Learning Outcome Six
Learning Outcome Six: Know and apply various disciplinary models to manage student behavior.
I am confident in my knowledge and capability to apply various disciplinary models to manage student behavior. Two such strategies that I have used are a daily point sheet created for my seventh grade class at Grant Middle School and a list of group leaders I specifically chose in order to alter poor behavior and attitude.
One disciplinary model I put into place for my seventh grade classes at Grant Middle School in order to manage student behavior was a daily point sheet. I chose this method so that I could reinforce positive behavior as well as discipline poor behavior. The daily point sheets kept track of points earned over one week for each student. Points were based on appropriate talk, kindness, respect, completion of work, and attendance. If a student received 95-100 points in a week, they could choose between a reward of either extra credit points or a prize. Students who received scores below 40 would spend a day in ISS (in school suspension) where they could make up work they missed and recognize that there are consequences to poor choices. Students whose points landed in the middle were reminded to keep working hard and to strive for more points the following week. As a result of the daily point sheets, students could strive for a tangible goal rather than merely trying to avoid punishment. Students also had a chance to see exactly what type of behavior they needed to work on in order to be successful.
I also discovered that a good way to both manage student behavior and prevent it in the future was by giving responsibility through leadership. When creating groups for a group project, I chose the leaders of the groups and purposefully selected students who had been struggling with behavior issues . I discovered that by giving these students a sense of purpose and responsibility, they worked harder than I had ever seen and took their role of leadership very seriously. They pushed their group members to work hard and remain focused, and as a result of their hard work, they helped to create a product that they could take pride in. Nancie Atwell frequently discusses the importance of empowering students in her work, and by giving students the role of “leader,” I gave them a sense of empowerment that allowed them to take control over their education in a positive rather than negative way.
I am confident in my knowledge and capability to apply various disciplinary models to manage student behavior. Two such strategies that I have used are a daily point sheet created for my seventh grade class at Grant Middle School and a list of group leaders I specifically chose in order to alter poor behavior and attitude.
One disciplinary model I put into place for my seventh grade classes at Grant Middle School in order to manage student behavior was a daily point sheet. I chose this method so that I could reinforce positive behavior as well as discipline poor behavior. The daily point sheets kept track of points earned over one week for each student. Points were based on appropriate talk, kindness, respect, completion of work, and attendance. If a student received 95-100 points in a week, they could choose between a reward of either extra credit points or a prize. Students who received scores below 40 would spend a day in ISS (in school suspension) where they could make up work they missed and recognize that there are consequences to poor choices. Students whose points landed in the middle were reminded to keep working hard and to strive for more points the following week. As a result of the daily point sheets, students could strive for a tangible goal rather than merely trying to avoid punishment. Students also had a chance to see exactly what type of behavior they needed to work on in order to be successful.
I also discovered that a good way to both manage student behavior and prevent it in the future was by giving responsibility through leadership. When creating groups for a group project, I chose the leaders of the groups and purposefully selected students who had been struggling with behavior issues . I discovered that by giving these students a sense of purpose and responsibility, they worked harder than I had ever seen and took their role of leadership very seriously. They pushed their group members to work hard and remain focused, and as a result of their hard work, they helped to create a product that they could take pride in. Nancie Atwell frequently discusses the importance of empowering students in her work, and by giving students the role of “leader,” I gave them a sense of empowerment that allowed them to take control over their education in a positive rather than negative way.
