Discipline Discussion
A summary of the readings:
Wong: In chapter 18, Wong states that an effective teacher "introduce[s] rules, procedures, and routines on the very first day of school and continue[s] to teach them the first week of school" how this should be done (Wong 141). The whole point of having rules in school is to "provide consistency in the classroom" and to have a "safe and effective learning environment" (Wong 143). A structured discipline plan would be "rules, consequences [and] rewards" (Wong 143). There are two types of rules which are "general" and "specific". The general rules consist of "respect others, take care of your school [and] be polite and helpful" (Wong 145). The specific rules consist of "be in class on time, keep your hands and feet to yourself [and] listen to instructions when they are given the first time" (Wong 145). There is a certain way to form rules. It is helpful to have the students involved in the rule making but also having some ground rules that the teacher has already come up with themselves. An effective teacher, "has the discipline plan posted", "post a maximum of three to five rules" and explains the posted rules and is willing to make changes" (Wong 150).
Jones:
In Jones, chapter 13, it speaks about the different types of discipline. It speaks to hierarchy of consequences, social systems, parental disciplines and consistency in school code. The hierarchy of consequences speaks to how it is comprehended that the "larger the crime, the larger the punishment" (Jones 140). It is the common knowledge to think this way. Instead of thinking of a larger punishment, Jones challenges to think in ways that the student can feel something is being accomplished of the discipline and so can the teacher. In social systems, people tend to forget that "they produce what they are built to produce" (Jones 143). If a system is in place it will operate like a well oiled machine. It s up to the people (the social part) of the system to "redesign the system" if it is not working instead of blame it and keep using it (Jones 144). Parents also come into play when students are in question. Jones speaks to how the different levels of parental discipline will effect the overall school atmosphere. If a parent is one that always gives in to a child, is over-bearing to a child or does not have any discipline at all; than that can affect how the classroom behavior will be. Jones states the only cure for this is for parents and teachers alike to be "consistent" and make "no mean no" and if you are a teacher than "act like a teacher" and "think like a teacher" (Jones 148). It is up to the school to design a discipline code that is effective for the teacher, student and parent and able to be redesigned when necessary.
New insights you have gained:
The new insights that I gained is that discipline is a collaborative ordeal. I know that I think that sometimes but to see it written in such an effective manner, leads me to believe that I can actually put it into practice. The fact that Wong said "consistency" is provided by creating rules helped me understand why it is so important to keep reinforcing them no matter how often you have to repeat yourself. This was definitely and ah-ha moment for me.
In the Jones book, the act like a teacher and think like a teacher was a new idea for me. I always "act" like a teacher but thinking like a teacher is a whole new ball game. This explanation in the chapter really helped me understand the why behind that and why it is important to your classroom.
How you could practically apply new understandings to your own classroom.
I could use these new understandings coming up in my next placement in high school by putting them into practice on my first lesson with them. High school students can read a new teacher and chew them up and spit them out quickly, so consistency is the most important factor with them. It shows them that you mean what you mean. Also by utilizing the act like a teacher,think like a teacher mentality will help by showing the students that I know what I am doing and why I am there. It will create a confidence which will be contagious and the students will learn better if I am in control. I will try to utilize this mindset and consistency when giving a lecture, a project or a daily assignment.
Wong: In chapter 18, Wong states that an effective teacher "introduce[s] rules, procedures, and routines on the very first day of school and continue[s] to teach them the first week of school" how this should be done (Wong 141). The whole point of having rules in school is to "provide consistency in the classroom" and to have a "safe and effective learning environment" (Wong 143). A structured discipline plan would be "rules, consequences [and] rewards" (Wong 143). There are two types of rules which are "general" and "specific". The general rules consist of "respect others, take care of your school [and] be polite and helpful" (Wong 145). The specific rules consist of "be in class on time, keep your hands and feet to yourself [and] listen to instructions when they are given the first time" (Wong 145). There is a certain way to form rules. It is helpful to have the students involved in the rule making but also having some ground rules that the teacher has already come up with themselves. An effective teacher, "has the discipline plan posted", "post a maximum of three to five rules" and explains the posted rules and is willing to make changes" (Wong 150).
Jones:
In Jones, chapter 13, it speaks about the different types of discipline. It speaks to hierarchy of consequences, social systems, parental disciplines and consistency in school code. The hierarchy of consequences speaks to how it is comprehended that the "larger the crime, the larger the punishment" (Jones 140). It is the common knowledge to think this way. Instead of thinking of a larger punishment, Jones challenges to think in ways that the student can feel something is being accomplished of the discipline and so can the teacher. In social systems, people tend to forget that "they produce what they are built to produce" (Jones 143). If a system is in place it will operate like a well oiled machine. It s up to the people (the social part) of the system to "redesign the system" if it is not working instead of blame it and keep using it (Jones 144). Parents also come into play when students are in question. Jones speaks to how the different levels of parental discipline will effect the overall school atmosphere. If a parent is one that always gives in to a child, is over-bearing to a child or does not have any discipline at all; than that can affect how the classroom behavior will be. Jones states the only cure for this is for parents and teachers alike to be "consistent" and make "no mean no" and if you are a teacher than "act like a teacher" and "think like a teacher" (Jones 148). It is up to the school to design a discipline code that is effective for the teacher, student and parent and able to be redesigned when necessary.
New insights you have gained:
The new insights that I gained is that discipline is a collaborative ordeal. I know that I think that sometimes but to see it written in such an effective manner, leads me to believe that I can actually put it into practice. The fact that Wong said "consistency" is provided by creating rules helped me understand why it is so important to keep reinforcing them no matter how often you have to repeat yourself. This was definitely and ah-ha moment for me.
In the Jones book, the act like a teacher and think like a teacher was a new idea for me. I always "act" like a teacher but thinking like a teacher is a whole new ball game. This explanation in the chapter really helped me understand the why behind that and why it is important to your classroom.
How you could practically apply new understandings to your own classroom.
I could use these new understandings coming up in my next placement in high school by putting them into practice on my first lesson with them. High school students can read a new teacher and chew them up and spit them out quickly, so consistency is the most important factor with them. It shows them that you mean what you mean. Also by utilizing the act like a teacher,think like a teacher mentality will help by showing the students that I know what I am doing and why I am there. It will create a confidence which will be contagious and the students will learn better if I am in control. I will try to utilize this mindset and consistency when giving a lecture, a project or a daily assignment.