Journal #5

My Discipline Model
(Form #5)

NAME: Laura Michelle Weed Instructor: Dr. Sharon Johnson

My Discipline Model Name: Cooperative Discipline and Love and Logic

Brief, narrative description of the model:
Cooperative Discipline
• People are social beings and desire to belong.
• Students are rational decision-making organisms.
• All behavior is purposeful and set toward social goals.
• Students do not see reality as it is, but only as they perceive it to be.
• A student’s misbehavior is the result of faulty reasoning on how to gain recognition.

Love and Logic
• Adults set firm limits in loving ways without anger, lecture, or threats.
• When a child causes a problem the adult hands it back in loving ways.

Overt Teacher Behaviors:
Cooperative Discipline
• Once the teacher determines the faulty goal, which is motivating the student’s behavior, the teacher confronts the student, engages them in friendly conversation, and confirms the mistaken goal to the student.
• The teacher then confronts the student in order to verify the motivation for the behavior.
• Once the motivation has been established, try some of the following techniques in order to effectively reach the student.
• Minimize the attention
• Legitimize the behavior
• Do the unexpected
• Distract the student
• Notice appropriate behavior
• Move students
• Make a graceful exit
• Use a time out
• Set the consequences
• Use concrete Learning Materials and Computer-Assisted Instructions
• Teach one step at a time
• Teach positive self talk
• Make mistakes okay
• Build confidence
• Focus on past successes
• Make learning tangible
• Recognize achievements

Love and Logic
• In a loving way, the adult holds the child accountable for solving his/her problems in a way that does not make a problem for others.
• Children are offered choices with limits.
• Adults use enforceable statements.
• Adults provide delayed/extended consequences.
• The adult’s empathy is “locked in” before consequences are delivered.

Covert Teacher Behaviors:
Cooperative Discipline
• This model of discipline relies on the teacher studying the behavior of the student and gather information to be able to determine which faulty goal is motivating the student’s behavior.

Love and Logic
• Teacher is sure to take care of themselves by not owning the problem but giving it back to the student.


Educational Insights: What glimpses, indications, signals, warnings, or advice would you offer to a new teacher based on your experience and your new knowledge gained from this course?
• There are many different options and ways to discipline students.
• You have to find the one that fits best for you and your students!
• It’s all trial and error

Strengths:
Cooperative Discipline:
• Helps teacher uncover mistaken goal
• Teacher is able to adjust plan for goal using techniques – confronting, class meetings, role-playing and sociometric testing
• A system of mutual respect
• Replaces punishment with logical consequences
• Focus is more on the attempts to improve than on the improvement.

Love and Logic
• The teacher gives the problem right back to the student for them to solve.
• The teacher gives choices and allows the student to reap the consequences of that choice.
• The teacher is able to squelch an argument before it starts.
• The teacher is able to delay consequences.
• The teacher always appears to be on the kids side.

Limitations:
Cooperative Discipline
• Difficult to determine mistaken goal
• Limited demands on the students achievement
• Difficult to determine logical consequences
• Class meetings can strain relationships of participants
• Students don’t see the connection between their actions and logical consequences.

Love and Logic
• Student has control over choices. Teacher just facilitates.
• There might not be a great time to deliver delayed consequences.
• It is very easy to seem sarcastic!

Why do you believe your model will work with students?
Cooperative Discipline
• This model recognizes that every behavior has a motivation. If a student comes into my class and starts yelling, it has nothing to do with me but everything to do with the goal the student is trying to achieve.
• This model gives many options to deal with behaviors. You are bound to find one that works with your student.

Love and Logic
• Love and Logic is all about relationships. Students have to take control, while the teacher is in the background rooting for them. So many times as teachers, we try to do everything for the students and are exhausted at the end of the day. Although we might watch the kid fall on their face, it generally only takes once or twice before the kid learns.
• The anti-arguing statements are amazing! They allow you to stop an argument and continue on with the rest of your class without losing your cool and your integrity.

Journal #4

I. Data Collection: On additional page(s) (to be attached), document at least 10 discipline situations encountered in your classroom. Journal each incident and include:

Incident #1
A. 11/8, 8:27

B. 8th grade PFD

C. Description of the incident:
John is refusing to work with the people in his group. His group has tried to work with him, but he keeps changing his mind about what he wants to do. He will not explain the notes he has taken to them so that they can finish their project.

D. Consequences:
The problem was that John did not want to work in a group. Part of the point of the project was learning to work as a team. So I mediated for the students. John and the other boys each picked part of the project. Their grades were reflective of the individual parts they completed as well as how their final presentation went. John still wanted to do the project by himself, but was a little more willing when his grade was a little less dependent on the work of others.

E. Reflection:
Since I was willing to work with the student and modeled for him an appropriate way to compromise, the student was later able engage in this behavior himself without my help.

Incident #2
A. 11/10, 11:59

B. 8th grade PFD

Description of the incident:
Students were using the wrong door in the hallway and walking down the wrong side of the hallway. (Students were not staying on the right side of the hallway.) This was causing congestion in the hall and causing students to be late. A student who was about to come in the correct door got hit in the nose by a student who was coming out the wrong door. The doors are labeled with signs saying, “Use this door” and “Please use the other door”.

