EDUC676 Liberty University School Management Plan & Research Based Strategies Paper

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EDUC676

Liberty University

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Please folow attached rubric and make susre there is biblical integration

Your 5–7-page Management Plan will consist of 2 parts:

Part 1: Create a school-wide plan including 10 research-based strategies that promote a positive middle school environment. Provide an explanation for the selection of each strategy.

Part 2: Create a classroom plan that incorporates 10 research-based strategies addressing class rules, meeting needs of diverse learners, and the physical classroom. Provide an explanation for the selection of each strategy.

Be sure to include a citation for each strategy; (there must be a minimum of 2 sources), as well as biblical integration.

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Chapter 9 Managing Young Adolescents and Environments—Strategies and Techniques Objectives After reading and thinking about this chapter on managing young adolescents and environments, you should be able to define positive middle school environment, recognize the need for such an environment, state the reasons for maintaining such an environment, and list practices that can help make such an environment a reality; discuss the ways in which respected middle school publications (e.g., This We Believe in Action [Erb, 2005] and This We Believe: Keys to Educating Young Adolescents [NMSA, 2010]), urge middle level educators and students to develop a sense of a healthy community; explain the need for developmental responsiveness in both the school environment and classroom management practices; summarize essential beliefs about effective middle grades classroom management systems; discuss the theories of several classroom management theorists and models; and explain why teachers need to construct their own models of classroom management. Scenario Westview Middle School Educators Tackle the School Environment As Pete Bronowski, an eighth-grade teacher, was leaving Westview Middle School on a blustery Thursday, he noticed Lew Carson walking slowly to his car. To Pete, Mr. Carson’s slumped shoulders and slow shuffle sent a message that something was wrong with the normally enthusiastic assistant principal. “Weather got you down?” Pete asked as he caught up with Lew. “Oh, it’s more than the weather, Pete,” Lew replied. “Nothing’s wrong with the family, is there?” Pete’s voice showed his concern. “Oh, no,” Lew said, “Marianne and the girls are fine.” As Lew started to get into his car, Pete put his hand on the door. “Come on, Lew,” Pete said. “We’ve been friends since long before you became an administrator. You can level with me. Something’s really bothering you!” “I guess you could say it’s an accumulation of things, Pete. Increased discipline referrals, a loss of motivation by the staff, increased conflicts between teachers and students, fights and even brawls among students, and more downright meanness.” Lew paused a moment before continuing. “We impose stricter rules, punish, bribe, and suspend—nothing seems to work! And it’s only November. I hate to think what it will be like by the end of the year. I usually enjoy my job, but I’m an educator, not a police officer or a prison warden.” “Lew, you’re not alone with those feelings,” Pete said reassuringly. “Quite a number of teachers have been expressing the same concerns. In fact, a few of us even started our own support group. We call ourselves the Dunk and Debate Bunch and meet every Friday morning before school at the Do-Nut Delight.” “What do you talk about?” Lew asked. “Oh, we have the usual gripes and complaints. But we’re really working to put a positive spin on things. You know, trying to identify practical things that we can do to improve the climate of our own classrooms. Karen Smithson from the Dolphin Team is working on her master’s, so she summarizes the stuff she’s learning in her classes. The rest of us chip in from our experience or things we’ve read. Kate Andrews, the media specialist, has been great about sticking articles in our mailboxes whenever she comes across them. Since Kate’s a regular in the group, we sometimes tell her things we want her to look for, and she searches some education databases for us. Most of our discussions have focused on school environment and classroom management procedures.” Lew nodded. “You folks are hitting at the heart of the problem. Now, if only you could come up with some solutions. I’ve been doing a lot of reading and thinking and keep coming back to a basic question: How can we create a caring environment at Westview where the emphasis is on teaching rather than on punishing and where everyone has respect for everyone else?” Pete laughed. “Lew, even though you’re an administrator, you’d fit right in with our group. Why don’t you come join us tomorrow morning? It’s a lot warmer than this cold parking lot.” A smile came to Lew Carson’s face. “That sounds like a great suggestion. What time should I be there?” Overview Like Lew Carson and the members of the Dunk and Debate Bunch, effective middle school educators realize that both the school environment and the teachers’ choice of classroom management strategies can have a powerful effect on relationships between educators and students. However, creating a positive environment in which students learn and teachers teach is not always easy. Many factors influence the school and classroom climate. Students come to school with a set of expectations for behavior that has been formed by their family; their neighborhood, religious, and ethnic cultures; and their prior educational experiences. In the middle grades, educators must not only deal with these external factors, but also work with 10- to 15-year-olds who are going through some of the most chaotic developmental years of their lives. What most middle school educators try to do is create a school environment that teaches both rights and responsibilities, yet allows some individual freedom and flexibility. In this chapter, you have an opportunity to look at the components of a positive school environment and to examine several theories and models of classroom management. What appears here is not an in-depth discussion of each theory, but you will find references to guide your study. As you read about these theories, keep the following in mind: As much as we believe in the importance of learning about these theories, we believe that they are only a beginning. Each middle school teacher needs to build his or her own personal model of classroom management—one that works for the individual and the young adolescents he or she teaches. This means you should examine each theory and learn its basic principles so that you have a repertoire of ideas from which you can select those that best meet the needs of your students and your teaching environment. Understanding Positive Middle School Learning Environments In Chapter 2, you read about the environments or communities that affect the young adolescent and the conflicting influences that they often have on a 10- to 15-year-old. Although the school is part of the neighborhood community, you should not assume that it is a single entity. Rather, within the school itself is another set of communities, as shown in Figure 9-1. More and more attention is being focused on the development of a positive learning environment throughout these school communities in an effort to provide a place where 10- to 15-year-olds can feel a sense of belonging. This emphasis on the school environment has come about for several reasons. In part, it is the result of additional research into school environments and how they influence