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Chapter 4 Foundations of Today's Best Systems of Discipline. Megan, David, Kevin, Gidget, Chris "The Disciplinarians". Understanding Group Dynamics: Fritz Redl and William Wattenberg. 1951:first theory-based, humane classroom discipline
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Megan, David, Kevin, Gidget, Chris
Scenario 1You are an English teacher for 9th graders at Normal High School in Philadelphia, PA. You have spent the past two weeks trying to teach Romeo and Juliet, but you have noticed that two members of the class are not paying attention and are disrupting the class at various times. In order to encourage their participation, you have increased your praise for the students if they participate in the class.1. What theorist are you? What information helped you make that decision?2. Do you agree or disagree with this strategy? Why or why not?
A high school calculus class is learning how to use their graphing calculators to visualize a difficult problem. Teaching this involves both clear communication, and self discipline of the students to follow the prescribed steps. Two of the students in the back seem to be more engrossed in their calculators as a student should be for such a problem. Upon inspection, the teacher finds that a game has been installed on the students' calculators. The teacher responds, "I do not believe it is right to distract yourselves with games during class. Start by typing in y=2x..." The teacher simply corrected the behavior, and continued on with instruction. The teacher also did not punish the students by deleting the game. The students, understand what the correct behavior is, and do not dwell on the bad behavior, but simply move on with the lesson. Treated as social equals, over time the students decide to respect the teacher and not play games during class.
1. Which of the educational thinkers has influenced this discipline style?
2. Which discipline theories are being utilized?
3. What problems might occur with this strategy?
4. Why would this strategy work well? Or why not?
It is the first week of the year in your 8th grade Math Class. You spend a day on introductions and then you jump into new material. After about a week many of the students are clearly not following the new math principles, which is leading to an increase of misbehavior. The next Monday you decide to try a student led discussion to find out what is not working for them. You also try to find out how math can relate to current interests. This new strategy seems to help. Students are asking more questions with actual interests and in turn are self disciplining themselves better.
Which educator's strategy does this approach most resemble? How so?
How could this potentially go wrong? And what will you do different at the beginning of next year?