Friday, January 28, 2011
Classroom Management Bibliography posts go right here!
So go ahead and post, just like last time. Two articles (full bibliography information). Background information about your focus or puzzle of practice for this topic, and then a couple sentences in summary of each article! Remember, by Wednesday, the 2nd!
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My "puzzle of practice" remains to be student achievement among learners with special needs. The following articles allow me to think outside the box a little and consider how the classroom environment may promote or hinder learning.
ReplyDeleteArticle 1:
Krasch, D., & Carter, D. (2009). Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions. Early Childhood Education Journal, 36(6), 475-482. doi:10.1007/s10643-009-0316-1. Retrieved from EBSCOhost, January 29, 2011.
Authors Krasch and Carter discuss simple and easy to use methods of collecting data that can be used to evaluate classroom management. The sample targets three key behaviors: following routines, transitions, and academic engagement.
Aticle 2:
Guardino, C. A., & Fullerton, E. (2010). Changing Behaviors by Changing the Classroom Environment. Teaching Exceptional Children, 42(6), 8-13. Retrieved from EBSCOhost, January 29, 2011.
Guardino and Fullerton address the impact of the classroom environment on student behavior, which in turn, effects student achievement in an inclusive classroom.
Recent academic research on poverty in school classrooms has identified important correlations between students’ economic situation and academic achievement, which ultimately impacts both the student-teacher relationship and classroom environment. The two articles I chose concern the power of teacher language influencing students’ identities as learners, and pre-service teachers’ lack of awareness and preparation when working in impoverished districts. I wanted to find out what steps or actions could be incorporated alleviating the issues of marginalization (because of economic, ethnic, and/or social differences) and student feelings of negative identity.
ReplyDeleteArticle #1
Bennett, M. (2008). Understanding the students we teach: Poverty in the classroom [Electronic version]. Clearing House: A journal of Educational Strategies, Issues, and Ideas, 81(6), 251-256.
The first article explored pre-service teachers’ lack of awareness and preparation when working in impoverished districts. Specifically, as certain teachers returned from their pre-service work, the research found deficiencies in empathy, cultural responsiveness, and awareness of socioeconomic differences. It was found that teachers need to view their students as individuals, and not as a collective; students require attention…some more than others.
Article #2
Denton, P. (2008). The power of our words [Electronic Version]. Educational Leadership, 66(1), 28-31.
My second article concerned teachers’ incorporation of language to help shape students’ attitudes and identities, while promoting positive interactions within the classroom environment. The article focuses on areas where words influence student learning such as sense of identity, how they (students) work and play, and the student-teacher relationships. Specifically, the academic article provides five guiding principles for positive language which include: (1) be direct; (2) convey faith in students’ abilities and intentions; (3) focus on actions, not abstractions; (4) keep it brief; and (5) know when to be silent. By incorporating these language strategies, teachers are able to construct classrooms that promote safety, respect, and increase engagement.
As I reflect on classroom management, I continue to look through the lenses of the "bubble kids," or Tier 2 RTI students. Specifically, how does my classroom climate motivate (or hinder) these students in their pursuit of academic achievement?
ReplyDeleteArticle 1
Rosen, J.A., Glennie, E.J., Dalton, B.W., Lennon, J.M., & Bozick, R.N. (2010). Noncognitive skills in the classroom: New perspectives on educational research. RTI Press publication No. BK-0004-1009. Research Triangle Park, NC: RTI International. Retrieved [January 30, 2011] from http://www.rti.org/rtipress.
Note that this source is also available in the ERIC database; Accession No. ED512833.
This source is actually a book; the authors evaluated seven noncognitive skills and the impact on academic achievement. The seven skills included: motivation, effort, self-regulated learning, self-efficacy, academic self-concept, antisocial and prosocial behavior, and coping and resilience. The researchers consistently found that both motivation and self-efficacy contribute positively to educational outcomes.
Article 2
Marzano, R.J. (2010, September). High expectations for all. Educational Leadership, 68 (1), 82-84.
Marzano challenges teachers to evaluate their own behavior in an effort to communicate high expectations for all. He first discusses how teacher behavior speaks more loudly than words. Marzano then shares four steps to "walking the talk."
At Gold Rush, the SWPBS system is the major focus of classroom management. It has been implemented effectively throughout the school and teachers use it consistently. In individual classrooms, however, I believe other behavior modification systems are usually necessary to exceptional students. One of the things I have seen used, and something I wish I would have used more during my student teaching, is a system of self-monitoring. Not only do I think it teaches lifelong skills, but it is helpful in situations with large class sizes. Therefore, my puzzle of practice regarding classroom management is on the research and procedures for implementing self-monitoring behavior modification systems in the classroom.