young adolescents and teachers. Our increasing knowledge of the early adolescence developmental period suggests that 10- to 15-year-olds need a positive atmosphere in which to learn and socialize. Also, there is a growing movement in schools to create closer interpersonal relationships between learners and teachers as well as among learners themselves. It is important that this caring environment occur not only in the overall structure of the middle school, but also within each of the school communities. In particular, it should extend to the classroom environment, where it can play a major role in the teacher’s selection of classroom management strategies. Several aspects of the middle school concept contribute to this caring culture. Advisor– advisee programs encourage young adolescents to become known and feel part of a small group, and they provide a place where educators and young adolescents work collaboratively to discuss problems and concerns. In exploratories, students examine areas of interest, and educators and students can learn from each other. Interdisciplinary teams and teaming encourage small groups or clusters of teachers and young adolescents to work Figure 9-1 Communities Within the Environment of a Middle School together toward agreed-on common goals. In learning teams and in individual classrooms, teachers use classroom management strategies that promote an atmosphere of trust and respect. Although all these factors together create the culture of an individual school, in this chapter we will first focus on the components of a positive school environment and then explore effective classroom management strategies. Definition and Characteristics Unfortunately, the somewhat elusive nature of the phrase positive middle school environment makes the term a little difficult to define. However, most people will be glad to describe what that environment is like. The following are a few phrases that we have heard teachers, staff, administrators, and students use. A positive school environment • • • “encourages a sense of collaboration among students and educators;” “emphasizes teamwork and trust;” “has everyone committed to working toward common goals;” • • • • • “is centered on the learner” (student centered); “is a safe place where you can feel free to say what you believe and know that other people will listen to and respect you;” “is a place where we all try to work together to make things better—not just in our classroom but throughout the whole school;” “encourages students to achieve;” “helps you teach more than academics. Students feel a commitment to each other as well as to the whole school.” The Need for Developmental Responsiveness In a caring middle school, the environment and the management practices should be developmentally responsive. That means they reflect young adolescents’ developmental characteristics. Table 9-1 identifies some common changes experienced by 10- to 15-year-olds and suggests some things that you can do to provide a positive school environment that can respond to those changes. Table 9-1 Young Adolescent Development and Positive School Environments Character education has become an important topic to middle school educators. According to Kohn (2004), character education is about more than just socializing students and should challenge them to develop and refine a sense of “moral outrage” (p. 189) to recognize and oppose injustices. In a more narrow sense, character education can also indicate a style of moral training that reflects particular values as well as assumptions about the nature of children and how they learn. Many educators think that a positive school environment has the potential for lessening conflicts between educators and students, reducing discipline referrals, and reducing confrontations between students. When the “students versus educator” mentality is eliminated, students perceive the harmonious relationships in the school and are less inclined to engage in hostile and confrontational behaviors. A Sense of Community For centuries, people have experienced the need for a sense of community and have realized the benefits of considering themselves a part of a genuine community. Figure 9-2 presents two definitions of community. Some educators believe that the development of a sense of community is an important part of creating a positive middle school environment. This involves the creation of a general community environment for the total school and the development of learning communities in the grades, teams, and individual classrooms. Rationale for Communities This We Believe: Keys to Educationg Young Adolescents (NMSA, 2010) described a good middle school as a safe, inviting, supportive, and inclusive community that enhances students’ physical and emotional well-being as it promotes in-depth learning. Members in a genuine community interact collaboratively, feel comfortable expressing similar and differing opinions, feel accepted by other members, listen to others and expect others to listen to them, and feel a sense of collaboration and togetherness that contributes to the productivity of the community. Figure 9-2 Defining a Sense of Community Unfortunately, this ideal of learning communities is often in direct contrast to the neighborhoods, families, and general society in which many students live. With the increased divorce rate, growing number of single-parent homes, highly mobile society, and decline of the extended family support system, many students do not have a strong family, ethnic, or religious community in their lives. Within many large schools, students feel lost or anonymous, and they turn to the mass media to help them develop patterns of acceptable behavior. Designing Positive Middle School Learning Environments A goal of each middle level educator should be to create a positive, caring environment consisting of a number of learning communities. In fact, many middle schools claim to be organized into learning communities and include the concept in their mission statements. One middle school may state that it is “a community organized around social relationships and interdependencies that nurture relationships and foster learning.” Another might insist that it “promotes the empowerment of learners and educators by focusing on commitments, obligations, and duties that people feel toward each other and toward the school.” Case Study 9–1 revisits Westview Middle School and looks at the efforts of one group of middle school educators to make sure that a positive school environment became a reality. Case Study 9–1 Creating a Positive School Environment at Westview Although they might not have realized it, when assistant principal Lew Carson joined the teachers in the Dunk and Debate Bunch, the educators at Westview Middle School were taking the first step toward developing a positive school environment with a commitment to common interests and shared educational goals. As the informal group continued to meet, the terms caring and respecting others kept appearing in their discussions. They also agreed that they wanted a classroom management system that taught rather than only punished. But the problem was how to convey this attitude to the rest of the staff and the students. Finally, the group asked Lew to present their ideas about the school environment to Bonita Banks, the school principal. It was a relief to everyone when Dr. Banks agreed to appoint a formal school committee that was quickly named the Environmental Control Board, or ECB. Although this new committee included some members of the informal group, membership was expanded to include other teachers, administrators, staff, parents, and students from each grade level. The ECB discussed scheduling, discipline procedures, teaching