|
|
Post by fyu1988 on Sept 19, 2013 19:52:53 GMT -5
1. What are the key "building blocks" in teaching students responsibility? Identify one or two specific ways of teaching and reinforcing each of these building blocks.
Personally, I feel #2 Always treat students with dignity is the most important "building block" in effective discipline. When the author states, "Dignity is enhanced when students have the opportunity to lead, make decisions, and give input," this really resonated with me. Students are much more likely to follow expectations when they helped to create them. In my classroom, the students create a Class Constitution, which clearly states the rules they will follow. Along with that, they also come up with the consequences if in fact any of the rules are broken. This gives the children a chance to voice their opinions and in return, they feel valued. While there are rules that teachers make, I see them as "procedural" things. It is the rules of "Always be respectful to my classmates" and "Be considerate of one another's ideas and thoughts" that really make all the difference when it comes to behavior. It is these things that make the class a positive place to learn and if everyone begins to feel this way, it is almost infectious. Then the one student who begins to acts out, looks around and realizes this is not the correct way to behave. We are the role models for these children and we have to show them the "right way" to look, instead of pointing out all the wrong things they're doing. Most importantly, ff we want our students to act a certain way, then we have to build relationships with them first. That is really where it all begins.
|
|
|
|
Post by fyu1988 on Sept 19, 2013 19:58:40 GMT -5
Mrs. Burke, I really liked what you said about making mistakes. I believe it to be important for the students to see that teachers are not perfect either. We slip up and do things we do not mean to..and that includes losing our temper at times. When we apologize to the children, they can learn the appropriate way to handle a situation and model what we have taught them. Thank you for remembering that no one is perfect! We have to let our students know this too!  |
|
|
|
Post by fyu1988 on Sept 19, 2013 20:01:55 GMT -5
1. What are the key "building blocks" in teaching students responsibility? Identify one or two specific ways of teaching and reinforcing each of these building blocks. I have always been taught that when making classroom rules you should do it with the children and keep it positive. Students often talk about "No hitting, no talking, etc." and teachers turn it around and make a positive statement. In my classroom we did just this and we also briefly discussed why we need rules. However, after reading chapter 2 I realized I am missing a key building block in teaching responsibility - the value. We sing our classroom rules song every day, but we haven't really talked about why we keep our places tidy and neat, or why we raise our hands before we speak. This is something I will plan on touching upon with my students and focusing on more in my classroom. Love how you said "why we need the rules." Students will never abide by the rules unless it is stated why we have them. If we put a "purpose" behind it, then they are much more willing to follow them. And turning those "don't" statements into positive ones is something I really try in my classroom too  |
|
narmi
New Member
Posts: 6 
|
Post by narmi on Sept 20, 2013 6:36:30 GMT -5
I believe the key "building blocks" in teaching students responsibility is providing the students an atmoshere in which they feel safe and comfortable to explore new ideas without fear of ridicule. Teaching responsibility to students requires flexibilty for the teacher to be able to use her judgement in handling the situation in a which works for the student and the teacher. I found the phrase fair is not always equal a powerful message along with effective discipline does not come from a packaged method but from the heart and soul of the teacher.
|
|
|
|
Post by mosey4 on Sept 20, 2013 8:28:30 GMT -5
Teaching Students Resposibilty.
Building Blocks to teach Children responsibilty
Setting up rules
Children help to set them up, we value their input.
What to do and how, define rules.
Consequences
children break the rules what guidelines for enforcing the rules.
Example: raise hand, no shouting out.
after 3 times go sit in seat.
Cildren need to know that we as teachers value what they think.
Children learn responsibilty with choices & opportunity, without them they do not make mistakes. By making mistakes we almost always learn from them. This has always been a favorite rule for me to follow as a Mom, teacher and person. Sometimes it is hard to let children make a mistake that you know is such, but then if not they can not learn.Eventually after making a mistake you look back and see why and learn.
