Student-Centered Teaching and Discipline

Study Notes

Student-Directed Learning

Emphasizes a shift from traditional, teacher-led instruction to a lively, interactive classroom.
Classroom focus is on students' needs, fostering collaboration and group work.
Incorporates multiple activity centers with a variety of materials and tasks.
Encourages low-volume student interactions and excitement for learning.

Assertive Discipline

Advocates for clear communication of expectations from teachers to students.
Asserts that students choose their behaviors; classroom structure should guide appropriate behavior.
Firmness and clarity in setting requirements are essential for compliance.

Five Steps to Assertive Discipline

Identify and eliminate barriers to assertive discipline.
Practice assertive communication styles.
Set and enforce limits consistently.
Follow through on established limits.
Establish a system rewarding positive behaviors.

Choice Theory

Focuses on internal motivation as the basis for behavior.
Identifies five basic needs: survival, love, belonging, power, freedom/fun.
All behaviors are choices made to meet these needs.

Ten Axioms of Choice Theory

Personal behavior control is only possible over oneself.
Information is the primary offering in relationships.
Psychological issues arise from relationship challenges.
Current relationships influence personal experiences and behavior.
Past experiences inform current behaviors, but needs must be met now.
Needs are satisfied through the quality of choices made.
All actions are behaviors.
Total Behavior includes acting, thinking, feeling, and physiology.
Direct control over acting/thinking allows influence on feelings/physiology.
Behavior is characterized by verbs reflecting its recognizable parts.

Decisive Discipline Theory

Differentiates between indecisive and decisive teachers; compliance expectations matter.
Emphasizes clear verbal communication and body language for setting compliance expectations.

Four Levels of Decisive Teacher Action

Level 1: Tactical ignoring for minor misbehaviors.
Level 2: Restate rules or directions simply.
Level 3: Offer students clear choices to guide behavior.
Level 4: Utilize time-out as a consequence for continued misbehavior.

Behavior Management Theory

Grounded in behavior modification principles to enhance education through environmental adjustments.
Highlights the ineffectiveness of punishment; promotes positive reinforcement for behavior change.

Group Management Philosophy

Focuses on the teacher's planning and organizational skills to enable proactive behavior.
Introduces "Lesson Movement" which connects effective classroom management and instructional methods.

Components of Lesson Movement

"Withitness": Awareness of classroom dynamics at all times.
Overlapping: Managing teaching while addressing misbehavior.
Momentum: Ability to maintain lesson continuity amid disruptions.
Smoothness: Keeping the lesson on track without unnecessary diversions.
Group Focus: Engaging all students during instruction.

Classroom Management Philosophy

Proposes that effective classroom management prevents discipline issues.
Advocates starting the school year by establishing routines and procedures for students.
Believes time invested in communication of expectations minimizes disciplinary actions throughout the year.

Teaching Procedures According to Harry Wong

Explain procedures clearly through verbal and practical demonstrations.
Rehearse procedures under supervision to ensure understanding.
Reinforce procedures through practice until they become habitual in students.

Description

This quiz explores concepts of student-directed learning and assertive discipline in the classroom. It highlights the importance of active student engagement, clear communication of expectations, and internal motivation through choice theory. Learn how these principles can transform traditional teaching methods into collaborative, interactive environments.