methods, school organization, guidance programs, and the overall culture of the school. Committee members started an edublog and a Facebook page to keep their constituents informed and to let them provide advice and suggestions. Practicing teachers from other school systems, as well as administrators and the superintendent, were asked to provide comments as well. The ECB members decided to assess the school’s program to determine the existing practices that supported a positive school environment. In addition, they asked for input from student organizations and individual students and held focus groups of parents. As a result of their work, the committee made the following suggestions for improving the climate at Westview Middle School: • Discipline code. School rules should be simplified and made more positive. Fewer rules would be better than a longer, detailed list. Instead of being overly harsh and punitive, consequences should “teach.” • Collaborative opportunities. “Positive school climate” should be a continuing topic for interdisciplinary teams to discuss. Goals of the interdisciplinary teams included knowing students as individuals, improving interpersonal relationships between educators and learners, and developing more positive teaching–learning environments. • Exploratories. Exploratory topics should emphasize collaboration, caring, and getting along with others. • Teacher advisories. Teacher advisories should be structured so that each student is known well by at least one significant adult. Advisory groups should promote students’ social, emotional, and moral growth while providing personal and academic guidance. Teacher- advisory programs should provide times for students to share concerns and feelings, as well as opportunities to meet in small groups where advisors know learners as individuals on a regular face-to-face basis. The ECB members understood that designing a positive school environment was more a process than a product: It would be an ongoing effort, one that would be continually refined. Therefore, they requested that the ECB become an ongoing committee at Westview, with members chosen by each of the constituent groups: faculty, staff, parents, administration, and students. Question 1: As a prospective teacher at Westview, react to the ECB’s plan. What parts do you think will have the most impact on the school environment? Can you suggest any changes? Question 2: After reading the section on classroom management later in this chapter, identify some specific management strategies that you believe would meet the ECB’s recommendations. Classroom Management in the Middle School “Sit down, shut up, and get to work.” We heard these commands as we walked by the door of an eighth-grade classroom. Brenda DeLuca, the eighth-grade teacher we were visiting, saw the looks on our faces. “That’s a lively class in there,” she remarked. “But,” we protested, “isn’t that the same group of students we saw you teaching earlier this morning? You weren’t yelling at them.” Ms. DeLuca seemed to be struggling for words. Finally she said, “Ms. Meyers and I have different approaches to working with students. She disciplines; I try to manage a class.” The effort to develop a positive middle school environment filters down to the individual teacher and his or her classroom. The ideal is to create a climate where everyone works together and learns together. Easy as this may sound, classroom management is one of the most challenging parts of teaching. In fact, student misbehavior is a primary reason that teachers leave the classroom (Grayson & Alvarez, 2007). Family and community norms, the environment of the school, the physical room setting, the development of the individual adolescents in the class, group dynamics, the curriculum, and the instructional methods are only a few of the factors that must be considered in implementing any discipline or classroom management system. Theory into Practice 9–1 explores the relationship between managing classrooms and building a positive classroom climate with a good relationship between the students and the teacher. Particularly in the middle school, the classroom management or discipline system should be developmentally responsive. It should be based on a solid understanding of the early adolescence developmental period and, more specifically, on how young adolescents think and behave (and reasons for their behavior), as well as on what works and what does Theory into Practice 9–1 Classroom Management and Building Relationships Beaty-O’Ferrall, Green, and Hanna (2010) maintained that classroom management is crucial for middle schools when some students are likely to experience declines in academic achievement and self-esteem. They also proposed that these declines can be linked to teacher– student relationships in the classroom. Teachers who adopt a relationship-building approach to classroom management by focusing on developing the whole person are more likely to help students develop positive, socially acceptable behaviors. Building relationships includes using gentle interventions, finding time for bonding, avoiding punishments, and creating activities that ensure the success of all students. “[L]eaving their own ego at the door” (p. 7), teachers need to build empathy, acknowledge and redirect negative students’ behaviors, and bridge cultural gaps. Source: Beaty-O’Ferrall, M. E., Green, A., & Hanna, F. (2010). Classroom management strategies for difficult students: Promoting change through relationships. Middle School Journal, 41(4), 4–11. not work. This is no small task, especially when you consider the tremendous diversity of the age group and the daily changes taking place in 10- to 15-year-olds. Young adolescents may demonstrate acceptable behavior one day and misbehave the next. They may be a behavior problem for one teacher and be perfectly well behaved for another. Although the assertive discipline model may work for some students and teachers, other teachers may be more successful with the democratic teaching model. Working with 10- to 15-year-olds in a classroom can be a challenge. In our university classes, our preservice teachers often tell us that their friends who are not middle school education majors often ask them, “Why do you want to teach in the middle school? Those kids are so obnoxious and poorly behaved. How can you hope to teach them anything?” Although we agree that some young adolescents are difficult to work with, many are not; they are cooperative, respectful of authority, and models of good behavior. The challenge is for middle school teachers to understand individual young adolescents and to have classroom management plans ready to deal firmly and swiftly with behavior problems. There should be a balance between the needs of young adolescents and the demands of the school’s curriculum. As Mack, a seventh grader, put it: “I know there have to be rules and that there are things I need to learn. But I need to have some space to do things my way or at least some options. I’m not some robot. I’m me!” Listening to Mack and other 10- to 15-year-olds, we believe that efforts to develop a positive classroom environment can be placed in two categories, as seen in Table 9-2. But remember, these two are not mutually exclusive. Understanding Young Adolescents’ Misbehaviors What misbehaviors might young adolescents demonstrate, and what might be the underlying reasons for their misbehaviors? How can educators convince young adolescents to accept responsibility for their behaviors? Although behavior problems differ among young adolescents, the most predominant problems that we have seen are not extreme and include defiance of authority, class disruptions (e.g., talking and walking through the