Classroom Management Notebook

Running head: Classroom Management Notebook
Assignment 3A/4B
Classroom Management Notebook
Jessica J. Johnson
TED 626
Professor Birdsell
National University
December 7, 2014
Classroom Management Notebook 2
TABLE OF CONTENTS
Section 1: Philosophy of Discipline and Management
 Graphic Organizer -------------------------------------------------------------------- 5-11
 Philosophy Statement --------------------------------------------------------------- 12
Section 2: Preventative Measures
 Structuring the Classroom Space ------------------------------------------------ 14-15
 Daily Schedule, Routines, and Procedures ----------------------------------- 16-18
 Rules or Norms of Behavior ------------------------------------------------------- 18-19
Section 3: Supportive and Corrective Measures
 First Steps: Redirecting and Warning ------------------------------------------ 21
 Consequences ----------------------------------------------------------------------- 21
 Incentives ----------------------------------------------------------------------------- 21-22
 Student Accountability ------------------------------------------------------------- 22
Section 4: Working Effectively with Diverse Students with Families
 Home-School Communication Philosophy and Plan --------------------- 24
 Cultural Considerations and Discipline --------------------------------------- 24-25
 Legal issues regarding students with special needs ---------------------- 25-26
Section 5: Strategies for Dealing with Challenging Students and Situations

 Proactive Intervention Skills ------------------------------------------------------- 28
 Hierarchy of Interventions ---------------------------------------------------------- 28-29
 Strategies for Building Relationships -------------------------------------------- 29-30
 Techniques to Break the Style of Discouragement -------------------------- 30-32
Section 6: Utilizing the Support of Other Educators and Caregivers

 Identifying Needs -------------------------------------------------------------------- 34
 Documentation ----------------------------------------------------------------------- 34-35
 Referral Process --------------------------------------------------------------------- 35

Section 7: Legal Issues Regarding Discipline

a) FERPA -------------------------------------------------------------------------------- 37
b) Compelling State Interests/Duty of Care ------------------------------------- 37
c) Student Rights ---------------------------------------------------------------------- 37
d) Teacher Rights --------------------------------------------------------------------- 37-38
Policy ideals:
 Dress Code -------------------------------------------------------------------------- 38-39
 Objectionable Materials/Prohibited Items ------------------------------------ 39
 Locker Searchers ------------------------------------------------------------------ 39
 Tardies/absences ------------------------------------------------------------------ 40
 Cell Phone Use --------------------------------------------------------------------- 40
 Hazing, Harassment and/or Bullying Policies ------------------------------- 40
 Cheating, Plagiarism and/or Forgery Policies ------------------------------- 40
Section 8: Professional Dispositions and Growth Plan

 Professional Dispositions and Growth Plan --------------------------------- 42
References
 References ----------------------------------------------------------------------------- 43-44

SECTION 1
Approaches to Classroom Discipline and Management
Compare and Contrast Chart
Discipline Overall Goal or Beliefs about Teacher’s Role

Model Purpose Behavior in the Classroom
Example: To get students to Teachers have a right to To take charge and be
Canter and Canter’s “choose” to conduct teach and students assertive (not
Assertive Discipline themselves properly. have a right to learn aggressive, hostile or
without being permissive); clearly
interrupted by confidently and
misbehavior. consistently express
and model class
expectations.
Example: Classrooms
with Color-Card Flip
Chart.
Coloroso’s Inner Two main philosophies:  Children should Discipline should give
Discipline – brick wall,  Kids are worth it learn how to think life to a child’s learning
jellyfish, backbone are  Don’t treat children not what to think.
three models to choose how you wouldn’t  Children need to be Discipline should:
from – she believes the want to be treated empowered to  What they’ve done
backbone model is the make decisions for wrong
most effective (Coloroso, B., & My themselves.  Gives ownership
Education Lab, n.d.)  Children need to  Gives solutions
(Coloroso, B., & My experience the  Leaves their dignity
Education Lab, n.d.) consequences of in tact
their choices. Need backbone model
 Children need to in our classrooms –
have a plan to deal teachers need to have
with their problems. creative and
constructive
(Coloroso, B., & My environments
Education Lab, n.d.)
Four rules:
 Show up on time
 Be prepared
 Do assignments
 Respect each other
Behavior control is
internal
Children need six

messages everyday:
 I believe in you
 I trust in you
 I know you can
handle this
 You are listened to
 You are cared for
 You are very
important to me
(Coloroso, B., & My


Kagen & Scott – Win Preventing all Disruptions: (how to Three pillars:
Win Discipline classroom disruptions – classify)  Same side – show
this is done by taking  Aggression – students we care
(Kagen, S., Scott, S., & away the need to purpose is to hurt by getting on the
My Education Lab, n.d.) disrupt to get a or damage same side
student’s needs met.  Breaking the rules  Collaborative
– solutions – come
(Kagen, S., Scott, S., &  Confrontation – up with solutions
My Education Lab, n.d.) when a student together - creating
refuses to do a sense of buy in
something, can be by having students
passive actively engage in
 Disengagement – the problem solving
when a student is process
not engaged on  The ultimate goal –
task at hand learn responsibility
– only satisfied if a
Behaviors are what student learns
students due – positions more responsible
are why they do the ways to meet
things that they do. needs so student is
growing
Positions are universal
 Attention seeking The heart of this model
 Avoiding failure is taking in the student
 Angry perspective or position;
 Control seeking until we understand
 Energetic where the student is
 Bored coming from we cannot
 Uninformed make an informed
solution to help the
(Kagen, S., Scott, S., & student.
My Education Lab, n.d.)
Follow up:
 Same side chat –
get to know the
student and
establish rapport.
Ask for a meeting
then meet with the
student. Talk about
something other
than school and
give the student the
choice of what to
speak about.
Finally the teacher
lets the student
know he or she
appreciates the
meeting and leaves
the door open to

meet again.
Preventative:
 Greet at door
 Express
appreciation
 Use name
(Kagen, S., Scott, S., &

