'Trends in Classroom Management\r'

'Current Trends in schoolroom Management Classroom shed light onWong’s Pragmatic ClassroomKagan, Kyle, and Scott’s Win-Win DisciplineMorrish’s Real Discipline Strengths•Wong’s progress â€Å"pragmatic” where it is â€Å"built from practical intellections” pieced in concert from sevenfold sources (Charles, 2008, pg. 130). This theory does non fit with cookie tender classrooms and piece of ass be modified to fit the instructor, content, or student group. •Encourages the idea that â€Å"discipline problems” will â€Å"by and large disappear” when the classroom recognizement is in run into (Charles, 2008, pg. 0). •â€Å"Rules of behavior bound limits” where they â€Å"create a work-oriented air travel” (Charles, 2008, pg. 133). Behavior issues are simply violations of procedure and squander specific and logical consequences that were clearly laid expose on the first mean solar day of sc hool. •â€Å"Student take” are strongly represented were the â€Å"primary coating” is to â€Å"help students develop long-term, self-managed responsibility. •Encourages a spirit of teamwork amidst the teacher and student where the end result is where â€Å"students manage themselves responsibly” (Charles, 2008, pg. 151). A precursor to Kagan’s win-win scheme because it â€Å"teaches students right from wrong,” high expectations of adult authority, â€Å"and encourages them to make choices intimately behavior that are sufficiently mature and experience to do” (Charles, 2008, pg. 227). •â€Å"To acquire essential [behavioral norms] skills, they need supportive guidance from enlightened, caring teachers” where it does not put the teachers and students on the same plane; however, it does not completely crumble them. Weaknesses•Requires intense planning and execution by the teacher to ensure that consistenc y of procedures is followed in order for this to result. If in that location needs to be a change in classroom management style in the nerve centre of the school year, Wong gives teeny-weeny detail on how that should be handled. They focus heavily on the first day and first few weeks of school. •Sees disruptive behavior as â€Å"merely students’ ineffective attempts to meet certain unfulfilled needs” all the time (Charles, 2008, pg. 151). Where behavior issues could practice from students not even trying at all. •Since the descent needs to be based on the incident that the student and teacher must work together for the student to tuck that responsibility, what happens when they do not gain that type of utlook? •This strategy may feel handle an anarchy government where the students have little to no say in the classroom and their detecting, where the teacher is the fix authority in the classroom. Advantages•States that â€Å"a well-ma naged classroom is job oriented and predictable” and it can be a â€Å"smoothly functioning learning environment” (Charles, 2008, pg. 132). •When students learn the win-win strategy, they learn life skills that can help with â€Å" evolution self-management, responsibility, and other autonomous life skills” (Charles, 2008, pg. 151). Does not split up the teacher/student dynamic as well a lot with authority and does not give the student too much power without clear expectation. Disadvantages•If a teacher does not the set the procedures and expectations in the classroom originally the end of week two, research has sh knowledge that they will not have good classroom management •Procedures can seem daunting and intense and very little wiggle room for students. •This discipline type does not take preemptive strikes against disruptive behavior exclusively rather â€Å"considers disruptive behavior to be a starting point” (Charles, 20 08, pg. 152). This strategy may be easily confused with mistrust for their students and lowering angiotensin converting enzyme’s standard of expectation for the students just because of their age. admit/Dis adjudge•Solid expectations in an environment with crump infrastructure is an idea that resonates with my strategy of teaching. •I do not agree with this particular strategy where it states that we should dwell for students to misbehave so we can address the idea of responsibility or re-directing. I do not believe in setting up the students for trial and put my best effort forward for them to succeed on the first try, not wait for them to mess up to fix it. However, I do agree with the idea of encouraging autonomy from the students and stating that they are their bets advocates for their own education. •This strategy does expect high expectations from the students to follow the rules exclusively they are not in a dead on target in a democracy like the introductory strategy. There are no unrealistic expectations of maturity level and one will expect a student to act their age. The students are not set up to fail, but have a pissed teacher foundation. Resource Center: Charles, C. M. (2008). Builidng Classroom Discipline (9thth ed. ). Boston, MA: Pearson Education. Retrieved November 13, 2012\r\n'