room), and off-task behaviors or goofing off. Although these may appear to be relatively minor misbehaviors, they waste instructional time and interfere with learning. They are annoying to both teachers and students. Consider this incident between Ms. Taylor and Patrick, an eighth grader. Ms. Taylor had finished the lesson and assigned written work; her plan was to meet with students in small groups. Although most of the students enthusiastically started their assignment, Patrick sat quietly and did nothing. Ms. Taylor sat down beside Patrick, again explained the assignment, opened his book, and put the pencil in his hand. As she walked away, Patrick put the pencil down and closed the book. There were no blatant or aggressive misbehaviors; Patrick just did not do the assignment. After class, Ms. Taylor had an individual conference with Patrick about the work not being done. His only response was: “I just didn’t feel like doing it.” Any number of reasons might cause students to goof off. These range from lack of motivation and fatigue to serious physical or mental problems. Remember, 10- to 15-year-olds are very diverse. Each situation requires an individual decision based on the specific circumstances followed by appropriate actions. Although goofing off can pose quite a problem, in Patrick’s case, Ms. Taylor could have taken several different approaches to dealing with it. She could have continually encouraged Patrick to complete the assignment, praised even minor efforts, varied her instructional strategies, given him smaller “chunks” of work so that he would not feel overwhelmed, discussed the situation with his parents, sought assistance from the guidance counselor, and/or determined whether Patrick had any particular interests around which she could plan some activities. Bullying Bullying is a behavior problem that affects young adolescents and their teachers. Compounding the problem is the growth of cyberbullying, or the use of the Internet, text messages, and e-mails to victimize other students (Hyman et al., 2006). Probably all middle school educators have witnessed bullying behaviors and their effects on victims at some time in their professional career. In a study of bullying and its consequence, Milsom and Gallo (2006) found that teachers must acknowledge that bullying occurs, be prepared to intervene, have clear and consistent policies and rules to deal with bullies, and enforce those policies fairly and consistently. In addition, they need to hold regular discussions with students to review and/or revise classroom rules, as well as help victims realize that the bullying is not their fault and that they do not deserve it. They can also work with parents to support schoolwide bully prevention/ intervention programs. Understanding Selected Classroom Management Theorists Before we examine the theories of several modern classroom management experts, we need to share our beliefs with you. Call it, if you will, a disclaimer of our own personal prejudices. • Belief 1 We believe young adolescents should accept responsibility for their misbehaviors. There may be many reasons for the misbehaviors; however, we still believe that young adolescents should accept responsibility for them and accept responsibility for changing to appropriate behaviors. The teacher has the responsibility to help the student understand her or his behavior and to help the student change. Still, the ultimate responsibility rests with the young adolescent to demonstrate acceptable behavior at school, at home, and in the community. • Belief 2. We believe that preservice and in-service educators should know the classroom management theories of experts. But we also feel that each teacher must determine what works for her or him and eventually develop a personal theory of classroom management. Although some middle schools have developed wholeschool approaches (e.g., Canter and Canter, 2001), each teacher should have the professional freedom (and obligation) to decide which classroom management procedures that for her or him. Belief 3 We believe middle school educators should teach self-discipline. Classroom management systems should focus on teaching young adolescents expected behaviors and how to achieve those behaviors. Constant punishment (or the fear of it) may be a temporary fix, but long-term changes in behavior will result only when • young adolescents learn acceptable behaviors and are convinced that their responsibility to the school, peers, and themselves requires them to act in socially acceptable ways. • • Belief 4. We believe that effective instruction is a key component in classroom management. For example, eight of the best students in seventh grade were assigned to Mr. Lovett, a first-year teacher, for an advanced math class. But Mr. Lovett did not know his subject and did not know how to teach. His lessons were poorly planned, and he complained of the difficulty he had “staying a few pages ahead” of the students in the textbook. In the face of inept instruction, these normally well-behaved students became, for that single class, some of the worst behavior problems in the school. What started as a result of boredom became a daily challenge to find a new way to torment Mr. Lovett. Fortunately, the seventh-grade team leader learned of the problem. When another mathematics teacher replaced Mr. Lovett, the students’ behavior returned to normal. Belief 5 Finally, we believe that a good classroom manager needs to move beyond “controlling” students and should work with them to develop “well-managed settings [that] promote student engagement and create opportunities to learn” (Emmer & Gerwels, 2006, p. 408). The focus must include managing the classroom space and contents, the students and teaching practices, and “their own identity” (p. 415), beginning at the start of the school year. With these beliefs clearly stated, we want to identify some major principles of several respected classroom management theorists and then encourage you to develop a personal classroom management system. Many of these theories build on the work of individuals, such as B. F. Skinner’s behavior modification studies, Fritz Redl and William Wattenberg’s research on group dynamics, and Thomas Gordon’s insistence that students must engage in self-discipline (Manning & Bucher, 2007). Table 9-3 shows the classroom management theorists and models that we will examine. In the following pages, we have grouped these models by general characteristics and Table 9-3 Selected Classroom-based Models of Classroom Management provided some additional information about each model. After these models, we have also included some information on comprehensive schoolwide approaches to classroom management. Because we cannot include detailed information on these models and theories in this short section, we suggest that you consul Keeping Current with Technology 9–1, which provides W Web sites where you will be able to find additional information. You can also read more about these theories in Classroom Management: Models, Applications and Cases (Manning & Bucher, 2007). Singular Model We call the Canters’ assertive discipline a singular model because it can be used alone or with another complementary model. The models discussed later are often combined with other theories or techniques. Canters—Assertive Discipline As Table 9-3 shows, Lee Canter and Marlene Canter focus their attention on assertively taking charge to be sure that an orderly learning environment exists for both students and teachers. Students have the right to know the teacher’s behavioral expectations, the right to receive specific instruction concerning how to behave, the right to positive recognition and support, and the right to have limits set on their