My Education Lab, n.d.)
Fred Jones – Positive Positive but fair The systems in place to Teachers tell the
Discipline Model classroom keep the students in line students how to act then
management. are not efficient and it back that up by
(Jones, F., & My doesn’t make sense. If modeling it for them
Education Lab, n.d.) a student has a through daily routines
(Gurcan & Tekin, n.d.) Punishment doesn’t behavior issue how you and interactions.
work instead students deal with it is going to
need to want to behave either give the student Teachers should set up
voluntarily which can motivation to make a positive environment
happen through good another choice or make by:
relationships and them want to continue  Seating
incentives misbehaving. arrangements
 Limit setting
(Jones, F., & My (Jones, F., & My techniques – using
Education Lab, n.d.) Education Lab, n.d.) body language
(Gurcan & Tekin, n.d.) (Gurcan & Tekin, n.d.) such as eye
contact, physical
proximity, body
carriage, and facial
expressions
During instruction if a
teacher has a picture for
every step the learners
can understand what is
being taught without
exception.
VIP – Visual
Instructional Plan – a
picture for every step –
bringing in multiple
intelligences in the
instructional process –
interactive instruction
which is based on
positive classroom
environments is
conducive for all types
of students. It is
reinforcement for the
students to make better
choices and help

themselves in their own
educational journey.
(Jones, F., & My

(Gurcan & Tekin, n.d.)
Curwin & Mendler – The Four Core Treating students with Positive prevention
Discipline with Dignity Principals: dignity helps in the factors:
 Always treat overall creation of a  Warmth
(Curwin, R., Mendler, students with positive classroom  Clearly defined
A., & My Education Lab, dignity environment. limits
n.d.)  Make responsibility  A democratic
more important Giving the students the atmosphere
than obedience ability to take more  A sense of
 Model and teach ownership over their accomplishment or
the behavior behavior by involving success
expected from them in the rule making  Skills recognizing
students process. and resolving
 Make sure conflicts
discipline strategies (Curwin, R., Mendler,
are practical A., & My Education Lab, Diffuse power struggles:
 n.d.)  PEP – privacy, eye
(Curwin, R., Mendler, contact, proximity
A., & My Education Lab,  Ignore “hooks”
n.d.)  Listen,
acknowledge,
agree, defer until
later
 Point out fight
brewing/let know
what is at stake
 Set limits to
behavior and give
choice to leave
 Acknowledge
disruption and
remove student if
necessary
(Curwin, R., Mendler,

A., & My Education Lab,
n.d.)
Gossen – Restitution This is “a systematic Beliefs about behavior Teachers in the

and creative approach Figure out why it is classroom
that enables students to people behave the way
strengthen themselves they do. What is the Teachers should
by repairing their reason for the behavior, practice their own self
mistakes. It gives why are they doing this? restitution – model it.
students the opportunity
to live up to the ideal This model encourages Must establish the
person they want to be, people to behave for social contract – the
instead of behaving to themselves and self- school or classroom

please others or avoid discipline. agrees on their beliefs.
discomfort” (Gossen, D,
n.d.). (Gossen, D, n.d.). The restitution triangle:
 Could you have
done worse?
 Can you do better?
 Do you want to do
better?
 Do you want our
help?
Five positions of control:

 Punisher
 Guilter
 Buddy
 Monitor
 Manager
(Gossen, D, n.d.).
Morrish – Real Discipline is about Consequences only Effective teachers base

Discipline teaching children the work on children who their discipline on
skills, attitudes and the care about expectations.
(Morrish, R., & My values of behaving in a consequences.
Education Lab, n.d.) respectful, responsible Handle situations
manner so they can (Morrish, R., & My productively rather than
handle situations Education Lab, n.d.) punitively. Positive
making the right productive view on how
choices. to approach discipline.
(Morrish, R., & My Look for productive

Education Lab, n.d.) ways to intervene when
needed.
Create a plan for

success. Work as a
team, the whole school
together.
Procedures become
routines which are
valuable and efficient
routines.
(Morrish, R., & My

Glasser – Choice The Choice Theory Helping Habits: Teachers can replace
Theory states:  Supporting external control through
 All we do is behave  Encouraging choices and teaching
(The William Glasser  That most behavior  Listening their students that
Institute, 2010) is chosen  Accepting choices are up to the
 We are driven by  Trusting individual and from the
our need to satisfy  Respecting choices we make either

five basic needs –  Negotiating positive or negative
survival, love and differences consequences result
belonging, power, from this.
freedom, and fun. Harmful habits:
 Criticizing All through our lives we
 Blaming make choices, either
Theory of how and why  Complaining they help us along life or
we behave:  Nagging harm us life, but it is all
 Internal motivation  Threatening our choice.
 Choice  Punishing
 Bribing, rewarding We want to make
(The William Glasser to control mentally healthy
Institute, 2010) choices.
(The William Glasser
Institute, 2010) “Ten axioms:
 The only person
who can control
their own behavior
is our self
 All we can give
another person is
information
 All long-lasting
psychological
problems are
relationship
problems
 The problem
relationship is
always part of our
present life.
 What happened in
the past has
everything to do
with what we are
today, but we can
only satisfy our
basic needs right
now and plan to
continue satisfying
them in the future.
 We can only satisfy
our needs by
satisfying the
pictures in our
Quality World
 All we do is behave
 All behavior is Total
Behavior and is
made up of four
components:
acting, thinking,
feeling, and

physiology
 All Total Behavior
is chosen, but we
only have direct
control over the
acting and thinking
components. We
can only control our
feeling and
physiology
indirectly through
how we choose to
act and think
 All Total Behavior
is designated by
verbs and named
by the part that is
most recognizable”
(The William Glasser

Institute, 2010)
Classroom Management Philosophy

Classroom management is highly important in developing and maintaining an
effective and successful learning environment for students. As educators the most
basic goal is successfully meeting the educational goals of our students. I believe that
teaching is more than that; I believe that educators are setting students up with the
ability to lead productive and successful lives. “Of the three roles of the classroom
teacher – making choices about instructional strategies, designing classroom
curriculum, and employing classroom management techniques – classroom
management is arguably the foundation” (Marzano, R.J., Marzano, J.S., & Pickering, D.,
2003, p. 13). Classroom management allows a teacher to be able to set the
groundwork, routines and be able to model how to behave and interact in day to day
life.
Positive and fair is a short way of describing my classroom management
philosophy. Respect, tolerance, understanding, decision making, and expectations are
all things that I work to employ in my classroom environment by having class meetings,
creating class rules collaboratively and with positive reinforcement. Something else that
is highly important is to keep the students engaged, if they are not bored they are less
likely to need managing. Fred Jones states “students hate being bored, and they hate
to sit passively. They want to do something” (Weaver Dunn, D., 2014, November 24).
It is imperative to have a classroom that runs in a way that engages the students fully.
Developing the classroom rules and procedures with the students is one way to
keep the learners’ ownership of how the classroom runs on themselves. Morrish
suggests working as a team at the beginning of the school year with the teacher and the
students to make the rules together (Morrish, R., & My Education Lab, n.d.). This is
also a way for the learners to take pride in their behavior as they know they are
responsible for following the expectations. A teacher should model their behavior in
order to show students how to behave throughout their every day interactions (Gossen,
D., & My Education Lab, n.d.). Using these ideals as the backbone to a classroom
management system assists in my endeavor as an educator to create an atmosphere
that upholds safety, respect, tolerance, creativity, curiosity, understanding and decision
making. My goal is to be able to give my students the tools they need to make the
choices that will give them positive and successful results in their life journeys.
SECTION 2
Structuring the Classroom Space
(Evertson, C., Poole, I., & the IRIS Center, 2002, p. 14).
(Evertson, C., Poole, I., & the IRIS Center, 2002, p. 14).
 Rationale
The above classroom arrangements are examples that support a collaborative