Teachers need to reach out for the more challenging students
|
|
|
|
Post by crippen224 on Sept 20, 2013 14:42:43 GMT -5
Two of the key building blocks are establishing not only rules, but also insuring that students understand the foundation of the rules. They need to understand the “values” behind the rules themselves. It does no good to say, “Keep your hands to yourself.” You need to say, “Keep your hands to yourself, because we have to respect other’s possessions and safety.” Saying this explains to the students that your rules are not arbitrary statements. They are things put in place to enhance everyone’s learning experience each and every day.
When explaining rules to the classroom, you have to give students choices. You have to make sure they feel like they have some “power.” In order to do this, you have to establish that they have many choices, but they need to accept the consequences of those choices if they don’t obey the rules and “values” you have established.
|
|
|
|
Post by McIntyre on Sept 20, 2013 14:53:30 GMT -5
1. What are the key “building blocks” in teaching students responsibility?
Children can learn resonsibility in school by reminding them of choices in their behavior "Is this a good or bad choice?" I use this with my own children. If they made bad choices we always talked about what you coulI have done instead or in place. As long as they have choices and guidance attiudes will turn around.
|
|
|
|
Post by Crippen on Sept 20, 2013 16:31:48 GMT -5
Two of the key building blocks are establishing not only rules, but also insuring that students understand the foundation of the rules. They need to understand the “values” behind the rules themselves. It does no good to say, “Keep your hands to yourself.” You need to say, “Keep your hands to yourself, because we have to respect other’s possessions and safety.” Saying this explains to the students that your rules are not arbitrary statements. They are things put in place to enhance everyone’s learning experience each and every day.
When explaining rules to the classroom, you have to give students choices. You have to make sure they feel like they have some “power.” In order to do this, you have to establish that they have many choices, but they need to accept the consequences of those choices if they don’t obey the rules and “values” you have established.
|
|
|
|
Post by kelly5014 on Sept 20, 2013 18:43:27 GMT -5
What are the key "building blocks" in teaching students responsibility? Identify one or two specific ways of teaching and reinforcing each of these building blocks.
I think a key building block would be attaching values to the rules that are implemented to make sure they go hand in hand with one another. Like the chapter said, when rules are replaced with values like "be kind" students have trouble making the connection between what they're doing and the consequences. Making sure to define a rule but also to explain why can help students understand why that rule is in place in the first place.
|
|
|
|
Post by kelly5014 on Sept 20, 2013 18:50:12 GMT -5
1. What are the key "building blocks" in teaching students responsibility? Identify one or two specific ways of teaching and reinforcing each of these building blocks. I have always been taught that when making classroom rules you should do it with the children and keep it positive. Students often talk about "No hitting, no talking, etc." and teachers turn it around and make a positive statement. In my classroom we did just this and we also briefly discussed why we need rules. However, after reading chapter 2 I realized I am missing a key building block in teaching responsibility - the value. We sing our classroom rules song every day, but we haven't really talked about why we keep our places tidy and neat, or why we raise our hands before we speak. This is something I will plan on touching upon with my students and focusing on more in my classroom. I agree with you about missing the value component. I also wrote about how the values are important and go hand in hand with the rules but I feel like I forget to do that with some of my rules. Sometimes I think because the students are a little older and may have been in school for awhile that it makes it easy for them to follow the rules. "No hitting" or "raise your hand" are rules they are used to hearing, so do I need to attach a value to them? Reading the chapter made me realize that the values and the "why" are so important. We don't like to do things as adults without knowing why, so why should our students? It is something I want to focus more on in my classroom as well. |
|
|
|
Post by kelly5014 on Sept 20, 2013 18:58:15 GMT -5
Two of the key building blocks are establishing not only rules, but also insuring that students understand the foundation of the rules. They need to understand the “values” behind the rules themselves. It does no good to say, “Keep your hands to yourself.” You need to say, “Keep your hands to yourself, because we have to respect other’s possessions and safety.” Saying this explains to the students that your rules are not arbitrary statements. They are things put in place to enhance everyone’s learning experience each and every day. When explaining rules to the classroom, you have to give students choices. You have to make sure they feel like they have some “power.” In order to do this, you have to establish that they have many choices, but they need to accept the consequences of those choices if they don’t obey the rules and “values” you have established. I like how you said students have many choices, but they need to accept the consequences of those choices if they don't follow the rules and values that are in place. Giving students those choices in the first place can help them better accept the consequences. If they know all the choices are on the table, then it's not the teacher's way "just because" and they can make an informed decision based on all their options. |
|
|
|
Post by theresamatheny on Sept 22, 2013 15:24:41 GMT -5
b. Does it preserve or attack dignity (does the student leave feeling good about us or hating us)?
