There are five major goals for this module. Upon completion of this module, you should be able to do the following:
This module will address the following critical questions:
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Philip is a sixth grade student who is incredibly bright. He loves to work on the computer and on a variety of art projects. His classmates are very good at problem solving in groups and enjoy working together as a class. Philip's teacher, who has been with the class since the beginning of the year, has to move out of the state unexpectedly. She has worked hard to implement classroom management strategies that encourage her students to appreciate each other as unique individuals and effective problem solvers. She is very committed to this class and concerned about leaving.
Philip's teacher wants to ensure that the positive classroom climate she has established will continue and is keeping this in mind as she works with the principal to find a new teacher. She has included interview questions about classroom management strategies and the values and beliefs the interviewees have about controlling student behavior. Philip's teacher is looking for someone who knows how to adapt instruction to increase intrinsic motivation, allow students to exert control over their environment by making important decisions, and tap into the creative energy of her students.
When the day comes to make a decision, Philip's teacher calls the most likely candidate into her classroom for the final interview. Philip and the other students are excited about meeting the new teacher and having an opportunity to participate in the interview process. The students have come up with a list of questions they want to ask their prospective teacher. The teacher cooperates, laughs, and seems to get a long well with the students. When the teacher observes the students becoming distracted and talking amongst themselves, he redirects them by saying "So, can I ask you some questions now?"
In this lesson, you will learn key issues related to effective classroom management, specific classroom management strategies that prevent problem behavior, and how to improve your classroom management skills over time.
Top of Page | Bottom of PageLarry is the principal of a rural school with 325 students between grades five and twelve. The teachers from the local elementary school have sent word that the incoming fifth graders are engaging in several types of problem behaviors, defiance being the most serious. In addition to the rumors about the incoming students, the school district has just sent out a memo announcing that students receiving support from the Special Education Department will now be attending regular education classes throughout the entire day. All of the teachers will now have a role in developing Individualized Education Programs.
Larry is beginning to plan for the upcoming year and wants to make sure that all of the school personnel will receive the support they need to adjust to the new changes. All of the teachers have concerns about the time and resources that will be needed to learn how to work within the restructured environment. Larry wants to make sure that the school staff development team can create the training opportunities and support systems necessary to decrease the undeniable amount of pressure that he and his teachers are experiencing.
The staff development team will be meeting in the next few weeks and Larry is unsure of how to proceed. Where should they start? How can they make staff development a worthwhile event for teachers who are already so busy? How will the school be able to support new teachers during this transition period? What kind of planning should take place before the staff development team meets, or before the teachers come back to school for the new school year?
In this lesson, you will learn why it is important to find schools that value staff development and ongoing learning, what effective staff development strategies can be used to introduce new initiatives into your school, and how these strategies relate to the unique staff development issues in positive behavioral support.
Top of Page | Bottom of PageHelen is the special education director for a suburban school district. During a recent conference, she attended a presentation describing how an elementary school in another district implemented a highly effective school-wide discipline plan. The results of their efforts included decreases in problem behavior, increases in academic achievement, and the creation of a positive school climate. Helen talked to several members of the elementary school attending the conference including the principal, a student, and several teachers.
After the conference, Helen met with the superintendent in her own school district to tell him about what she had learned. The superintendent expressed interest and indicated that she had the support of the district administration. Helen called one of the local principals to tell him about how positive approaches can be included in school-wide discipline. She also showed him the handouts from the conference and discussed the results her colleagues had reported. Although the principal was intrigued, he expressed concern that there would be some resistance from the school staff. The principal suggested that they set up a meeting with some of the teachers to discuss the issue further.
The teachers that Helen and the principal met with were concerned about implementing another initiative. However, they were also aware of the gradual increase in office referrals and decline in test scores that had occurred over the past few years. The teachers agreed that they wanted to learn more about positive approaches to school-wide discipline and to build it into their staff development system. What strategies should the teachers use to assess their school needs? What strategies can be used to implement a school-wide discipline plan? How can teachers and administrators feel confident that a school-wide discipline approach will be effective for their school?
In this lesson, you will learn about the key features of school-wide discipline, the importance of ongoing assessment of a school-wide discipline plan, and the issues related to the implementation and evaluation of school-wide discipline efforts.
Top of Page | Bottom of PageEach of the three lessons will include readings to supplement the lesson topic, an outline and notes on the topic, and a glossary. In each lesson will be links to an Activities section, a Directed Questions section and an Assessment section.
In a 3-page paper discuss several reasons why a collaborative process is an important factor in the success of a school-wide discipline plan. What are the critical features of school-wide discipline? How would you assess the effectiveness of a school-wide discipline plan?