behavior. Teachers’ rights include the right to establish an optimal learning environment that is consistent with the teacher’s strengths and limitations, the right to expect behavior from students that contributes to optimal growth, and the right to backing from both administrators and parents. What does the Canters’ work say to middle school educators? First, young adolescents need to have limits set on their behavior; they need to know specific rules about talking without permission (“It is against the rules to talk without permission during the lesson. This is a warning”), walking around in the classroom, and handling conflict. Second, middle school teachers should recognize and provide for young adolescents’ need for socialization and collaboration while identifying behavioral expectations clearly and setting specific limits. Third, middle school teachers often find young adolescents to be argumentative: Some object to adult authority and some just like to argue (or that is the way it seems!). The “last worder,” is the student who always wants to make the final statement in an argument. The Canters’ solution is to allow the student to have the last word while strictly keeping the consequences of his or her behavior in force. The teacher does not have to have the last word, but he or she does have to assertively enforce the rule. Democratic and Cooperative Classrooms The following classroom management models from Table 9-3 focus on democratic or cooperative classrooms and insist that teachers act in a democratic manner and encourage cooperation among teachers and students. Dreikurs—Democratic Teaching Rudolf Dreikurs is a proponent of democratic teaching. He identified three types of teachers. • Autocratic. Those who boss, use a sharp voice, command, exercise power, demand cooperation, impose ideas, and dominate. Students often feel resentful because the teacher dominates the classroom and does not recognize young adolescents’ individuality and diversity. • Permissive. Those who put few, if any, limits on student behavior and do not invoke logical consequences when misbehavior disrupts the class. Young adolescents see the teacher as weak and unable to manage students on a daily basis. • Democratic. Those who demonstrate leadership, friendliness, an inviting nature, stimulation, cooperation, guidance, encouragement, acknowledgment, and helpfulness. Young adolescents may perceive the democratic teacher as caring, concerned, willing to help, and a person for whom students might want to demonstrate their best behavior (Manning & Bucher, 2007). Dreikurs also proposed that all misbehaviors result from one (or a combination) of four goals: attention getting, power seeking, revenge, and inadequacy. The attention-getting student misbehaves (disrupting, asking irrelevant questions, and asking for special favors) because she or he is not receiving attention. The power-seeking student seeks power over the teacher by arguing, contradicting, lying, and behaving hostilely. The conflict, rather than winning the battle, is the important thing. When a student has failed to gain status through attention or power, he or she will often misbehave to seek revenge. Finally, young adolescents sometimes feel inadequate to deal with situations or succeed with school work and thus feel compelled to misbehave to make up for and hide the inadequacy (Manning & Bucher, 2007). Middle level educators need to remember that 10- to 15-year-olds may feel inadequate due to declining self-esteem and/or because of the increased difficulty of the middle school curricular content. Some students may consider it necessary to misbehave to maintain their self-image, especially those who excelled in the elementary school. Others may consider misbehaving in order to earn their teachers’ attention or engaging in power seeking and revenge to ward off their feeling of anonymity. Thus, they seek power over situations that they previously would have taken for granted (Manning & Bucher, 2007). Linda Albert—Cooperative Discipline In her theory of cooperative discipline, Linda Albert emphasizes that students choose their behavior and teachers influence rather than control behaviors. Using Dreikurs as a basis for cooperative discipline, she encourages teachers to work with parents and students to help students with the three Cs: connecting, contributing, and feeling capable. Albert’s three Cs are important for middle school educators. Because students must feel capable of completing their work in a satisfactory manner, teachers should create an environment where students can make mistakes without fear of punishment or embarrassment; build confidence by focusing on improvement and on past successes; and make learning objectives reachable for all students. By accepting all students, regardless of their behavior; listening to students; showing interest in their activities outside of school; showing appreciation; and using positive statements about a student’s good behavior and abilities, teachers help students connect and develop positive relationships with teachers and classmates. Finally, teachers can help students learn how they can contribute to the welfare of the class by involving students in maintaining the classroom, holding class meetings, asking for suggestions when decisions need to be made, using cooperative learning groups, and encouraging peer tutoring. Albert also presents many practical ways to address each of the causes of misbehavior. Attention • Use eye contact to let the student know you are aware of his or her misbehavior. • Move closer to the student while continuing to teach. • Ask a direct question or use the student’s name while continuing the lesson. • Give specific praise to a nearby student who is on task. Power • Avoid direct confrontation by agreeing with the student or changing the subject. • Change the activity, do something unexpected, or initiate another class discussion on a topic of interest. Revenge • Revoke a privilege. • Build a caring relationship and use affirmative statements. Avoidance of Failure • Acknowledge the difficulty of the assigned task, but remind the student of past successes. • Modify instruction and materials (Manning & Bucher, 2007). Forrest Gathercoal—Judicious Discipline The third theorist in the Democratic and Cooperative Classrooms category is Forrest Gathercoal. He based judicious discipline on the belief that educators should develop democratic classrooms in which students know that their constitutional rights of freedom, justice, and equality will be protected. Judicious discipline is a framework rather than an actual management model that complements other classroom management models as it asks educators to create an environment that respects the citizenship rights of students (Gathercoal & Crowell, 2000). Judicious discipline is a “front-loading” (Gathercoal & Crowell, 2000, p. 174) framework. This means that educators develop and teach rules and expectations for behavior through class discussions, group activities that are designed to create rules based on constitutional concepts, and class meetings in which classroom conflicts are resolved peacefully in a democratic forum (Landau & Gathercoal, 2000). One of the first things that happens in a classroom is that students develop a class set of expected behaviors. To help them get started, teachers have to focus on the Bill of Rights and the legal compelling interests. Then, the students must help define what these concepts mean in various teaching and learning situations. Every interaction with misbehaving students centers on the resolution of the problem by helping the students grow and recover from mistakes. Educators usually pass along their professional ethics through their daily interactions