We have been reading and writing about rules and reasons for rules. I've found that when we explain to children why the rules exist and how even adults must follow rules to function in society they are more willing to create rules together and see how they actually help the greater good (eventually).
I also read recently that adults must be careful of what they say to children because our comments become children's inner voice. Not only can we preserve their dignity we also create a voice that becomes who they are and what they believe about themselves. How can a child end up hating us if the inner voice we help them create says. "I can get it if I work hard. I get better at this when I work harder. I am part of this group. What I say matters. I'm responsible for my actions and I know what to do so everyone can learn."
I was caught in this last week when I told my son he was a mess and never knows where anything is. Whoops! What I meant to say was..."Your brain is moving so fast you forget to pick up your belongs but if you work hard you can get it picked up in no time so next time you will know exactly where all of your belonging are located."
|
|
|
|
Post by theresamatheny on Sept 22, 2013 15:28:10 GMT -5
Two of the key building blocks are establishing not only rules, but also insuring that students understand the foundation of the rules. They need to understand the “values” behind the rules themselves. It does no good to say, “Keep your hands to yourself.” You need to say, “Keep your hands to yourself, because we have to respect other’s possessions and safety.” Saying this explains to the students that your rules are not arbitrary statements. They are things put in place to enhance everyone’s learning experience each and every day. When explaining rules to the classroom, you have to give students choices. You have to make sure they feel like they have some “power.” In order to do this, you have to establish that they have many choices, but they need to accept the consequences of those choices if they don’t obey the rules and “values” you have established. I like how you said students have many choices, but they need to accept the consequences of those choices if they don't follow the rules and values that are in place. Giving students those choices in the first place can help them better accept the consequences. If they know all the choices are on the table, then it's not the teacher's way "just because" and they can make an informed decision based on all their options. And who is to say that rules can't be changed and adjusted as the class learns and grows together. We can use the constitution of the United States as a example. We have a set of very useful rules but we are always and adding and adjust based on the needs of the group. When the class sees a problem then could amend what was already in place. |
|
|
|
Post by karend22 on Sept 25, 2013 21:39:50 GMT -5
1. What are the key "building blocks" in teaching students responsibility? Identify one or two specific ways of teaching and reinforcing each of these building blocks.
What stood out to me in this chapter was "always treat students with dignity." Even very young children have a sense of pride and dignity. Their feelings can be easily hurt by being scolded in front of their peers. If at all possible their behavior concerns should be addressed directly to them in a manner so as not to embarrass them. It is important for them to feel that they are partners in the creation of rules and expectations in the classroom. They should be given opportunities to make decisions concerning what behavior is acceptable and what behavior is not acceptable. In this way they become accountable for their actions.
|
|
|
|
Post by kvang21 on Sept 27, 2013 10:03:58 GMT -5
I agree with Ms. Frail. I feel that I do the same thing too. I find myself complimenting the behavior students when do actually do something right because I know they need that extra boost. But, I forget about the students who usually do the right thing. My challenge for myself is to use the on task students as a model for the behavior students to follow.
|
|
|
|
Post by youathao on Sept 27, 2013 12:15:15 GMT -5
2. Examine your current methods of intervention when students misbehave.
Each method should have two components for it to be successful.
Ask these questions before implementing:
Answer: If students misbehave I usually give them two or more choices to correct the problem and let them
decide what choice is best for their situation. Afterwards, I make it my priority to follow up with the student(s)
to clarify anything they did not understand or just to praise them for their ositive choices.
a. Does the intervention work? Is it getting what I want (improved behavior, better attendance, etc.)?