learning environment. Due to the fact that I will be teaching in a K-6 classroom
many of the activities in my classroom will be done in small groups thus, having the
classroom set up in a way that supports small group activity while being able to
easily move between whole class activities and discussions into group and
independent work. Everston, Poole and the IRIS Center indicate that a teacher
should “plan your room arrangement to fit the majority of your day’s instruction and
find ways to adjust this arrangement to meet other lesson plans” (2002, p. 13). As
shown, both of these set ups will be effective use of space and lesson plan
implementation for a safe, collaborative and productive learning environment that is
accessible to all students. One must consider is any accommodations,
differentiated instruction and teacher movement. These room set ups will work well
to support all of these things with ease due to arrangement and space
considerations.
Daily Schedule, Routines, and Procedures
Daily Schedule:
o Please Note: dependent upon school schedule and additional programs (e.g.
Breakfast in the Classroom program in selected San Diego Unified schools), special
assemblies, grade level, and other such things that may affect the daily schedule
This is a general depiction of what a day may look like in grade level 3.
TIME SUBJECT
8:00-8:25 Breakfast, review, homework, independent
reading, opening routine
8:25-8:30 Homework review
8:30-9:30 History
9:30-10:30 English Language Arts - Shared reading,
spelling, etc.
1030-10:45 AM Recess
10:45-11:55 Math
11:55-12:35 Lunch and recess
12:35-1:35 Science
1:35-1:50 PM Recess
1:50-2:25 English
Routines, Procedures and Rules
ROUTINES and PROCEDURES:
 Teacher will greet the students individually each day.
 Daily schedule will be posted on white board each day for all to see.
 Students will come into class put their things away in their designated spots
(determined during the first week of school by assigned seating, etc.)
 Student will sign into the attendance sheet (this is to practice writing and
responsibility)
 Breakfast in the classroom programs – there will be a rotation schedule put together
by the teacher for students to help pass out and clean up breakfast on a weekly or
biweekly basis.
 Students will decide to work on: homework from last night they need to do more
work on, other projects, independent reading, etc. The idea is for them to come into
class and get ready to begin the school day.
 During the independent time students will be able to ask questions about homework,
review things they may need more attention with, and bring anything else up with
the teacher as needed.
 Homework will be turned in at the end of the 30 minutes prior to history beginning.
 Lining up to go to recess of lunch is done in teams. There are teams determined at

the first week of school, which will be reassigned on a monthly basis giving learners
a chance to work with everyone in the class. Each week points of teams will be
tallied and this will determine the line order. (e.g. Team 3 has the most points, team
2 next, team 4 follows, then team 1 – they will line up in that order respectively).
This will also be used during transitions from one thing to another.
 Turning in assignments will be done by teams and placed in the teachers inbox
located on a shelf in the classroom.
 Computer use (this plan is assuming student have computers assigned to them at
the beginning of the school year and they are kept in the classroom). Students will
retrieve their computers by teams. This will be done in a calm, respective, and
responsible way.
 Students will put their names on the whiteboard for use of a bathroom pass after
asking the teacher if they are able to leave the room to use the bathroom.
 If a student has a question or wants to contribute to learning with a comment, when

appropriate, he or she will raise their hand and wait to be called on by the teacher.
 For fire and disaster drills students will line up in the same order they do for that
week in their teams.
 The teacher will ask specific students to assist with passing out and collecting
supplies and materials needed during class time.
 Students are responsible for desk organization and keeping track of their own
supplies. When something is not in use the students should put said item away.
 When working in groups students will respect each other and be sure to include
everyone. All students will be given time to speak and share their opinions, insights,
and questions with each other. This will be modeled and introduced from the
beginning of the school year.
 In class library will be organized by an elected librarian who is elected within the first
two weeks of school and will be changed per semester. These two students are
responsible for keeping the books organized and student book sign out/sign in of
the literature.
 A weekly or biweekly class meeting will be held to discuss how the class is
operating, things that have come up that need to be addressed as a community.
This will be led by the teacher, students will write in their journals about what
occurred and how they feel about it after each meeting.
 A student will raise their hand if they need help during class time unless in small
group or individual work time to ask the teacher what it is they need. If the students
are involved in independent practice or small group work the student will approach
the teacher to ask or raise their hand, both are acceptable. This is something that
will be modeled, introduced, and expected from the beginning of the school year.
RULES:
Please note: the rules will be posted in the room once the class as a whole has
determined what the rules of the classroom will be. All of the things the class comes up
with as a whole should fit into these six basic ideas which work to create a safe,
respectful, creative, and collaborative learning environment for everyone.
 Always listen
 Be kind
 Be clean
 Be safe
 Be patient
 Be responsible
INTRODUCTION OF RULES AND ROUTINES:
The rules routines and procedures will be discussed from the beginning of school
and the class will work to create rules that we agree will promote a safe, respectful,
creative, and collaborative learning environment. The rules are designed in such a way
that the students and teacher will come up with the rules together and should fit into the
rules listed above. Marzano, Marzano and Pickering state that “research and
theory…support the intuitive notion that well-articulated rules and procedures that are
negotiated with students are a critical aspect of classroom management” (2003, p. 17).
This is important in order to obtain student buy-in and a sense of ownership of the rules.
There are six basic rules that will encompass all of the needs for a classroom to function
effectively and efficiently. Also, having only six rules ensures students can easily
remember all the rules when needed. Routines and procedures will be modeled and
practiced throughout the first week. This will all be done in a positive and interactive
way to be sure that students and the teacher is clear on expectations, routines, and
procedures in this classroom at any given time.
SECTION 3
Supportive and Corrective Measures
First Steps – redirecting, or warning:
o Eye contact
o Modeling
o Proximity
o Seating arrangements
o Greet students at the door each day
o Discuss appropriate behavior with students
o Positive reinforcement
o Signal creation for students that need reminders (see below – to be implemented
after meeting with the student)
Consequences:
o Teacher will consistently update records regarding students’ behaviors, any