with students. Although these interactions encompass a wide array of behaviors, Gathercoal emphasized the need for a teacher’s personal code of ethics, student centeredness in all interactions with students, positive ethical practices, and the avoidance of negative disciplinary practices. He also suggested that all educators should actually draft and post their personal statement of ethics (Manning & Bucher, 2007). Using Gathercoal’s ideas, middle school educators can encourage and model eagerness for learning and teaching; model responsible professional behavior; manifest appropriate personal behaviors; and focus their efforts on motivation, encouragement, and building young adolescents’ self-esteem. By accepting the reality that middle school students behave in ways they truly believe at the time are in their own best interests, teachers can develop judicious rules and consequences that accept students as citizens and feel proud that they are in a position to help young adolescents. Effective Teaching Some classroom management theorists provide models that emphasize teachers’ effective teaching behaviors. We think you will see great similarities between Kounin’s theories and those of Evertson and Harris. Jacob Kounin—Instructional Management Jacob Kounin believed that, if teachers demonstrate effective teaching behaviors, students will behave appropriately. He used a number of terms to describe what he meant by effective teaching. Effective teachers demonstrate withitness. This means that they are aware of all events, activities, and student behaviors in the classroom and that they convey this knowledge to students. Withit teachers are usually skillful at two particular instructional behaviors. First, they know who is causing a disturbance even if that student fades into the background as if he or she had nothing to do with the situation. Second, withit teachers can handle more than one situation at a time and can do it promptly and appropriately. Teachers also use desists to stop a misbehavior. For example, when a seventh-grade teacher says, “Tyrone, please put your feet on the floor instead of on Miguel’s desk,” Tyrone and all the other students in the class know the expected behavior. To be most effective, teachers should ensure that desists are spoken clearly and that they are understood. Overlapping is what a teacher does when he or she has two matters to deal with at the same time. For example, a teacher can work with one student or a group of students and, at the same time, monitor or help another student who is working in another part of the room. Kounin found that teachers who can overlap are better able to demonstrate withitness (Manning & Bucher, 2007). Satiation occurs when a teacher teaches the same lesson so long that the students grow tired of the topic. Their interest and enthusiasm wane, the quality of their work decreases, and the number of mistakes increases. With satiation, there is a general breakdown of the activity. Some teachers demonstrate jerkiness in the way they pace instruction or proceed with the lesson. For example, a teacher may use one activity and then suddenly change to another activity without sufficiently notifying the students. The change of activities can confuse students and cause them to lose interest and eventually begin to misbehave. Flip-flops occur only at transition points, such as when the teacher terminates one activity, begins another, and then reverts to the first activity. For example, a teacher says, “Now that we’ve reviewed the homework, open your textbooks to page 176.” After most of the students have put away their homework and opened their textbooks, the teacher says, “Let’s look at problem 6 on the homework again.” As a result of flip-flop, the teacher confuses students, who then begin to lose their instructional focus and misbehave. Slowdowns slow down the rate of instructional movement and can result from overdwelling and fragmentation. Overdwelling happens when a teacher dwells on corrective behavior longer than needed or on a lesson longer than what was required for most students’ understanding and interest levels. Fragmentation is produced when a teacher breaks down an activity or a behavior into subparts although the activity could easily be performed as a single unit or as an uninterrupted sequence. Kounin’s instructional management model can be a practical, preventive behavior management method in middle schools. Our experiences in middle school classrooms tell us that teachers who plan and implement effective instruction usually have better-behaved students. Using effective teaching techniques will complement the overall classroom management. Carolyn Evertson and Alene Harris—Managing LearnerCentered Classrooms Like Jacob Kounin, Evertson and Harris focus on both instructional and behavior management. They advocate learner-centered classrooms that support academic achievement and appropriate behavior. Teachers should carefully plan the beginning of the year and organize instruction so that students will know the rules and expectations on the first day. Effective classroom management is based on effective communication between the teacher and the students. Students learn to take responsibility for their decisions, actions, and learning (Manning & Bucher, 2007). When misbehavior occurs, teachers should deal with it promptly and consistently to prevent it from becoming more widespread. Instead of having the same punishments for all misbehaviors, teachers must quickly determine the severity of the behavior offense and the needed intervention. Teachers address minor undesirable behavior with intervention techniques such as using physical proximity, maintaining eye contact, reminding students of appropriate behavior, providing needed assistance, telling students to stop the behavior, and using an I-message such as “LaKesha, I cannot concentrate when someone keeps tapping a pencil on the desk.” More serious misbehavior may require moderate interventions, such as withholding a privilege or desired activity, isolating or removing a student, using a penalty, or assigning detention. In extreme situations, more extensive interventions may be necessary. Because punishment neither teaches desirable behavior nor instills a desire to behave, it is, perhaps, best used as part of a planned response to repeated misbehavior (Manning & Bucher, 2007). Middle school teachers who are most effective with classroom management consider the effects of their own behaviors and understand the complex relationships between instructional management and classroom management. Good managers can conserve instruction time by planning activities and tasks to fit the learning materials and developmental levels of students; by setting and conveying both procedural and academic expectations; and by appropriately sequencing, pacing, monitoring, and providing feedback on students’ work. Positiveness and Dignity Several classroom management theorists have focused on the climate of the classroom and the need to foster communication and promote respect for all individuals. Haim Ginott—Congruent Communication Haim Ginott proposed a theory of congruent communication. Teachers at their best use congruent communication when they address situations rather than students’ characters, confer dignity on students, use brevity in correcting behavior, accept and acknowledge students’ feelings, and express anger appropriately. Effective classroom managers use “sane” teacher messages by avoiding threats or demands for obedience or long, drawn-out directions and explanations. Conversely, teachers at their worst name-call, label students as slow and unmotivated, ask rhetorical questions, invade students’ privacy, make sarcastic remarks, deny students’ feelings, lose their temper and self-control, and attack students’ characters. What do Ginott’s suggestions have to say to middle school educators? First, because it is essential for young adolescents to develop healthy self-esteem, middle school teachers should use positive comments and classroom management practices that correct students’ behavior problems. They should not lose their temper or insult students’ character. Second, middle school educators should model sane messages and appropriate behavior, Third, middle school teachers need to encourage young adolescents to help set the standards of behavior and the actual classroom rules. By doing this, teachers encourage positive behavior without coercion, treat students the way teachers themselves want to be treated, handle conflicts in a harmonious manner, and do whatever is possible to promote a positive school environment. Fredric Jones—Positive Classroom In his positive classroom discipline theory, Fredric Jones concluded that approximately 99% of misbehavior in most classrooms consists of students talking without permission and generally being off-task. To manage these behaviors, he emphasized body language, efficient help, and incentives. Body language refers to teachers’ posture and movement, such as their facial expressions, gestures, eye contact, and physical proximity. For example, rather than making negative verbal comments that may actually escalate problems, teachers can address students’ misbehaviors by walking toward the students and standing near them. Also, teachers should “carry themselves” in such a way that suggests strong leadership. A drooping posture and lethargic movements suggest resignation or fearfulness—signs that students can quickly read. Teachers’ facial expressions— such as enthusiasm, seriousness, enjoyment, and appreciation—tend to encourage positive behavior. When students are frustrated, middle school teachers can provide efficient help. Students should always realize that the teacher knows their progress and can respond promptly when they need assistance. Teachers can also use graphic reminders such as models or charts that provide clear examples and instructions and can learn how to reduce to the bare minimum the time used for individual help. Teachers want to provide genuine incentives that young adolescents can understand and appreciate. We observed a teacher who had high expectations for both student work and behavior. As many as two or three times a week, students knew that the last 10 minutes of class time would be “free time” if they gave their best for the first 45 minutes. Richard Curwin and Allen Mendler—Discipline with Dignity Richard Curwin and Allen Mendler’s theory of discipline with dignity emphasizes teachers conferring dignity on students and restoring their hope in democratic student-centered classrooms (Manning & Bucher, 2007). They describe healthy classrooms where students feel physically and psychologically safe. Also, they believe that classroom management should be student centered, democratic, nonauthoritarian, and responsibility based. Teachers who achieve discipline with dignity work toward long-term behavior changes rather than short-term quick fixes. They stop doing ineffective things, create rules that make sense, and model what they expect in their students. For example, Ms. Carnahan was always prompt in returning homework to the students in her class. “I expect students to do the assigned homework, and I reinforce the importance of completing homework by making sure that I return it the next day, if possible.” Although most teachers have repeatedly heard that consistency is the key to effective classroom management, Mendler disagrees and states that students and their behavior problems deserve individual consideration. Because discipline with dignity seeks to teach students that responsibility is more important than obedience, it is necessary to tailor the consequences to the individual and to teach students the difference between being fair and treating everyone exactly the same way. The goal is to treat students with dignity every day. Without dignity, students learn to hate school and learning. When teachers attack students’ dignity with put-downs, sarcasm, criticism, scolding, and threats, students may follow the rules; however, they may also become angry and resentful. Successful educators always convey a basic sense of respect to their students by listening, being open to feedback from students, explaining why they want things done in a certain way, and giving students some say in classroom affairs that affect them. Finally, teachers should help students regain hope. Too many students have lost hope in themselves and in schools. Social contracts are one of the most effective ways for teachers to take charge of their classrooms and still give students a voice in class decisions. The social contract is effective because it clearly defines acceptable and unacceptable behavior in the classroom or school before students misbehave. Jane Nelsen, Lynn Lott, and Stephen Glenn—Positive Discipline Jane Nelsen, Lynn Lott, and Stephen Glenn (1997), in their Positive Discipline in the Classroom, envision schools where young people are treated with respect, will not be humiliated when they fail, and will have the opportunity to learn in a safe environment, with a focus on cooperation rather than competition. Nelsen, Lott, and Glenn identified five barriers that show disrespect and discouragement and five builders that show respect and encouragement. Instead of assuming that they know what students think and feel without asking them (Barrier 1: Assuming), educators should check with students (Builder 1: Checking) to learn their unique perceptions and capabilities and to discover how students are maturing in their ability to deal with problems and issues. Rather than doing things for students (Barrier 2: Rescuing/Explaining), educators should allow them to learn from their own experiences (Builder 2: Exploring) and to help each other learn to make choices. Teachers often direct students to do things in disrespectful ways (Barrier 3: Directing) that reinforce dependency, eliminate initiative and cooperation, and encourage passive-aggressive behavior. As an alternative, educators should allow students to be involved in the planning and problemsolving activities that help them become self-directed (Builder 3: Inviting/Encouraging). Sometimes, when teachers expect students to do certain things (Barrier 4: Expecting), the potential becomes the standard and students are judged for falling short. If educators demand too much too soon, they can discourage students. Teachers should celebrate the direction of a student’s maturity or potential (Builder 4: Celebrating). Finally, “adultisms” (p. 24) (Barrier 5: Adultisms) occur when educators forget that students are not mature adults and expect them to act and think like adults. Instead, educators should interact with students to understand the differences in the way people perceive things (Builder 5: Respecting). Such respect also contributes to a climate of acceptance that encourages growth and effective communication (Manning & Bucher, 2007) In middle schools, teachers can use these ideas to help students learn to (a) treat others with respect and caring, (b) avoid all types of violence and vandalism, (c) understand the motives for their behavior, (d) engage in effective problem solving, and (e) communicate positively and effectively (Manning & Bucher, 2007). Schoolwide Models of Classroom Management Although classroom management techniques are often left to the individual teacher or team of teachers to implement, there are some schoolwide approaches to classroom management. In these models, teacher