C. Consequences:
The counselor and I started standing out in the hallway by the doors in order to direct traffic. Students who were coming in the wrong side, had to go back through and go in the right side. For repeat offenders, they had to practice going in and out the correct door three times.

D. Reflection:
Students generally are not repeat offenders too often. Because I teach 8th graders, I set a standard in the hallway of expectation for the 7th graders coming up. Many of my current 8th graders have said that they thought I was mean because of my hallway expectations. This lays the foundation for my classroom in that they know that I am strict but yet they know we can have fun.

Incident #3
A. 11/10, 12:40

B. 8th grade PFD

Description of the incident:
Students are given a “baby” (aka a baby doll) to take care of for a week. This project is worth 20% of their grades. John and John took their babies and were play-fighting with them.

C. Consequences:
Because John and John had jeopardized the safety of their babies, “CPS” stepped in and removed their babies from the dangerous situation. John and John had to write a one-page paper about what had happened and what would have happened to them in real life had they done this.

D. Reflection:
John and John unfortunately were the example of how serious I was about the project. Students were thinking that they had just received baby dolls and could treat them any way they wanted. Other students saw that they had to take the project seriously as well.

Incident #4
A. 11/12, 3:30

B. 8th grade PFD

C. Description of the incident:
John was in tutoring. I was discussing with him about why he had been late to class. Another teacher walked in on the conversation and overheard what the problem was.

D. Consequences:
The other teacher said, “We can take care of this problem. Everyone else gets here on time. Why don’t you watch the cameras and check and see what he is really up to? If he does it again, just send him to the office.” This automatically put John on the defensive. I was going to give him a warning and let him know that he was

E. Reflection:
The other teacher stepping in definitely did not help. The teacher is very old school and was just trying to help. Unfortunately, anything I said to the student after this conversation fell on deaf ears.

Incident #5
A. 11/20, 12:44

B. 8th grade PFD

C. Description of the incident:
John came into class with his pants sagging.

D. Consequences:
I stopped him and looked all around as if I was looking for something and said, “Dude! Your butt fell! I was just looking for it for you!” John laughed and pulled up his pants.

E. Reflection:
John struggles with academics as well as behavior. He does not do well with confrontation and generally shuts down when confronted. Using Cooperative Discipline and doing the unexpected, I was able to solve the problem and communicate my expectation without directly confronting John.

Incident #6
A. 11/24, 3:27

B. 8th grade PFD

C. Description of the incident: write down everything that happened or was said. (Write down immediately after class; don’t wait until after school or until right before assignment is due!)

Jane was walking down the hall with her friends. She rears back and hit one of her girlfriends on the butt.

D. Consequences:
I told her to keep her hands to herself otherwise she would end up in the office with an office referral. As she was walking into another classroom, she said, “Whatever!”

E. Reflection:
Luckily I do not have Jane. I did not go after her although I really wanted to. One of Jane’s friends is one of my star students and felt an overreaction with Jane would have damaged the relationship I have with this student, so I let Jane go. Next time, she won’t be so lucky.

Incident #7
A. 12/7, 9:23

B. 8th grade PFD

C. Description of the incident:
Students were watching a movie. Before the movie, I reviewed with the students what I expected of them during the movie (no talking, paying attention, etc.). However, John and John still were talking.

D. Consequences:
Using Love and Logic, I went to them and whispered to them again what my expectations were and reminded them that something would happen if they continued to talk. They continued to talk. Using the Cooperative Discipline Model, I changed their location.

E. Reflection:
Using a combination of strategies, I was able to maintain my cool and preserve the relationship I have with the students.

Incident #8
A. 12/7, 11:23

B. 8th grade PFD

C. Description of the incident:
A guest speaker was coming to speak about childhood immunizations. This class is a very talkative class. Using the Cooperative Discipline Model, I did the unexpected and gave them two peppermints to suck on before the presentation.

D. Consequences:
Because the student’s mouths were occupied, there was very little conversation.

E. Reflection:
This tactic definitely helped! I did not have to get onto the students for talking. With a little bit of creative thinking, I was able to solve the issue.

Incident #9
A. 12/7, 12:58

B. 8th grade PFD

C. Description of the incident:
A guest speaker came to speak about childhood immunizations. I wanted to encourage students to pay attention, ask questions, and answer questions. The speaker asked a question and Jane very politely raised her hand and answered the question correctly.

D. Consequences:
Following the Assertive Discipline Model, I rewarded the positive behavior with a peppermint. This encouraged other students to listen for questions and answer them.

E. Reflection:
What is your relationship with the student?

How did your relationship impact the dealings with the student?

How did the discipline situation impact your relationship with the student?

Incident #10
A. 12/08, 10:07

B. 8th grade PFD

Description of the incident: Jane and three other students came in the wrong door in the hallway. I sent all of them back to go through the correct door. Jane walks up to the door and turns around and does not follow my instructions.

C. Consequences:
I said, “Nice try. Now turn around and go do it right.” She rolled her eyes and went back and walked through. I had her do it a second time. When she walked back by me, I said, “You follow the teacher’s instructions the first time.” She said, “Yes ma’am.” She was late to class.

D. Reflection:
The student was a new student and didn’t know the rule. This has not been a problem again and the student now says “hi” as she passes me in the hallway.