ReplyDeleteReferences
Putnam, R. F., Horner, R. H., & Algozzine, R. (2011). Academic achievement and the implementation of a school-wide behavior support. PBIS newsletter, 3(1). Retrieved from http://www.pbis.org/pbis_newsletter/volume_3/issue1.aspx
This article addresses the link between SWPBS and improved academic performance. It also examines the relationship between academic performance and problem behavior. The time on instruction correlates with student achievement and standardized test scores. The article concludes with suggestions for more research on PBS. It stresses that academic and behavior skills must be intertwined.
Rafferty, L. A. (2010, November/December). Step by step: Teaching students to self-monitor. Teaching exceptional children, 43(2), 50-58.
This article is about teaching students to monitor their own behavior. By teaching kids to self-regulate, they are able to manage their behaviors independently in situations in and outside of schools. There are various ways teachers can implement a system of self-regulation in the classroom.
PLEASE NOTE THAT THIS IS NOT MY COMMENT OR MY POST, BUT CARLA'S. SHE HAS TRIED FIVE TIMES TODAY TO POST IT, AND I GET THE EMAIL SAYING IT IS POSTED, BUT IT DOESN'T SHOW UP HERE. SO THE FOLLOWING IS HERS!
ReplyDeleteCarla Flaming has left a new comment on your post "Classroom Management Bibliography posts go right h...":
One of the big questions I believe many special educators, teachers, and even parents face is if they are assisting or “hovering” over students too much. This is my “puzzle of practice.” I always question myself at times, especially with my own kids during study time at home. I also wonder if I am assisting my students too often at school, and not giving them the opportunities to try to learn how to problem solve on their own. During my student teaching this was one area that I really tried to focus on, particularly when I was working with SSN (Severe and Significant, Needs) students. For me, it is a natural instinct of mine to help others. On the other hand, I have also found that when one makes mistakes, this is when the opportunity of learning is most significant.
Article #1
Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64(1), 7-18. Retrieved February 1, 2010 from
http://www.uvm.edu/~cdci/archives/mgiangre/helpinghovering.pdf.
This article discusses if educational assistants, particularly para educators are actually assisting students or hurting them academically and socially. In this study, the authors are only discussing students with multiple disabilities who are incorporated into the general education classroom setting. The authors discuss the importance of assistance especially for safety reasons, but they also find that some of the “hovering” is unnecessary and limits the students to be independent thinkers.
Article #2
McIntyre, Tom (n.d.). Is your praise worthy of praise? Retrieved February 1, 2011 from http://behavioadvisor.com/Praise.html.
Dr. Mac gives advice on praise and how to use it appropriately towards students. He suggests praising “effort” and student progress. This way the student will understand what they did to make the progress so they will most likely show the effort again.
This is my favorite website particularly for behavior advice. This website provides a lot of useful information on other educational topics as well.
My puzzle of practice is “How do I raise achievement for my students of color?” Effective classroom management lays the foundation for student learning and I chose two articles to support my growth and reflection in this area. The articles discuss the importance of quality relationships between educators and students. I loved reading both of them, but the second was particularly helpful. Along with focus on rapport between teachers and students, Frieberg and Lamb recommend having students apply and interview for classroom jobs like “Substitute Teacher Manager”. It never occurred to me to create high-responsibility classroom jobs, but I am looking forward to giving it a try!
ReplyDeleteBeaty-O'Ferrall, M.;Green, A.; Hanna, F. (2010, March). Classroom Management Strategies for Difficult Students: Promoting Change through Relationships. Middle School Journal , 4-11.
This article validated the notion that relationship building is critical to reaching all students, including those who are considered "at-risk". The authors cite research stating that a teacher's actions in the classroom are twice as likely to impact student achievement as assessment policies. The article provides practical advice on building rapport and managing negative behavior by "admiring negative attitudes and behaviors", leaving one's "ego at the door" and understanding our own feelings about race and diversity to build the bridge in multicultural classrooms.
Freiberg, H.;Lamb, S.;. (2009). Dimensions of Person-Centered Classroom Management. Theory Into Practice , 99-105.
This article further develops Dr. Carl Roger’s concept of “Client Centered Therapy” and adapts it to the classroom. “Person Centered Classrooms” create a balance between the wants of the teacher (W) and the efforts of the student (E) to form a collective “WE”. The authors stress the importance of a strong relationship between the teacher and students, a sense of student connectedness to the school, and a positive classroom climate where students are responsible and reflective.
My focus has changed from Hispanic and non Hispanic students to a new group of marginalized students. Throughout student teaching I noticed and struggled with two observations. First, my cooperating teacher tended to not praise individual students for good behavior and second, students who struggled academically were the students who were reprimanded most. My puzzle of practice is, what strategies could I use to decrease innapropriate behavior of academically stuggling students in a busy classroom full of students with different needs?
