Lut1 Task 1

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Presentation Outline
I. Introduction

1. Effective discipline is a challenge for all educators.
A. “The issue of discipline, also referred to as classroom management, continues to surface as one of the most challenging problems in education today.” (Conte 1994)

B. Use discipline as a teaching tool so students benefit and learn stability, order, respect and values of law.

2. Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, and encourage and reinforce positive behavior.

II. Body

1. Set clear and firm rules and expectations that leave little room for interpretation.

A. Start the school year by setting clear rules.

1. “The formulation of classroom rules from the beginning of the year has been found to be one of the most important components of effective discipline.” (Greiger 2000)

2. Involve students in the rule making process.

3. Discuss rules, making sure students understand their meaning.

4. Be prepared to change rules if they are not working.

B. Use your own morals and values to build positive expectations.
1“The most effective and respected teachers express their beliefs, demands, and expectations within the context of clear values and goals that benefit learning.” (Curwin, Mendler 1997)

2. Use a mission statement to define what you desire and expect.

3. Give age appropriate expectations, so goals are attainable.

C. Use positive language to promote desired behavior.

1. Rules and expectations should tell students what to do instead of what not to do.

2. “Effective teachers communicate in a way that promotes what is desired, rather than what is not desired.” (Warren 2005)

3. Be the example of positive behavior for students.

2. Enforce limits of rules with fair and effective punishments.

A. Hold students accountable for their actions.

1“They [teachers] hold students accountable by expressing approval and disapproval, and they seek consequences that teach each student a connection between what they have done and what happens as a result of those actions.” (Curwin, Mendler 1997)

2. Enforce broken rules immediately

3. Focus on the rule, not the problem.

B. Use action to enforce rules
1. “Teachers must use action, not anger to control behavior.” (McDaniel 1994)

2. Action should be swift and firm, with no negotiation.

3. Use a variety of consequences and vary them for different students.

4. Be consistent with students.

C. Communicate effectively with students.
1. Have a one on one conversation to identify the problem.

2. Explain wrong doing when enforcing discipline.

3. Give feedback on negative behavior; include ways to change and improve. +
4. “Through conversation and social interaction with more capable adults and peers, students can negotiate ways to reach an understanding and/or a solution to the problem at hand.” (Geiger 2000)

3. Reinforce and encourage positive behavior.

A. Encourage positive behavior.

1. “The teacher must set the standards and go about efficiently and consistently shaping the appropriate behavior.” (Glickman and Tamashiro 1980)
2. Be a positive influence, but do not force change.

3. Empower students to make good choices on their own, while recognizing the consequences of the wrong choices.

4. Ask questions before a rule is broken that require thought and reflection.

B. Reinforce positive behavior in a way that encourages students.

1. Know the difference between a mistake and misbehavior-mistakes happen while learning, while misbehavior is intentional.

2. Recognize good attitudes and the desire of students to learn.

3. Reward good behavior-a reward is...
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