II. Model to implement in your class: Assertive Discipline

A. Summary of model:
This model is aimed at building the student’s self esteem and positive relationships by first laying our expectations, then giving firm, clear consequences for following or not following those expectations.

B. Description of incident:
The students were doing presentations. We reviewed what you do when someone is doing a presentation. John kept talking and interrupting the presentations. Other students

C. Steps:
Knowing that John loves peppermints, I began to hand out peppermints to the students who were modeling the appropriate behavior we had previously discussed. Eventually, John got the hint and by the last presentation, he had earned his peppermint.

D. Reflection:
I was not very impressed with this model. Although I didn’t hurt the relationship by getting onto John, he definitely did not respond immediately because he was getting more attention by continuing to talk and disrupt the speaker than he would have if I had say moved him.

Technologies I Have Learned

This class has been amazing! I have always wanted to incorporate technology into my classroom but always thought these technologies were expensive and difficult to use. Now my eyes have been opened to the infinite amount of technologies that are FREE!!!

I have already begun to incorporate many of the technologies we have used in the classroom. I have created a class website in which I have uploaded assignments that students can access if they lose, as well as incorporated a calendar for parents to keep track of what is going on in class.

The next technology I am using is a wiki. I am actually using it in two settings. The first wiki I have set up is a wiki for sharing ideas among the Middle School PFD teachers. We don’t get an opportunity to meet so this is a perfect way for us to communicate our ideas! I am also using the wiki at church. We are sharing prayer requests and dates for social gatherings.

Another technology I will be using is my Del.i.cious account. This is perfect for websites that have to do with school. I can make these public and allow other teachers to see what I am using in my classroom.

The final technology I am incorporating is the blog. Students are going to journal about what is going on in the classroom. This will especially be helpful with the baby project in which the students are responsible for a “baby” for a week. They are supposed to comment on what happens in real life. Traditionally it’s been on paper. Now they can journal using the technology that they are already using.

I am so excited to continue using these products and teach my students how to use them.

Information Literacy

Information literacy in reference to the internet means to be educated about the information you have retrieved. Is the information credible or did someone just want to rant? The MAPit technique shows you how to disseminate incorrect information from correct information. It is not just important for the teacher to have this knowledge but is especially important for the students to know how to do this. Students today find out a majority of their information not from parents, books, or educated people, but from Google and various search engines. Not knowing whether the information is valid creates a generation of misinformed youth. I have always wondered whether the information I was finding was valid. I have gone back and checked many of the websites that I used previously in my classroom and was shocked by how much I trusted search engines to weed out the appropriate information, even the engines deemed “educational”. Without this technique, I would have continued to offer possibly incorrect information to my students.

Discipline Model #3

Discipline Journal #1
SHED Cohort—Fall 2008

NAME: Laura Michelle Weed Instructor: Dr. Sharon Johnson
I. Data Collection: On additional page(s) (to be attached), document at least 10 discipline situations encountered in your classroom. Journal each incident and include:

Incident #1
A. 11/7, 2:40

B. 8th grade, PFD

C. Description of the incident: I heard talking during the quiz. I said, “No talking.” I heard it again and look up to see Jane looking right at me. I went over and stood next to Jane. Talking stopped.

D. Consequences:
Generally my policy on talking during a test/quiz is a zero and a phone call home. Because I could not prove who was talking though, I moved myself to the area that I thought the talking was coming from and the talking stopped.

E. Reflection:
Once the quiz was over, I reviewed my policy on cheating. This reminded the students of where I stand on cheating. The student understood that I could have caught her done something but that I let it slide. The next quiz was no problem.

Incident #2
A. 11/7, 12:44

B. 8th grade, PFD

C. Description of the incident: John is tardy everyday. I watched him leave the cafeteria and realized that he stopped and talked to Jane.

D. Consequences:
I spoke with Jane and asked her for help. I told her that John had been late for several days in a row and that I needed her help. I told her that I needed her to not spend time talking to John after lunch because it was getting him in trouble. The next day, John was not late. Following the Cooperative Discipline Model, I made a huge deal about the fact that he was not late and continued for the next few days. He has not been late since.

E. Reflection:
I think the relationship with John and Jane has both improved. Jane knows that I’m looking out for her friend and John now knows that I’m here to help.

Incident #3
A. 11/10, 10:12

B. 8th grade, PFD

C. Description of the incident: John was disrupting the class. I told him to move seats. He continued.

What were the precipitating factors and what (if anything) could have prevented the incident? John is an Aide in a classroom full of students instead of during my conference period. I generally get my other students started before I get him started. Because he didn’t have anything to do, he was interrupting the other students.

D. Consequences:
I found something for John to do on the other side of the room. I spoke with John after class and reminded him that he is in the class to help me not to be a hindrance to the other students. I also sent him to help another teacher for the next few days.

E. Reflection:
Initially, I allowed John to pick whether he wanted to be an aide during my conference or during the class period he was currently enrolled. He chose the class period, but I think now he is wishing he hadn’t chosen to be an aide because despite the work, he would be able to work with his friends. By finding him something to do in another class, he was able to meet the compromise of wanting to be helpful which is why he signed up to be an aide and wanting to talk to his friends.