Answer: Most of the time it works. Sometimes, the problem has nothing to do with me but may be because of a
situation before I came into contact with the student.
b. Does it preserve or attack dignity (does the student leave feeling good about us or hating us)?
Regardless of dignity, I will let them know that I love them, care about them, and I just want them to succeed.
I agree with Mr. Kelley. The rules within an area are only as good as the reasoning behind the existence of
them. We all can easily the kids to locate causes and effects but we somehow for got to do it with our
own rules.
I second what Ms. Saunders said about understanding what is expected out of students. If I do not understand
what someone expects out of me than I will continue to do what I think is normally expected out of me. I
need to be understanding, willing to explain expectations, and following through with them on a daily basis.
|
|
|
|
Post by jpiper on Sept 28, 2013 10:18:04 GMT -5
An effective discipline plan fosters critical thinking and shared decision making. Allowing students the opportunity to “talk through” the issue at hand enables them to have their voice heard. Taking the opportunity to sit down with the student and asking a simple question, such as, why do you think we need to talk right now, gives the student the opportunity to use critical thinking skills to explain their side of the situation. This also allows the opportunity for the teacher to explain why the student’s action was inappropriate at the time. After each had the opportunity to be heard a discussion about what alternative actions could have been taken in this situation. This allows for shared decision making between the teacher and student. The hope of this approach is that the student feels their voice has been heard, thus preserving their dignity. The teacher was given the opportunity to explain why the action was inappropriate or unsafe and they worked together to find an appropriate solution.
|
|
|
|
Post by jpiper on Sept 28, 2013 11:50:26 GMT -5
1. What are the key "building blocks" in teaching students responsibility? Identify one or two specific ways of teaching and reinforcing each of these building blocks. I have always been taught that when making classroom rules you should do it with the children and keep it positive. Students often talk about "No hitting, no talking, etc." and teachers turn it around and make a positive statement. In my classroom we did just this and we also briefly discussed why we need rules. However, after reading chapter 2 I realized I am missing a key building block in teaching responsibility - the value. We sing our classroom rules song every day, but we haven't really talked about why we keep our places tidy and neat, or why we raise our hands before we speak. This is something I will plan on touching upon with my students and focusing on more in my classroom. Miss Frail I agree with your statement about attaching values to the rules. As I reflected on my own practices in the classroom, I too neglected to talk about the values we are practicing when we follow the rules. I am also going to concentrate on relaying this information to my students. |
|
|
|
Post by jpiper on Sept 28, 2013 11:57:23 GMT -5
1. What are the key "building blocks" in teaching students responsibility? Identify one or two specific ways of teaching and reinforcing each of these building blocks. What stood out to me in this chapter was "always treat students with dignity." Even very young children have a sense of pride and dignity. Their feelings can be easily hurt by being scolded in front of their peers. If at all possible their behavior concerns should be addressed directly to them in a manner so as not to embarrass them. It is important for them to feel that they are partners in the creation of rules and expectations in the classroom. They should be given opportunities to make decisions concerning what behavior is acceptable and what behavior is not acceptable. In this way they become accountable for their actions. This is such an important building block in teaching students responsibility. I completely agree that children are very sensitive to teachers' comments, as well as, the way they are perceived by their peers. The way the teacher chooses to respond to a student's inappropriate behavior can easily damage the student-teacher relationship and the student-student relationship. I agree that the concern should be addressed directly to the student in a manner not to embarrass them. |
|
|
|
Post by Everitt on Sept 29, 2013 21:10:03 GMT -5
The key building blocks in teaching responsibility are:
To provide students with opportunities to think critically.
To allow students to make decisions the classroom.
At the beginning of the year, it is always beneficial to allow students to discuss specific rules, procedures and consequences.
Students then take ownership of their classroom and most importantly, their learning.