challenges, and things that are working well for the student
o Upon request student will write their infraction in a binder and sign their names
(above 3rd grade)
o Verbal warning, done in private without calling attention to student unless necessary
o Collaborate with team teacher to remove from classroom if needed on various

disciplinary levels
o Notes and phone calls to parents
o Student – teacher meeting: students are held responsible for their behavior, if
needed teacher and student will work together to create a plan, signal, etc. to help
student realize and understand when behavior is unacceptable.
Incentives:
o Teachers will consistently update records on successes and things students are
doing well in class as well as goals
o Notes and phone calls to parents
o Positive reinforcement, both individual feedback as well as entire class recognition

o Student helpers – assigned by team points earned and rotated weekly
o Reward activity for class, or specific teams that have met their goals, at end of each
week (this can be an activity the class votes on between two to three choices, a
monthly lunch with teacher in room, etc.)
o Wall of Fame board – (this is where the teams who meet their goals for the week
are able to take a silly picture then it is hung on the bulletin board)
o Special song (teacher will give students 5-10 minutes to play song when earned –
song must be reviewed and approved by teacher, learners will be able to listen to
the music as well as sing and dance if wanted once per week per winning team)
Student Accountability:
This classroom takes on the ideology that students are responsible for their behavior
and the class must work together to create a tolerant, respectful, safe, and positive
environment for everyone within. Working together to create the rules is helpful for
students to feel that they have a voice in the classroom while fostering an environment
that a learner will hold him or herself accountable for his or her own actions. Curwin
and Mendler’s four principals hold the ideals that treating students with dignity and
making responsibility more important than obedience is helpful in creating a classroom
environment in which learners take ownership of their behavior (Curwin, R., Mendler, A.,
& My Education Lab, n.d.). Implementing this strategy in the classroom will also
positively build a student’s self esteem, confidence, and social skills.
Something else to consider is having choices for the students to decide to pick from.
The teacher will provide various choices and a democratic system will be in place to
make decisions on certain parts of various lessons. This strategy is useful in fostering
student engagement as well as classroom management, particularly when offering a
moment for the learner to make a better decision of what to do next. Glasser’s Choice
Theory highlights this idea and states that we are driven by our need to satisfy five basic
needs: survival, love and belonging, power, freedom, and fun (The William Glasser
Institute, 2010). As an educator, it is crucial to effective classroom management for
learners to be able to have choices on how they will behave and what they are doing.
This is a skill that directly relates to developing a student’s ability to become a
productive member of society. This will be done in a collaborative and consistent way
making it part of everyday interactions within the classroom.
SECTION 4
Working Effectively with Diverse Students and Families
Home-School Communication Philosophy and Plan
Working together is something that a teacher must do both within and beyond the
classroom itself. Parent-teacher communication is vital for the success of students and
teachers alike. The following steps will be completed to help promote an open
communication flow between parents, teachers and students throughout the school year:
o Initial contact made with parents within the first week of school – via letter, email,
phone call, or face to face.
o At initial meeting contact information will be verified and preferred method of contact
will be discussed.
o Consistent communication between teacher, parents, and students throughout the

school year – via letter, email, phone call, and/or face to face meetings.
o Student feedback reports will be given to students and parents at regular intervals in
throughout the school year.
o Via email, notification flyer, social media, class blogging, and text messages events
will be communicated and reminders will be sent to parents regarding class and
school events.
Cultural considerations with Discipline
One of the biggest things to consider as an educator is to keep in mind that every
student has a different perspective, culture, and heritage they are bringing with them
into the classroom. From day one modeling and creating an atmosphere of tolerance
and respect in the classroom is of utmost importance. On the first day of class have
students use a questionnaire to interview each other in order to get to know our
students better. Using the first day to make an impression that what is interesting or
relevant to each of them can “set a tone that can carry you through the rest of the year”
(Marzano, R.J., Marzano, J.S., & Pickering, D., 2003, p. 98). As the teacher I would
have an introduction activity with the learners that would vary in questions depending on
age group. An example of some of questions could be:
 What is your name?
 What is your favorite color?
 What is your favorite food?
 What is your favorite holiday?

 Why?
 Do you have a pet?
 What kind and what is his or her name?
 Do you have any brothers or sisters? How many? How old?
Another thing that will be used is collaborative learning activities will be a normal part of
the classroom. The teacher should model how to be curious with respect, how to
maintain tolerance with one another, and having pride of oneself. If students are given
the opportunity to interact and actively engage with one another by using Say-See-Do
cycles in the classroom as highlighted by Fred Jones. “It becomes the students’ job to
actively engage in learning activities while the teacher checks for understanding”
(Frederic H. Jones & Assoc. Inc., 2014). Creating an environment in which the students
are able to comfortably relate to one another, learn from one another, and learn with
one another is extremely important in a diverse classroom.
It is crucial to broaden students’ perspectives and tolerance by teaching a diverse