Incident #4
A. 11/10, 10:58

B. 8th grade, PFD

C. Description of the incident: Students were talking. I said, “3…2…1.” The students continued to talk.

D. Consequences:
According to the Cooperative Discipline Model, I began to “talk to the wall”. I said, “They have a project to do today don’t they? Oh yeah, they do! Really??? It’s worth twenty percent of their grade? Wow! That’s a lot! They really need to stop talking so that they can get the directions!” And the students stopped talking.

E. Reflection:
This class is a VERY talkative class. The Cooperative Discipline Model gave me an option so that I did not lose my temper and still gave the students information. When you don’t lose your temper, it always affects the relationship positively.

Incident #5
A. 11/10, 11:23

B. 8th grade, PFD

C. Description of the incident: John was refusing to do his warm up. Instead, he was walking around, talking to other students, and interrupting what they were doing. I asked John to sit and get to work which he did, but he also continued to interrupt the other students.

D. Consequences:
According to the Cooperative Discipline Model, I removed the audience. I asked him to go out in the hall and I would join him in a second. Once I got the class started on the warm up, I went outside and spoke with John. I told him that I was going to make a phone call that day and he was going to determine what type of phone call that it was going to be.

E. Reflection:
Once I made the positive phone call home, the student has been very receptive and done what I ask him to do. I think I will try this more often.

Incident #6
A. 11/11, 11:17

B. 8th grade, PFD

C. Description of the incident: John was out of his seat. I told him to sit down. He did and when I looked up again, he was out of his seat.

D. Consequences:
I told John that he could not be more than one arm’s length away from his table. I had to give him a detention in order to practice this behavior, but since then, all I have to say is “one arm” and he knows what I mean.

E. Reflection:
The student knows that I’m willing to work with him but that I will only work so far. He still tries to push the boundaries, but he knows that there is an end to my patience.

Incident #7
A. 11/11, 12:54

B. 8th grade, PFD

C. Description of the incident: In the next class period, John was up out of his seat while the students were working on their project.

D. Consequences:
Following the Cooperative Discipline Model, I did the unexpected. John had not caused an issue by walking around, but I told him that he could stay standing as long as he was no more than one arm from the table. He was shocked! He told me that most teachers told him to sit down but that he needed to stand up. He said that he appreciated me letting him stay standing.

E. Reflection:
John was really appreciative that I recognized that he was a kinesthetic learner and that he needed to be up and moving. I just put limitations on his movement which he was fine with.

Incident #8
A. 11/12, 2:39

B. 8th grade, PFD

C. Description of the incident: John began making inappropriate comments to another student based on a conversation they were having. The class heard him and began to laugh. I asked him to go outside and wait for me.

D. Consequences:
Using the Cooperative Discipline Model, I removed the student from his audience to discuss the comments that he made. We decided that the appropriate consequence was a detention to practice “If you don’t have anything nice to say, don’t say anything at all.”

E. Reflection:
I told John what could have happened to him for the comments that he had made: a ticket and an office referral. I told him however that I thought he had had a momentary lapse of judgment and that if that was what he wanted I could do it. Obviously, he was not okay with the office referral but he decided a detention was fair. By including him in the decision making process, he was able to think through what he had done and decide what a fair consequence really was. This allowed him to be responsible for the behavior and the consequence.

Incident #9
A. 11/13, 8:18

B. 8th grade, PFD

C. Description of the incident: John was leaning back in his chair again. I told him, “Six legs on the floor.” Minutes later he was leaning back again.

D. Consequences:
Because this was a repeat offense, I gave John a detention. In detention, he had to practice walking into the classroom and sitting in his chair correctly.

E. Reflection:
I don’t know how much this helped the relationship, as much as John now thinks when he sits down and begins to lean back in his chair.

Incident #10
A. 11/18, 2:20

B. 8th grade, PFD

C. Description of the incident: John failed all of his classes again for the second six weeks. I called and spoke with his mother and she said there was a lot going on at home. She did not think that this was the reason he was failing and she did not know what else to do but to let him fail.

D. Consequences:
The student got in trouble and went to ISS again, so I went and spoke with the ISS teacher. She said that he was refusing to work and he was about to get in trouble for insubordination. I went back to ISS and asked how he was doing. He still had not done any work, so I got my laptop and went in and watched him work. The next day I went in the room and asked if he needed me to hold his hand. He said, “No.” I checked back later and he had gone to the office because he had not gotten anything done. I once again grabbed my laptop and headed to the office to watch him work. He got some of it done. The next day I went back and checked with the ISS teacher. He had gotten his work done and I told him I was proud of him.

E. Reflection:
I told John that he was not going to fail on my watch. He thought these were just words, since everyone else had given up on him. I showed him that I meant what I said with my actions. I don’t know if he will pass but now he is working much harder for me.


II. Model to implement in your class: Cooperative Discipline

A. Summary of model: This model was created on the premise that all behaviors have a purpose. Once the intention of the behavior is determined, specific strategies are employed in order to reach the student.

B. Description of incident: Students continually talk when I am talking.

C. Steps: First I tried my normal technique of getting my students quiet. This did not work, so I did the unexpected and employed my version of the technique of “talking to the wall”. I began to talk to myself, all the while providing information to the students, like they would have homework if they didn’t get done in class or how much of their grade the assignment would be worth. No matter what class I did this technique with, it never failed to work.

