THERE WERE NO VISUALS BUT THE SIDEBAR WAS VERY GOOD. INCLUDING A SITUATION THAT A TEACHER CAN ACTUALLY SEE HAPPENING WAS A GOOD IDEA.

Credibility:
 * I rated this article _5_ for credibility because THE REFERENCES THAT WERE CHOSEN WERE VERY GOOD.

Writing skill:
 * I rated this article _5_ on writing because THE ARTICLE WAS WRITTEN VERY WELL WITH FEW GRAMMATICAL ERRORS.



HIGHLIGHT SPECIFIC POINTS IN THE RUBRIC that apply to the article. To do this: Highlight sections with the cursor and use the BOLD icon above OR type ''' (3 apostrophes) before and after the text you want to make bold

Part 3 - "2+2"
List TWO compliments and TWO suggestions about the article content
 * Hints:
 * Focus on the work, not the person
 * Describe "There is...", "I see.." rather than judge "You didn't..."

Compliments  . I thought that your article was put together very well. . It also consisted of very good points, and your use of situations made the article very interesting.

 Suggestions  . There were a couple times when you could have combined sentences but you made them two separate sentences. . Your sources could have been different 

You can make compliments and suggestions that relate to specific areas of the paper or to the paper in general. I suggest a mixture of both. Focus on what's most important. Of course, you can also include more than two suggestions and more than two compliments. The goal is to help the author improve his/her article.