curriculum by consistently seeking out opportunities to teach about other cultures,
traditions, and historical topics. Sleeter points out that “both historically and in
contemporary society, the relationships between racial and ethnic groups in this country
are framed within a context of unequal power” (2009, p. 37). Teachers have the
responsibility to help frame the ideas in which their students land in society, however, it
is the structures of that same society that actually marginalize members within it. As
educators providing a solid positive foundation for learners that are marginalized is
imperative in our students’ educational success.
Legal Issues Regarding Students with Special Needs
Creating an environment in which all students feel engaged, respected and responsible
for their own success while working to overcome their challenges. A teacher can do this
by implementing some of the strategies and methods listed throughout this notebook as
well as referring to the resources and laws found in the links below. Garbarino and
deLara discuss the importance of teachers and parents alike knowing the law so they
are able to understand what is appropriate and available to each learner (2002, p. 15).
Another thing to implement is working collaborative with other educational staff at the
school such as team teachers, special education teachers, English Language
Development teachers, administrators, and other resource staff. Lastly, teachers
should implement a differentiated instructional method in their planning and teaching
practice to help ensure that all students’ needs are met effectively and lawfully.
Legal Resource websites:
 The school and the classroom will create an environment that will supply resources,
tools and support to all students in order to help the meet or exceed high standards
of achievement in academic or nonacademic skills” (Special Education –
Specialized Programs, CA Dept. of Education, 2014). This includes providing
“equal, air, and meaningful access” to academic accommodations and support
systems in order to achieve educational goals (Special Education – Specialized
Programs (CA Dept. of Education), n.d.). Website resources located:
http://www.cde.ca.gov/sp/se/
 Individuals with Disabilities Education Act (IDEA) – “grants to help ensure that
children with disabilities have access to a free appropriate public education to meet
their needs and prepare them for further education, employment, independent living”
(Individuals with Disabilities Education Act (IDEA) – ARRA & Ed Jobs Act Federal
Stimulus Funding (CA Dept. of Education), 2014). Website resources located:
http://www.cde.ca.gov/ar/sd/
 Family Educational Rights and Privacy Act (FERPA) – this law gives parents certain
rights regarding their children’s education records which then transfer to the student
once they become of legal age. Parents are able to review their child’s educational
records as well as asking schools to correct records that they believe to be
inaccurate or have a hearing offered (Privacy of student records – Longitudinal
Education Data Systems (CA Dept. of Education), 2014). Website resources
located: http://www.cde.ca.gov/ds/dc/es/studentprivacy.asp
 Individual Education Plans (IEPs) – structuring and creating educational plans for
students with disabilities is critical in order to properly support the student base with
which you are working. This is something that should be done in a collaborative
way using other staff onsite as well as student and parent input to create a plan that
is achievable. Website resources located:
http://www.cde.ca.gov/sp/se/sr/iepresources.asp
SECTION 5
Strategies for Dealing with Challenging Students and Situations
Effective classroom environments require solid management skills but also need a
teacher to proactively work to give the students an engaging, respectful, and positive
classroom environment. An educator should to be able to prevent misbehavior by
establishing positive student-teacher relationships, plan for creating an engaging
curriculum, and be sure to make expectations and procedures crystal clear to maintain
a safe and positive classroom climate. Implementation of proactive intervention
techniques allows for a teacher to be able to effectively maintain the safety and positive
atmosphere of one’s classroom. Marzano, Marzano, and Pickering state that
“employ[ing a] specific [set] of techniques…acknowledge and reinforce acceptable
behavior and acknowledge and provide negative consequences for unacceptable
behavior” (2003, p. 35). Various researchers have highlighted different strategies that
have been found to be extremely effective techniques that will create a safe and positive
environment in one’s classroom.
Proactive Intervention Skills
o Changing the pace – adjust to the mood of the class and change the pacing of
lessons and activities to meet the students needs (Levin & Nolan, 2000).
o Remove seductive objects – this is a way to keep things such as cell phones, toys,
magazines, etc. from distracting students (Levin & Nolan, 2000).
o Interest boosting – get to know students and fold in their interests into curriculum
activities and learning this will help keep the students engaged on the targeted
material and prevent them from wanting to act out (Levin & Nolan, 2000).
o Redirecting misbehavior, encouraging appropriate behavior, and providing cues for

expected behavior – Fred Jones talks about the importance of “working the room”
and classroom arrangement allows for a teacher to be able to “manage the group
without interrupting the flow of the lesson” (Frederic H. Jones & Assoc. Inc., 2014) &
(Levin & Nolan, 2000).
o Taking an emotional break or non-punitive time outs – non-punitive opportunities for

students (and the teacher) to allow time for a readjustment or self monitoring
behavior (Levin & Nolan, 2000).
Hierarchy of Interventions
Levin and Nolan talk about the importance and need of nonverbal and verbal
interventions and a hierarchy of levels to use within this method (Levin & Nolan, 2000).
o Planned ignoring – “based on rules of extinction”, this technique works if the

infractions are not likely to be spread or have a chain reaction (Levin & Nolan,
2000).
o Signal interference – something as simple as eye contact, a head shake “no”, or a

pre-established signal will be helpful in reminding the student to get back on task
o Proximity interference – moving into the student’s space can help to refocus them or
deter them from continuing their behavior (Levin & Nolan, 2000).
o Touch interference – this is a non aggressive touch that is only appropriate when
considered so within culture or other situational subtleties, however a light tap on
the learner’s shoulder or back can be helpful in intervention (Levin & Nolan, 2000).
o Verbal prevention should be used when the student’s misbehavior can harm a
student or be disruptive to a large number or students. This can be done using:
hints, questions, or request/demands (Levin & Nolan, 2000).
o Lastly a choice should be given to the student in such a way that the choice is given
to the student, then the teacher disengages from the student (Levin & Nolan, 2000).
Strategies for Building Relationships
Establishing a relationship that is positive, productive, respectful and ultimately trusting

is extremely important in managing student behavior. The basis of the relationship of a
student-teacher relationship is one that needs to work with two driving forces. “The core
of effective teacher-student relationships is a healthy balance between dominance and
cooperation” (Marzano, Marzano, & Pickering, 2003, p. 49). It is crucial that the
teacher understands this and properly steps into this role. Some ways in which to do
that are focused on by Marzano, Marzano, & Pickering:
o “Exhibit assertive behavior
o Establish clear learning goals
o Providing flexible learning goals
o Taking a personal interest in students
o Using equitable and positive classroom behaviors
o Respond appropriately to student incorrect responses”
(2003, p. 49-55)
Levin and Nolan point to relationship building being a four step process in which “the
goal is to get on the side of the students” (2000). When a student is behaving in a way
that is not acceptable or is causing challenges in the classroom for that learner or others
a teacher must consider the reasons the behavior itself is happening.
o Ask yourself why and what reasons is the student behaving the way that they are –
there can be a variety of motivators for the student’s behavior however there is
always a purpose, as the teacher find out why
o Develop a sense of empathy and connection to the student – find ways to connect
with the students individual, this allows for the relationship to be built, a deeper
sense of trust and therefore more cooperation and work with them to change their
behavior
o Observe cues and behaviors regarding the personality of the student – focus on
what the student’s positive traits are finding similarities between yourself and your
student
o Monitor your own interactions with the student – reflect and analyze your own
attitude and beliefs, be honest and evaluate if any of your own belief system or
perspective is influencing your disposition
(Levin & Nolan, 2000)
Techniques to Break the Cycle of Discouragement
It is important to recognize Maslow’s theory when looking for ways to discourage a

student. Maslow’s hierarchy of needs:
(Wikimedia Commons, 2009)