D. Reflection:
What effects did the model have on your student(s)? I think this had a positive effect on my students because I was able to keep my temper.

What changes did you note once you implemented the model? Did the implementation have any impact on the overall classroom/learning? I don’t know that this really changed much because I realized I was already doing a lot of these techniques I just didn’t know they were a discipline model. Where I wasn’t following the model exactly, I just tweaked what I was doing and matched it up with the model making some of my less effective more techniques, more effective.

Discipline Jounal #2

Discipline Journal #1
SHED Cohort—Fall 2008

NAME: Laura Michelle Weed Instructor: Dr. Sharon Johnson
I. Data Collection: On additional page(s) (to be attached), document at least 10 discipline situations encountered in your classroom. Journal each incident and include:

Incident #1
A. 10/21, 2:40

B. 8th grade, PFD

C. Description of the incident: John was talking across the classroom. I pulled him to the back of the classroom and spoke with him privately about my expectation of him. I also reminded him that he was a leader and that leaders always have people watching them. They need to be examples for the rest of the world.

What were the precipitating factors and what (if anything) could have prevented the incident? The students were working on notes for a section that they had read. This student struggles with putting thoughts on paper and therefore was talking to cover up this weakness. Once I talked to him, he communicated to me that he needed help, and I was able to help him.

D. Consequences:
I talked with the student instead of yelling at him like I wanted to do. The student just needed some attention and a reminder that I had high expectations for him that he could meet.

E. Reflection:
Once I realized the student wanted the other students to look up to him, I began to utilize those skills by having him set an example through his actions. I also have him working with other students, helping them through the lessons.

Incident #2
A. 10/22, 12:44

B. 8th grade, PFD

C. Description of the incident: John began acting out by hitting other students and letting his grades slip. I called his mother and spoke with her about his behavior and his grade.

What were the precipitating factors and what (if anything) could have prevented the incident? John was bringing some personal issues that were going on at home into the classroom with him.

D. Consequences:
I spoke with the student’s mother and the student was forced to come to tutoring to make-up all work. This unfortunately did not work. The student continued not to turn in his work.

E. Reflection:
The student was upset that I called his mother but he began to understand the lengths I was willing to go in order for him to reach his potential.

Incident #3
A. 10/23, 11:31

B. 8th grade, PFD

C. Description of the incident: John was bowing up to another student and threatening to hit him. I pulled John aside and spoke with him about his behavior. He continued to “play” with the other student. I found something for the student to do to help me.

What were the precipitating factors and what (if anything) could have prevented the incident? The students were able to pick their own partners for this assignment. After this, I will not be letting this group pick their own groups.

D. Consequences:
I gave the student something else to work on because I know this student needed a break from the project. He was overwhelmed by the amount of work and once he finished his chore, we spoke and I had him break up the assignment into pieces he could accomplish.

E. Reflection:
This helped me to know the student a little better as well as remember where my students are. I have since broken up the assignments in smaller pieces, thus relieving the stress of a big project.

Incident #4
A. 10/24, 12:43

B. 8th grade, PFD

C. Description of the incident: John was falling asleep in class. I called his mother and we discussed what changes had been happening at home. I told mom that I would be keeping the student after school to make up the work that he had missed due to sleeping in my class.

What were the precipitating factors and what (if anything) could have prevented the incident? There are definitely some issues at home and the child is bringing them to school with him.

D. Consequences:
The student was very upset that he was going to have to come after school, but once he realized that he was not in trouble and just needed to make-up the work, he was better. I think the consequence was appropriate because the student was able to make-up the missed assignment while understanding that something will happen if he chooses to sleep in class.

E. Reflection:
The student does not feel he gets any second chances in life and by calmly talking to him, he understood that I still cared about him being successful in my classroom.

Incident #5
A. 10/27, 11:15

B. 8th grade, PFD

C. Description of the incident: John made a racial comment followed by several sexual comments. Joe said, “Hey! That’s not right!” I sent the student to the office in order to wait for the office referral.

What were the precipitating factors and what (if anything) could have prevented the incident? In class we were discussing the different types of advertisements and one of them is sex appeal. This is why the student made the sexual comments.

D. Consequences:
The consequences were appropriate. Had the student left it at one comment, I would have issued him a detention and handled it myself. However, the student continued and took it to a level that was out of my control.

E. Reflection:
The student understands that the comments that he made were not appropriate. The student has not stopped making those comments in other classes, however he has in my class. I have taken the time to know what he is doing in his other classes and talk to him about what’s going on outside of class, so he knows I care.

Incident #6
A. 10/27, 1:06

B. 8th grade, PFD

C. Description of the incident: “Miss! Jane’s doing her makeup!” said Joe. “No I’m not!” yelled Jane. “Joe, have you done your words for today?” I asked. “No,” he responded. “Then that’s whose business you need to be minding today.”

What were the precipitating factors and what (if anything) could have prevented the incident? The student had been trying to draw attention to himself the whole class period. He was yelling across the room, taking other people’s things. I was trying to extinguish the behavior by ignoring the student, but he took it to the point where I had to say something.

D. Consequences:
The student stopped what he was doing and got to work, so the consequence was appropriate.

E. Reflection:
The student and I have a working relationship. I am trying to work with him in controlling his impulses and he is trying to help me increase my patience level.