ReplyDeleteRafferty, L. (2010). Step-by-Step: Teaching Students to Self-Monitor. Teaching Exceptional Children, 43(2) 50-58. (EJ902293)
This article focuses on teaching students self-management skills, which will help them monitor and manage problem behavior.
Partin, T., Robertson, R., Maggin, D., Oliver, R., Wehby, J. (2010). Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior. Preventing School Failure, 54(3) 172-178. (EJ872087)
This article discusses how praising appropriate behaviors and increasing opportunities to respond decreases inappropriate behavior and academic difficulties.
While teaching 8th grade language arts, I continually struggled with students not completing their homework assignments. I often wondered why they were not doing their homework, what could I change and how could I motivate them to do the work. The following resources offered ideas on how to motivate students and make homework interactive.
ReplyDelete1.
Gross-Davis, B. (1993). Motivating students. [Electronic Version]. In Tools for Teaching. Retrieved February 2, 2011 from http://teaching.berkeley.edu/bgd/motivate.html
Gross-Davis (1993) reviews various strategies educators can employ in order to increase student motivation. The chapter includes general strategies, instructional behaviors, proper structuring of the class to motivate, de-emphasizing grades, responding to their work (feedback) and steps to motivate students to do assigned reading.
2.
Epstein, J. L., Salinas, K. C., & Van Voorhis, F. L. (2001). Teachers Involve Parents in Schoolwork (TIPS) Manuals. Baltimore, MD: Center on School, Family, and Community Partnerships, Johns Hopkins University. Retrieved February 2, 2011 from http://www.csos.jhu.edu/p2000/tips/index.htm
Joyce Epstein and fellow teachers and researchers developed a partnership homework process called Teachers Involve Parents in Schoolwork (TIPS). TIPS helps teachers keep the family informed and involved in their child’s learning and helps the student complete his or her homework. The homework assignments require the student to talk to someone at home about something they are learning in school, therefore making the homework interactive. The student returns the assignment with a parent signature and any questions the parent might have.
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ReplyDeleteWhile student teaching, I was blessed with several students that were ADD/ADHD. It was very challenging to tend to needs of all students while I had one with so much uncontrollable energy. My puzzle of practice on classroom management is how to effectively assist students with ADD/ADHD in the general classroom.
ReplyDeleteHarlacher, J. E., Roberts, N. E., & Merrell, K. W. (2006). Classwide interventions for students with ADHD. Teaching Exceptional Children, 39(2), 6-12.
This article gives a summary of entire classroom interventions for the benefit all students. Listed are interventions with key features indicating pros and cons that will allow the reader to determine what will best fit their classroom situations. This article indicates using entire classroom interventions as opposed to individualized interventions, thus providing more effective use of precious instructional time.
Reiber, C., & McLauglin, T. F. (2004). Classroom interventions: Methods to improve academic performance and classroom behavior for students with attention-deficit/hyperactivity disorder. International Journal of Special Education, 19(1), 1-13.
This is an evidence based article that presents behavior management techniques for students with ADHD. The interventions presented include classroom structure, teaching modifications, peer interventions, token economies and self-management. This paper also includes an interview of an educator with his perspective on strategies that he uses in his classroom.
The puzzle of practice I have regarding classroom management deals with behavioral problems. How does a teacher deal with these issues while not disrupting learning from the students who are following the rules, and also not marginalize the ‘problem’ students in the process? My articles are aimed at preventative behavior controls instead of reactionary methods. Having high expectations for performance in the classroom should include behavior as well, which is why I chose the Positive Behavior Support and Warm Demander articles. Each approach sets a foundation for expected behavior and the consequences for deviating from the expectations, holding each student accountable, yet being fair.
ReplyDelete1:
Bondy, E., & Ross, D. D. (2008, September). The teacher as warm demander.
Educational Leadership, 66(1), 54-58. Retrieved from http://www.ascd.org/
publications/educational-leadership/sept08/vol66/num01/
The-Teacher-as-Warm-Demander.aspx
This article talks about the ‘Warm Demander’ pedagogy and how teachers can be fair and demanding when dealing with their students. This establishes an environment of high expectations for students and sets the foundation for equitable enforcement to all students, regardless of their level of need.
2:
Dunlap, G., Lewis, T., & McCart, A. (2006, April). Program-wide positive
behavior support for young children. Positive behavioral interventions and
supports, 3(3). Retrieved from http://www.pbis.org/pbis_newsletter/volume_3/
issue3.aspx
This article discusses the key characteristics of the ‘Positive Behavior Support’ system and how the focus is on establishing a clear cut foundation and expectations for all students, aimed at addressing behavior as a preventative measure.