If the basic needs of a person are not being met then there are things that are much
more important to that person than behaving properly in class such as eating, or
obtaining sleep. The behavior being displayed is often due to having some other need
requiring fulfillment. There are two levels of need that any human’s behavior is driven
by: deficiency and growth needs (Levin & Nolan, 2000). “According to Maslow, our
physiological, security and social needs must be satisfied before we can turn our
attention to growth needs” (Levin & Nolan, 2000). A teacher should work to help the
student find is their significance or belonging, find competency or mastery of content,
independence, and generosity.
The Cycle of Discouragement
Negative Behavior
Negative Teacher
Unfulfilled Esteem Needs/
Responses, Punishments,
Low Success-Failure Ratio
and Consequences
As educators, we need to be able to recognize what the student may need in order to
find a positive and productive solution. There are three management techniques that
can assist with this task. If a student is chronically misbehaving and causing disruptions
intervention techniques must be employed such as a private meeting with the student.
Finding ways to intervene before the behavior gets out of hand lends itself to
maintaining a consistently safe and positive learning environment. Levin and Nolan
describe three techniques that are helpful in working with chronic behavior issues with a
student.
o Self-monitoring: this works with a student who wants to behave well but is
struggling, using things such as a chart or something the student is able to refer
back to in order to be able to self assess progress
o Anecdotal record keeping: the teacher records the student’s behavior in the
classroom, both positive and negative, over a few weeks time. The teacher and
student then sit down and look at the results, assess and repeat the process. Both
parties are working toward a common goal and are utilizing the data to evaluate
progress..
o Behavior contracting: this is a written agreement between the student and the
teacher in which goals and agreements are made and through positive
reinforcement and consistent check-ins both parties work toward reaching the
behavior goal laid out.
SECTION 6
Utilizing the Support of Other Educators and Caregivers
Collaborating is essential in being a successful teacher, not only is gaining another

perspective on the situation helpful but having the educational facility’s staff work
together a student can experience a consistent experience throughout all school
activities. Marzano, Marzano, and Pickering speak to this in saying that “not only what
[he or] she experiences from individual teachers, but what she experiences from the
school during…activities and in places that all students share” establishes the overall
environment (2003, p. 103). The importance of working together as a team is
necessary to successfully create a safe and positive environment in which the students
will be able to grow and learn effectively.
Identifying Needs
o Consistent assessments will be given and analyzed by teacher in order to evaluate

what learners may have the need for additional support. A teacher can tell if a
student may need additional help either academically or behaviorally by observing
and noting where the learner may have challenges.
o Once a need is determined the teacher should then do one of the following: develop
an IEP, develop a behavioral plan, add needed classroom accommodations, or refer
the student for further testing.
o Observe and assess if further help should be arranged or offered to the learner.
Ask other professionals to come in and observe to give feedback or assist in further
assessment.
o Referrals made to other educators or educational staff that can better provide the
support that may be needed for said student. Some examples could be:
psychologist or school counselors, special education coordinators, resource
specialists, or other teachers on your team.
Documentation
o Student privacy is imperative and compulsory. Records will be kept confidential and
will be kept in an organized and secure manner to protect the student’s privacy.
o Incident reports will be completed that will include: time, date, description of
occurrence, person(s) involved, solutions or outcome of the incident, any other
information relevant and important to specific situation.
o Students will be allowed to say or write what happened and their perspective of
event will be recorded along with any solution(s) that may have agreed upon from
the student’s perspective as well.
o Behavioral contracts stating what goals the student and teacher will work together to
achieve.
Referral Process
Once a teacher has worked through all the stages of the hierarchy of intervention and
determined that more intervention should to take place then the referral process begins.
If after that point a student is continuing the behavior which is disrupting teaching and
learning then an educator needs to implement other intervention strategies.
o Student, teacher conference – during this meeting a behavioral contrac should be

completed and specific clear goals should be agreed upon with an action plan that
both the teacher and the student will work towards together.
o Parent, teacher conference – this is a meeting in which the teacher will collaborate
with the parents, often the student will be involved in this process. The goal should
be working towards finding ways to successfully overcome the challenges and get
the student back on track.
o School counselor, parent, teacher, student conference – this will be a meeting to

review and revisit potentially reassessing the goals of the behavioral contract to find
better solutions for the student.
o Principal, parent, teacher, student conference – if the student will not adjust
behavior to follow the action plan and work toward improvement a suspension may
be necessary.
o Suspension from school/class – this needs administrator approval if the final

conference and intervention step fails this is necessary to remove the student until
the student will agree upon behaving safely, respectfully and not interrupting the
teaching and learning process.
SECTION 7
Legal Issues Regarding Discipline
CA education code
FERPA:
Family Educational Rights and Privacy Act (FERPA) was enacted in 1974 and protects
the privacy of student education records and applies to all schools that receive funds
under an applicable program of the U.S. Department of Education. Parents are given
certain rights regarding their children’s educational record. These rights are transferred
to the student once they reach 18 years of age or attend a school past the high school
level. More information can be found:
http://www.cde.ca.gov/ds/dc/es/studentprivacy.asp
Compelling State Interests/Duty of Care
All students have the right to have access to a quality education and this is protected by
the California Constitution. It is an educator’s responsibility to play an advocate role for
the student’s benefit which is lead by the local education agency (LEA). This prohibits
discrimination against the student regarding education access and/or treatment. More
information can be found:
http://www.cde.ca.gov/re/di/eo/dutytoprotect.asp
Student Rights
Students have the right to have access to a quality education. Special programs and
laws such as Individuals with Disabilities Education Act (IDEA), FERPA, after school
programs, extracurricular and co-curricular activities, and a safe school environment are
some of the programs in place that student(s) have the right to having access to or are
used as a means to support said student(s). More information can be found:
http://www.cde.ca.gov/re/lr/cl/
Teacher Rights
Similar to students teachers have many rights pertaining to their employment, some of
these include:
o Right to due process regarding notice of termination and a right to a hearing
o Freedom of expression (First Amendment) – however said expression should not

materially disrupt the educational interest of a school district or undermine authority
or disrupt working relationships at school site.
o Freedom of association – however the teacher should be sure to participate in

activities that are completely independent from school responsibilities.
o Freedom of religion – however the religion of the teacher (or others) cannot be
preached in the classroom
o Pregnancy discrimination is prohibited – promotion cannot be held back from a

pregnant employee as well as prohibition of termination of a pregnant employee.
o Academic freedom based on principles of the First Amendment – however the

content taught must be relevant and consistent with teacher responsibilities
o Protection against unreasonable searches and seizures by school officials of

teacher’s personal property
o Tenure statutes which protect teachers from arbitrary dismissal (once tenure is
obtained by teacher)
o Teacher contracts which will not be final until the principal has informed the teacher
that he or she has been hired
o Freedom from Discrimination – equal protection clause of the Fourteenth