Incident #7
A. 10/28, 2:50

B. 8th grade, PFD

C. Description of the incident: John was chewing gum. I asked John to spit out his gum. “But it still has flavor!” John replied. “I’m going to flavor you!” The student laughed and spit out his gum.

D. Consequences:
I allowed the student to spit out his gum and later reviewed the gum policy on campus with the whole class. The student has not had gum since.

E. Reflection:
The student and I have a great relationship. This class is easy to laugh with because they tend to have very minor discipline issues. When I ask them to do something, they are quick to respond.

Incident #8
A. 10/31, 2:32

B. 8th grade, PFD

C. Description of the incident: All the students in the class were talking. I said, “3…2…1” and the talking did not stop. I stood and said, “I will continue when all mouths are shut and all eyes are on me.” The students said, “Shhhhh!” and quiet fell over them.

What were the precipitating factors and what (if anything) could have prevented the incident? The students had been working on an assignment. I needed to give them more information in order to continue on with the assignment. Had I remembered to tell them the information, this would not have been a problem.

D. Consequences:
I gave the students a warning. Later in that period, I had to wait again and we did a practice academy, in order to practice the appropriate behavior. This is a very talkative group and we have to practice often.

E. Reflection:
The students know that I mean business. They also know that when it is time to play, we have fun. My kids have gotten better about the talking but I also have to remember that they are at an age in which socializing is vital. We continually go back and forth with where the line is.

Incident #9
A. 11/3, 9:05

B. 8th grade, PFD

C. Description of the incident: John asked me to go to the restroom, just like he did the day before. “John, my policy is that you take care of that before or after my class, not during my class,” I replied. “But Miss, I have to go!” he exclaimed. “Thanks for sharing,” I said. “Can I use a pass?” “Thanks for sharing.” “Can I take a tardy?” “Thanks for sharing.” “When can I go to the restroom?” “Before or after my class.”

D. Consequences:
I used the anti-arguing strategy. Generally the student would have bugged me until I lost my temper and I gave him a detention for not working. Instead I was able to smile at him and not get into the argument keeping me from yelling and him from winning by engaging me in an argument.

E. Reflection:
This student and I get along. We don’t have any issues other than he always try to argue his way out of something. Since I have used the anti-arguing, I don’t see him as a bad student, but rather as a very intelligent student who has a lot of potential.

Incident #10
A. 11/6, 11:27

B. 8th grade, PFD

C. Description of the incident: Jane left her work in her locker. My policy is that no one leaves the classroom once they walk through my door. She came and asked me to go to her locker. I reviewed my policy with her and she responded with “But I need it to do the assignment today!” I replied, “Well you are not going to leave my room, so what are you going to do about it?” “I don’t know,” she said. “Would you like some suggestions of what other kids have tried?” “Sure.” “Well, some have taken the zero. How does that work for you?” “It doesn’t!” John pipes in, “Why don’t you just write it on a piece of paper?” “Can I do that?” Jane asked. “I don’t have a problem with that. The assignment isn’t due until tomorrow anyway, so you can just transfer the information when you get home.”

What were the precipitating factors and what (if anything) could have prevented the incident? We were working on a two-day project. Had I had an area in my room for the students to store their projects, Jane might not have forgotten her work.

D. Consequences:
The consequence was that the student was going to have to do extra work. I think this did make a difference in the student realizing that I knew she was human.

E. Reflection:
The student has since left her assignments in her locker, but she now knows through experience what her options are. She is a little more self-reliant now.

II. Model to implement in your class: Love and Logic

A. Summary of model: This model was created by two educators who believe in choice. This model allows students to learn from the consequences of their choice instead of learning from someone preaching at them. The theory also teaches teachers how to take care of themselves by not entertaining the argument. They give you the skills to avoid arguments, and thus diffusing the situation.

B. Description of incident: Student is continually asking questions in order to start an argument.

C. Steps: Student asked question. I answered the question. The student began to ask why. For every answer, I gave he would say “but” or “why”. I felt my temperature begin to rise and realized that he was trying to engage me in an argument. I smiled at him and began saying, “Thanks for sharing!” This stopped the argument but I did realize that I was using sarcasm. I need to be conscious of the sarcasm in my voice because that can continue the argument.

D. Reflection:
What effects did the model have on your student(s)? I think this had a positive effect on my students because I was able to keep my temper.

What changes did you note once you implemented the model? The students now know what to expect when they try to argue with me and they stop trying when they hear the magic phrase “Thanks for sharing!”

Did the implementation have any impact on the overall classroom/learning? This model definitely had an impact on the classroom and learning. I was able to keep a positive working environment and could delay the consequences, which is something they experience in real life.

Discipline Journal #1

Discipline Journal #1
SHED Cohort—Fall 2008

NAME: Laura Michelle Weed Instructor: Dr. Sharon Johnson
I. Data Collection: On additional page(s) (to be attached), document at least 10 discipline situations encountered in your classroom. Journal each incident and include:

Incident #1
A. 10/20, 8:20

B. 8th grade PFD

C. Description of the incident: I was trying to explain the assignment. The class was talking. I said, “Students I need your attention. Excuse me. 3…all eyes on me…2…all mouths shut…1.” Students put all eyes on me and all mouths were shut.