The daily class meetings give teachers ongoing opportunities to ask students how things are going and what best steps need to be made to make needed changes.
|
|
|
|
Post by Everitt on Sept 29, 2013 21:22:50 GMT -5
1. What are the key “building blocks” in teaching students responsibility? I feel the key building block for teaching children responsibility is allowing children to make choices. Children feel important when they are allowed to make choices. Giving children choices teaches children how to make responsible choices independently in the future. This teaching method may take longer to teach in the begining but in the long run it will become more natural for children to make good choices. I love that even with our youngest students we are teaching them about choices. I am sure that this is very empowering for a child to realize that what they think really does matter and that they are worthy individuals. |
|
|
|
Post by DKingsberry on Oct 1, 2013 21:08:53 GMT -5
1. What are the key "building blocks" in teaching students responsibility? Identify one or two specific ways of teaching and reinforcing each of these building blocks.
The key building block that stuck out at me when reading this section about teaching students responsibility was, “If you want true power, you must give some of it away.” It is very true that students cannot learn responsibility without choices and without an opportunity to make mistakes and learn from them. Instead of telling students what they have to do, have a class discussion on what are some of the things they should do as a responsible leader in certain situations. When the student actually breaks a rule that the class has created together, instead of yelling at the student have a sit down discussion with him/her about their actions and ask them what choices or actions should have taken place instead of telling them. In this case hopefully the next time this situation arises the student will think about their actions and what choices the can make.
|
|
|
|
Post by DKingsberry on Oct 1, 2013 21:26:28 GMT -5
The fundamental core beliefs of an effective behavior-based program are: 1. Dealing with student behavior is part of the job: I have always said that a teacher must effectively manage his/her classroom in order to maximize learning. 3. Discipline works best when integrated with effective teaching practices: When students are actively engaged in learning, they are simply too busy to even think about misbehaving. --Dianne L. Burke Kingsberry: Mrs. Burke I totally agree with statement 1 and 3 (as well as many of your other statements). If you have a great management style and know how to work with or deal with certain behaviors it will maximize student learning. I was always told before I started teaching that if you can't manage your classroom, that there is no way that you will be able to teach a class full of students (this was so true). Kingsberry :I have also found that the more I have created lessons that the students are actively engage from beginning to end that the behavior issues will be nonexistent because they are so engaged in the lesson and what they are learning. It makes your life a lot easier when you have these types of lessons. |
|
|
|
Post by ashleyehorn1987 on Oct 4, 2013 20:04:40 GMT -5
1. What are the key "building blocks" in teaching students responsibility? Identify one or two specific ways of teaching and reinforcing each of these building blocks. Providing choices. We need to keep in mind what we want the outcome or goal to be and then provide choices for students to achieve that goal. I do it with Madison all the time. It's bedtime and she needs jammies so instead of telling her it's time to put pajamas on, I ask her if she wants the Dora ones or the Princess ones. She feels empowered, makes her choice, and has achieved the expected outcome. Our students live by ways of needs and not wants and rarely face opportunities to make choices. This chapter also reinforced that fair is not always equal. Goals can be set, but some students need various accommodations to meet that goal. I couldn't agree more with this. When we provide choices it shows that we, as the teacher, care, and we are giving the students the choice to choose. Student rebel because they do not like the route we have chosen for them. They dont have a voice in their learning. This also helps them to understand responsibility. Whatever the outcome may be, they were the one who choose that choice. They have to own up to it. |
|
|
|
Post by ashleyehorn1987 on Oct 4, 2013 20:06:32 GMT -5
When we provide choices we allow the students the opportunity to learn. The students will either succeed or they will fail and learn from the experience. We allow the students freedom to explore and determine the right path for themselves while serving as the guide by providing options.
|
|
narmi
New Member
Posts: 6
|
Post by narmi on Dec 7, 2013 17:48:51 GMT -5
1. What are the key “building blocks” in teaching students responsibility?
The key building blocks in teaching students responsibility is to provide the student a voice in forming the rules and the consequences for violating those rules. When students know the reasons for rules they are more willing to honor them .I feel another key building block is positive energy from the teacher and a hopeful and caring classroom environment.
|
|