Amendment
More information can be found on the following websites:
http://www.cde.ca.gov/re/lr/cl/
http://www.nea.org/
http://www.cta.org/
http://www.educationrights.com/teacherrights.php
Policy ideals
o Dress code: the students will dress in appropriate, clean attire while adhering to the
law. Something to keep in mind is San Diego Unified school district’s policy the 6
Bs. This requires students to cover, or not wear things listed in the 6 Bs: bandanas,
boxers, breasts, butts, bellies and backs. Also students should not wear clothing
that promotes such things as tobacco and alcohol products, profanity, violence,
sexual content or innuendos, or gambling. Additionally, there shouldn’t be any
negative depiction of any gender, race, color, religion, national origin, or sexual
orientation. Clothing that is perceived in having any gang affiliation is also
prohibited, examples can include: a wallet chain, specific colors in a style that
affiliates one with a gang (shoelaces, doo rag, etc.), or insignia belts and/or buckles.
Backpacks should not have any inappropriate writing. Shoes should be safe and
cover the foot of the student. Head coverings such as hats, bandanas, skull caps,
or hoods should not be worn on campus. Spaghetti straps and tube tops are also
not allowed. Students should be able to express freedom in their clothing and style
choices however their choices should comply with safety and unaffiliated with gangs
while not drawing learning or teaching focus. If a student is not compliant to dress
code policy he or she will be talked to and asked to comply before further
intervention procedures are taken. More information on district policy can be found:
http://www.sandi.net/page/24690
o Objectionable Materials/Prohibited Items: students will not be allowed to bring

certain items onto the campus due to them being considered dangerous, offensive,
or inappropriate. Some examples of such items are: drugs, knives, guns, bullets,
spray paint, permanent markers, fireworks, sling-shots, other weapons, caps, cap
guns, water pistols, playing or trading cards, dice, magic cards, cameras or non
essential academic items that are not conducive to a positive and productive
learning environment. A zero tolerance approach is taken regarding weapons,
violence, and drugs. If a student does bring an item found in the list or found to fit
into the objectionable materials or prohibited item list disciplinary action will be taken
as follows:
 First Offense: Item will be held by the administration until close of day or school
week (administration discretion) and student offense will be properly
documented.
 Second Offense: Parent conference with teacher, administrator, and sometimes

students at which time a prevention plan will be set in place. Also the item will
be held for a month’s time at which time the parents will be able to pick it up.
 Third Offense: The item will be held onto by administration until the end of the
school year and student will receive further disciplinary action determined by the
administrator, teacher and parents during a conference.
 Please note: the school will not be held responsible for items which have been
confiscated.
o Locker searches: If the campus does have lockers there will be a specific request
for student to use the locker from the parents via a permission slip. If a locker is
taken school personnel is able to inspect the contents at any time. Also, lockers will
be assigned by administration. Lastly, students and parents should be aware of the
possibility of a break in or theft, in such a case the school will not be held
responsible for replacing or reimbursing the cost of items lost from a theft.
o Tardies/absences: regular and prompt attendance is the responsibility of the student

and the parents/guardians of the student. If a student is going to be absent it will
need to be reported to the office no later than 10:00am by a parent or guardian of
said student. If a student is going to be late he or she will need to be signed in
administration office. Parents/guardians will then be notified of student’s tardiness.
o Cell phone use: cell phones should be kept OFF and out of site during school hours.
If a student decides to use phone or have it out during school hours the phone will
be confiscated as it is disruptive and distracting to the learning environment. If the
phone is confiscated it will be returned at the end of the day for the first offense, a
second offense will require the parents to come to pick it up from the teacher, a third
offense will require parents to pick up from an administrator.
o Hazing, harassment, and/or bullying policies: a safe learning environment is of the

utmost importance therefore any hazing, harassment, and/or bullying is strictly
prohibited. Everyone should be treated with respect and feel safe while on campus
and in the classroom. If there is any issue or situation that does occur the
educational staff promise to be proactive and solution oriented in their approach.
o Cheating, plagiarism, and/or forgery policies: academic dishonesty will not be

tolerated in anyway. These include the following:
 Cheating on tests – providing or accepting any external assistance without

explicit teacher permission, this includes technology.
 Fabrication/forgery – any intentional falsification or invention of data or sources

for citation
 Plagiarism – any intentional use of another’s words, ideas or work without

proper citation and acknowledgement.
 If a student does decide to behave in academic dishonest ways appropriate

disciplinary action will be taken including earning zero points on assignment or
test, etc. If there is more than one offense of cheating, plagiarism, and/or
forgery committed by the student an administrator will be involved in the
disciplinary process.
SECTION 8
Professional Dispositions and Growth Plan
Reflection
In taking the professional dispositions survey I was able to take the time to objectively
reflect on my progress as a teacher candidate. I feel that I benefit greatly from having
had the experiences I have in my past working in various venues, with various levels
and age groups, and different countries and cultures. Each of these things has given
me ample opportunity to grow as a teaching practitioner. It is important for an educator
to be aware of his or her own as well as his or her student’s dispositions. This creates a
successful environment where all members of the classroom can grow and continue to
work towards their own goals.
SMART Goal
One major goal I have for myself is to continue to work on reflection techniques.
One of my strengths is being able to take feedback and use it in way that is helpful to
my teaching practice and strategies. However, I have an issue with taking the time to
actually sit down and spend 5 or 10 minutes revisiting what just happened in any given
class I have taught. Instead my tendency is to continue moving forward and onto the
next thing. In order to make this something that I can pointedly set aside time for
reflection within my lesson plan itself. I will make appointment reminders within my
calendar as well to help remind me to sit down for reflection time. Currently when I
teach I typically will reflect less than 10% of the time. My goal is to use the reminders
and planned time to reflect on my teaching at least 80% of the time within the next 3-4
months. I expect that I will be able meet this goal and move beyond it once I have
established as part of my routine in my teaching practice.