What were the precipitating factors and what (if anything) could have prevented the incident? I had just returned from maternity leave. I had to retrain my students on my expectations.

D. Consequences:
The students responded well, especially since they were glad to have me back from maternity leave. II do feel that the consequence fit the crime because it did not take long for the students to remember what I expected of them.

E. Reflection:
I hadn’t had much time I thought to develop a relationship with my students. I was surprised that they responded so well and I didn’t get too much of a fight from them.

Incident #2
A. 10/20, 8:55

B. 8th grade, PFD

C. Description of the incident: John hit John with a pencil. I was across the room helping another student with the assignment. I said, “Hey!” They continued. I walked over, smiled at them, and said, “If this continues, I will have to do something.” The students stopped.

What were the precipitating factors and what (if anything) could have prevented the incident? Students were working as a group and I was on the other side of the room working with another group. I had my back to the students. If I had been working with the group but still facing the rest of the class, this might not have happened.

D. Consequences:
Students were warned. From then on, I did not sit them at the same table and therefore has not been an issue again.

E. Reflection:
Since I had just returned from maternity leave, I did not have much opportunity before I left to build a relationship with the students. The students needed to be reminded where I stood. They were able to see that that was not okay in my classroom.

Incident #3
A. 10/20, 9:00

B. 8th grade, PFD

C. Description of the incident: Jane was talking while John was presenting for his group. I went and stood next to her and the Jane stopped talking.

What were the precipitating factors and what (if anything) could have prevented the incident? I did not present my expectations to the students before they started presenting.

D. Consequences:
Once I realized I had not presented my expectations, I stopped the presentations and reviewed what we do while someone is speaking.

E. Reflection:
Through this situation, I was able to set up a situation for the students to be successful in my room. I was able to explain my expectations and the students rose to those expectations, thus building the relationship between teacher and students.

Incident #4
A. 10/20, 11:00

B. 8th grade, PFD

C. Description of the incident: John was talking over me. I said, “Don’t interrupt!” Student stopped talking.

What were the precipitating factors and what (if anything) could have prevented the incident? I was trying to transition from the warm up to the lesson. There was wait time and therefore time for the students to get distracted.

D. Consequences:
The student stopped talking not because of what I said but due to embarrassment. The consequence of humiliation was definitely not appropriate.

E. Reflection:
Thankfully my students are very forgiving and understand that people make mistakes. This situation could have damaged the relationship that I had with the student, but the student chose to look past the situation. Now we get along well.

Incident #5
A. 10/20, 11:15

B. 8th grade, PFD

C. Description of the incident: Jane was chewing gum. I walked over to her and whispered, “By the time I come back over here, I expect the gum to be spit out.” Jane said, “I don’t have any gum!” I responded, “Thanks for sharing!”

D. Consequences:
The student spit out her gum. I gave her a warning and I feel the consequence fit the crime. It is a school rule, but I have to remember that these students are still kids and are going to test limits. I would have given a detention had the student not spit out the gum or had it in her mouth again.

E. Reflection:
The student knew I was not okay with having gum, but I was able to show the student that sometimes we just need second chances.

Incident #6
A. 10/20, 11:30

B. 8th grade, PFD

C. Description of the incident: I was at my computer getting stuff from the printer. "Miss! He hit me in the back of the head!" "He called me a fat a!" "Boys!" "John outside!" The boys get chest to chest. "John! Outside now!" "Miss he hit me and I didn't say anything to him!" "Okay. You go back to class. John come back inside. Did you hit him?" "Yes, but he called me a fat a!" Another student pipes in, "Not to intrude, but he didn't call you anything. I was sitting right next to him. You need to not lie about people!" I responded, "John. I have to do something about this. I will talk to the assistant principal and see what I have to do about this." "Can't you just move me to another class period?" "I have to talk to the principal and I will let you know later what is going to happen."

What were the precipitating factors and what (if anything) could have prevented the incident? The students were all working on a project. Many students were up and moving about and I thought it was organized chaos. Apparently not.

D. Consequences:
The consequence is that the student who hit the other student will have a detention since I didn't see what actually happened. I also pointed out to the student using the Administator's Code of Conduct of what can happen next time that he assaults another student. I also talked to John's parents and the registrar to see about moving him to another class period.

E. Reflection:
The student is one that is always an issue. He is a brilliant child with a lot of potential that unfortunately does not rise to his potential unless he is forced. This brings a lot of opposition because he does not do it his way. I am trying very hard to be patient with this child and to build a positive relationship.

Incident #7
A. 10/20, 1:21

B. 8th grade, PFD

C. Description of the incident: Student in the hallway had his shirt untucked. I stopped him in the hallway and said, “Hey! The coolest thing just happened! Your shirt was tucked in and it just jumped out of your pants! I would either get it under control or sell it to the circus!” The student gave me a strange look and walked away while tucking in his shirt.

What were the precipitating factors and what (if anything) could have prevented the incident? School hadn’t begun yet but the rule is that your shirt is tucked in when you walk in the door.

D. Consequences:
I gave the student a warning by telling him the story. Later that day I saw him and told him directly to tuck in his shirt or he would see me later that afternoon. He got the picture.

E. Reflection:
I do not have the student, but the student now knows when he walks past my room that he better have his shirt tucked in.