References
Coloroso, B., & My Education Lab. (2004).Winning at Teaching…Without Beating your Kidz. [Video file].
Retrieved from
http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?projectID=classroommanagement&cl
ipID=Coloroso_904.flv&subType=CoCo
Curwin, R., Mendler, A., & My Education Lab. (n.d.). Discipline with Dignity. [Video File]. Retrieved from
ipID=Curwin_Mendler_745.flv&subType=CoCo&key=3456123951437145910262014
Evertson, C., Poole, I., & the IRIS Center. (2002). Effective room arrangement. Retrieved from
http://iris.peabody.vanderbilt.edu/case_studies/
Frederic H. Jones & Assoc. Inc. (2014). Fred Jones Tools for Teaching. Retrieved from
http://www.fredjones.com/
Garbarino, J., & deLara, E. (2002). And Words Can Hurt Forever: How to Protect Adolescents from
Bullying, Harassment, and Emotional Violence. New York, NY: Free Press.
Gossen, D., & My Education Lab. (n.d.). Restitution. [Video file]. Retrieved from
ipID=Gossen_779.flv&subType=CoCo
Gurcan, T., & Tekin, E. (n.d.). The Positive Discipline. Retrieved from
http://www.metu.edu.tr/~e133376/project/The%20Positive%20Discipline%20Model.htm
Individuals with Disabilities Education Act (IDEA) – ARRA & Ed Jobs Act Federal Stimulus Funding (CA
Dept. of Education). (2014). Retrieved from http://www.cde.ca.gov/ar/sd/
Jones, F., & My Education Lab. (n.d.). Tools for Teaching: Overview. [Video File]. Retrieved from
ipID=Fred_Jones_546.flv&subType=CoCo&key=343610311213426010262014
Kagen, S., Scott, S., & My Education Lab. (n.d.).Win Win Discipline. [Video file]. Retrieved from
ipID=WinWin_865.flv&subType=CoCo&key=229101798023245560310252014
Levin, & Nolan. (2000). Managing student behavior – part I. [PowerPoint Lecture]. National University:
Falll 2014. Retrieved from http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ppt3/index.htm
Levin, & Nolan. (2000). Managing student behavior – part II. [PowerPoint Lecture]. National University:
Falll 2014. Retrieved from
http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ppt3/index.htm
Levin, & Nolan. (2000). Managing student behavior – part III. [PowerPoint Lecture]. National University:
Falll 2014. Retrieved from http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ppt4/index.htm
Marzano, R.J., Marzano, J.S., & Pickering, D. (2003). Classroom management that works: Research-
based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum
Development.
Morrish, R., & My Education Lab. (n.d.) Real Discipline. [Video file]. Retrieved from
ipID=Morrish_915.flv&subType=CoCo&key=2008799611604839410262014
Privacy of Student Records – Longitudinal Education Data Systems (CA Dept. of Education). (2014).
Retrieved from http://www.cde.ca.gov/ds/dc/es/studentprivacy.asp
Sleeter, C. (2009). Diversity vs. White Privilege. In Wayne A. Rethinking Multicultural Education: Teaching
for Racial and Cultural Justice. Milwaukee, WI: Rethinking Schools
Special Education - Specialized Programs (CA Dept. of Education). (2014) Retrieved from
http://www.cde.ca.gov/sp/se/
The William Glasser Institute. (2010). Choice Theory – William Glasser Institute. Retrieved from
http://www.wglasser.com/the-glasser-approach/choice-theory
Weaver Dunn, D. (2014, November, 24). Education World: Wire Side Chats: Fred Jones on Effective
Classroom Management. Retrieved from http://www.educationworld.com/a_issues/chat/chat022.shtml
Wikimedia Commons. (2009). Maslow’s Hierarchy of Needs [Table]. Retrieved from

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Running head: Classroom Management Notebook

Section 1: Philosophy of Discipline and Management

 Graphic Organizer -------------------------------------------------------------------- 5-11

 Philosophy Statement --------------------------------------------------------------- 12

Section 2: Preventative Measures

 Structuring the Classroom Space ------------------------------------------------ 14-15

 Daily Schedule, Routines, and Procedures ----------------------------------- 16-18

 Rules or Norms of Behavior ------------------------------------------------------- 18-19

Section 3: Supportive and Corrective Measures

 First Steps: Redirecting and Warning ------------------------------------------ 21

 Incentives ----------------------------------------------------------------------------- 21-22

 Student Accountability ------------------------------------------------------------- 22

Section 4: Working Effectively with Diverse Students with Families

 Home-School Communication Philosophy and Plan --------------------- 24

 Cultural Considerations and Discipline --------------------------------------- 24-25

 Legal issues regarding students with special needs ---------------------- 25-26

Section 5: Strategies for Dealing with Challenging Students and Situations

 Hierarchy of Interventions ---------------------------------------------------------- 28-29

 Strategies for Building Relationships -------------------------------------------- 29-30

 Techniques to Break the Style of Discouragement -------------------------- 30-32

Section 6: Utilizing the Support of Other Educators and Caregivers

 Documentation ----------------------------------------------------------------------- 34-35

 Referral Process --------------------------------------------------------------------- 35

Section 7: Legal Issues Regarding Discipline

b) Compelling State Interests/Duty of Care ------------------------------------- 37

c) Student Rights ---------------------------------------------------------------------- 37

d) Teacher Rights --------------------------------------------------------------------- 37-38

 Dress Code -------------------------------------------------------------------------- 38-39

 Objectionable Materials/Prohibited Items ------------------------------------ 39

 Locker Searchers ------------------------------------------------------------------ 39

 Cell Phone Use --------------------------------------------------------------------- 40

 Hazing, Harassment and/or Bullying Policies ------------------------------- 40

 Cheating, Plagiarism and/or Forgery Policies ------------------------------- 40

Section 8: Professional Dispositions and Growth Plan

 References ----------------------------------------------------------------------------- 43-44

Approaches to Classroom Discipline and Management

Compare and Contrast Chart

Discipline Overall Goal or Beliefs about Teacher’s Role

Children need six

(Coloroso, B., & My

Discipline Overall Goal or Beliefs about Teacher’s Role

Discipline Overall Goal or Beliefs about Teacher’s Role

(Kagen, S., Scott, S., &

Discipline Overall Goal or Beliefs about Teacher’s Role

(Jones, F., & My

(Curwin, R., Mendler,

Gossen – Restitution This is “a systematic Beliefs about behavior Teachers in the

Discipline Overall Goal or Beliefs about Teacher’s Role

Five positions of control:

Morrish – Real Discipline is about Consequences only Effective teachers base

(Morrish, R., & My Look for productive

Create a plan for

(Morrish, R., & My

Discipline Overall Goal or Beliefs about Teacher’s Role

Discipline Overall Goal or Beliefs about Teacher’s Role

(The William Glasser

Classroom Management Philosophy

Structuring the Classroom Space

The above classroom arrangements are examples that support a collaborative

Daily Schedule, Routines, and Procedures

Routines, Procedures and Rules