Incident #8
A. 10/20, 3:00

B. 8th grade, PFD

C. Description of the incident: John had gum in his mouth. I gave him the big eyes and he spit it out.

D. Consequences:
Nonverbally, I communicated with the student that he needed to spit out his gum. I reminded him later that he needed to not have gum in my classroom.

E. Reflection:
Student was understood that gum was not okay in my room, but I let him know in a way that did not draw attention to the student and give him the negative attention he was striving for.

Incident #9
A. 10/21, 8:10

B. 8th grade, PFD

C. Description of the incident: John did not have a pencil. He asked another student to steal a pencil from another student’s binder for him. I called the student over to my desk privately and told him to never let me catch him doing that again. In my class, that is not acceptable, and I reminded John that I provide pencils for him to use in my class.

What were the precipitating factors and what (if anything) could have prevented the incident? The reason the binders were left unattended was because we were having a pep rally that day and the students left to go to their lockers for the day. I was trying to enter attendance on the computer. I need to have the students immediately working on their warm up as they are walking in the door, while I enter attendance on the computer.

D. Consequences:
The student had come from another country, so I stressed to the student the seriousness of the issue and how it was not okay to steal.

E. Reflection:
I think I might have scared the student at the time with how serious I was about what had happened, but since, the student has been able to see how much I care and wouldn’t let someone else do that to his stuff.

Incident #10
A. 10/21, 1:45

B. 8th grade, PFD

C. Description of the incident: Jane was walking down the hall while hitting a male student. The John hit her back. I stopped them both and told the John that it was not appropriate to hit a girl. I then sent him to class. To Jane, I explained a situation that happened at another middle school. A girl was hitting a boy and he finally got tired of it. He hit her back out of anger and he hit her just right that it broke her nose. The male student then was sent to an alternative school and the female student had to go to the hospital. Jane was shocked that had happened. I explained that although not all boys are gentlemen, the ones that are don’t need to be pushed into situations to cause them to not act like gentlemen.

What were the precipitating factors and what (if anything) could have prevented the incident? I later found out from some of my other students that the Jane had a crush on John.

D. Consequences:
I fell that the consequences were appropriate. I could have sent the student to the office but this would have taught the student that there are no second chances.

E. Reflection:
I think this was the best way to handle this situation because although the student is not mine, she still says hi to me as she walks down the hallway.

II. In the space provided, describe one situation you handled well.
Description of incident: I feel I handled the situation with the female student and male student well.

Specific steps: I stopped and talked to them and gave them the benefit of the doubt that they had a moment of forgetfulness.

Reflection: By giving her a second chance, I was able to set an expectation and she rose to that expectation.

III. In the space provided, describe one situation you did not handle well or could’ve done better.
Description of incident: The situation that I did not handle well was the one where the student interrupted me while I was talking.

Specific steps: I could have given the student “the look”, and they would have understood that their behavior was not okay.

Reflection: If I could do it over again, I would…have given the student the look instead of humiliating him in front of the other students.

Baby Braiden

Make a Smilebox postcard

ETEC Journaling Assignment #1

Who am I?

I am a native Texan, born in the greatest state in the union. I am a wife, new mother, and teacher who has the opportunity to show kids the relevance of education through what I teach.

I am taking ETEC 524, a computer class, at A&M-Commerce for my Master’s in Secondary Education. I am taking this class so that I can better reach the new technologically advanced generation. I expect to gain a passion for technology from this class and feel that it will only scratch the surface of the wealth of knowledge available for incorporation into the 21^st century classroom. As an educator, I feel I need to be modeling a lifelong passion for learning which is why I’m obtaining my master’s degree. My goal is to stay abreast of the new technology available to Family and Consumer Science educators so that I am continually and effectively reaching the students in my classroom.

Definition of Educational Technology and Barriers to Integration

Educational Technology is technology used in the classroom in order to reach an ever advancing generation. Technology can take the form of computers, software, teaching aids, and freeware. Educational Technology looks like e-classrooms, virtual tours, hands-on activities, and world travels without ever leaving the classroom.

Educational Technology does not come without a cost. Money, time, teacher ignorance, and availability are the biggest barriers to implementing technology in the classroom. As consumer demand becomes greater and technology costs decrease, technology in the classroom will become a must resulting in school districts being forced to meet this demand with more continuing education and more of its budget set aside for technological needs. Until those budget increases are available, teachers must be willing to take advantage of the education provided, as well as investigate and hunt for free versions of some of the latest technologies.

How will I be an informator?

I plan to take one technology class per year while also trying to incorporate one new piece of technology into my teaching. I plan to teach the students this technology at the beginning of the year and continually using it throughout the year so that students are fluent by the time they leave my room. I would also like them to create an eportfolio that can carry with them throughout their high school years.

Skills to Develop this Semester

Excel—for teaching budgeting

Powerpoint—for presentations

Publisher—for creating advertising posters

Blogs—for communication with parents and alternative to traditional assignments

Podcasts—alternative to traditional assignments

Wikis—don’t know what they are

Other unknown technology

Video Response

In the videos, I was surprised not by the amount of time students spend using technology but by the amount of technology they use. Students are creating and using software and freeware that I don’t even know exists. My question is how do we as educators stay abreast of all the new technology available without spending all of our free time searching for it?