and administrative roles are clearly delineated. Evans and Lester (2010) researched classroom management and identified the five comprehensive schoolwide models that are outlined in Table 9-4. With these models, “maintaining consistent expectations throughout the school setting” (p. 62) is essential for success, as is training for all administrators, teachers, and school staff. Designing Climate and Management Strategies for a Diverse Classroom As you have seen in the previous discussions, establishing a positive functional management system means more than disciplining students. School and classroom climate and organization, as well as instructional planning and practices, are among the many factors that influence management. Gay (2006) maintains that teachers must “creat[e] and sustain . . . classroom environments that are personally comfortable, racially and ethnically inclusive, and intellectually stimulating” (p. 343) for all students. To do this, educators must keep in mind the diversity of their students as they develop their management plans. For example, Fenning and Rose (2007) note that ethnic minority students, students living in poverty, and students with learning problems are overrepresented in cases of suspension and expulsion from schools. Students from minority groups in general are “subject to a differential and disproportionate rate of school disciplinary sanctions” (Gregory, Skiba, & Noguera, 2010, p. 50). The school disciplinary patterns of middleschool students have a high correlation to problems of delinquency and the likelihood of a student entering the juvenile justice system (Monroe, 2005). To combat the overrepresentation of ethnic minority students in severe discipline actions, researchers recommend the use of classroom management models that provide positive behavior support (Fenning & Rose, 2007). “Both classroom management and school achievement can be improved for students from different ethnic, racial, social, and linguistic background by ensuring that the curriculum and instruction are culturally relevant and personally meaningful” (Gay, 2006, p. 364). Teachers need to use a “culturally responsive communication style” (Bondy, Ross, Gallingane, & Hambacher, 2007, p. 326) to develop relationships and establish expectations in the classroom. In addition, minority educators need to mentor their colleagues (Monroe, 2005) and help them understand “culturally based expectations concerning discipline” (p. 49). Finally, educators need to reach out to the parents and families of their students (Monroe, 2009) and use them as “supportive resources” (p. 339). Diversity takes many forms, but for many decades, educators did not fully understand or implement strategies to create an inclusive classroom climate or appropriate management strategies for students with disabilities. To Weiner (2009), social acceptance is an important ingredient of inclusive classrooms. Unfortunately, some students with disabilities may feel neglected or disliked because of their differences. Without an effective management system and a climate of respect, this can lead to negative actions such as physical and verbal aggression (e.g., threats, taunts, cyberbullying, and racial and sexual harassment) from other students. Educators should use similar ability grouping for language arts and mathematics instruction and mixedability grouping for science and social studies and cooperative learning strategies. In addition, they should focus on strengths, praise students for excellent performance, and provide opportunities for all students to make friends (Weiner, 2009). Diversity Perspectives 9–1 looks at decision-making processes and inclusive environments for students with disabilities. Diversity Perspectives 9–1 Inclusive Environments and Disabilities E. Moore (2009) addressed four main topics in her article on using decision-making processes to promote inclusive environments for students with disabilities: (a) the type of school environment that will be inclusive and will foster collaborative decision making; (b) how educators can use data to support their decisions about the least restrictive environments; (c) how educators can be fair, just, and caring and keep the best interest of students in mind when making decisions; and (d) how educators can use collaboration and group decision making when developing a plan of action for students with disabilities. Moore believes that “fostering an environment that embraces cooperation can improve overall student achievement” (p. 20). In addition, students’ rights and responsibilities and the respect of others (tenets of many management systems) are important in “determining the least restrictive environment for special education students” (p. 20). Moore encourages educators to listen to student voices as they share their views, opinions, and solutions to potential problems. Source: Moore, E. (2009). Decision-making processes to promote inclusive environments for students with disabilities. Catalyst for Change, 36(1), 13–22. Middle school educators also have a responsibility for the safety and welfare of all students, including lesbian, gay, bisexual, and transgender (LGBT) students, as well as those who are struggling with their sexuality or gender identity or are perceived as being gay. Young adolescents begin to deal with same-sex orientation and gender issues as part of their development. Often they do so without the benefit of accurate information, role models, counselors, and support groups. As pointed out by the Gay, Lesbian, and Straight Education Network (GLSEN) in Harsh Realities (Greytak, Kosciw, & Diaz, 2009), many LGBT youth attend schools with hostile climates. These students report frequently hearing homophobic language and negative remarks about gender expression from other students and sometimes from school personnel (Greytak et al., 2009). This may often lead to management problems in classrooms. Educators need to improve the school climate so that LGBT students can receive a safe and equitable education. Faculty and staff need to learn about, understand, and support the needs of LGBT students. In addition, schoolwide and classroom-specific management policies must address issues of name-calling and other forms of harassment over sexual orientations and gender. Some schools designate a “safe person” to whom students can turn for accurate information about sexual orientation and gender identity (Bailey, 2003). A student club such as a Gay-Straight Alliance can offer critical support (Greytak et al., 2009). Finally, LGBT individuals should be represented in the school library’s collection, as well as in the school curriculum in subjects such as history and literature . Diversity Perspectives 9–1 Inclusive Environments and Disabilities E. Moore (2009) addressed four main topics in her article on using decision-making processes to promote inclusive environments for students with disabilities: (a) the type of school environment that will be inclusive and will foster collaborative decision making; (b) how educators can use data to support their decisions about the least restrictive environments; (c) how educators can be fair, just, and caring and keep the best interest of students in mind when making decisions; and (d) how educators can use collaboration and group decision making when developing a plan of action for students with disabilities. Moore believes that “fostering an environment that embraces cooperation can improve overall student achievement” (p. 20). In addition, students’ rights and responsibilities and the respect of others (tenets of many management systems) are important in “determining the least restrictive environment for special education students” (p. 20). Moore encourages educators to listen to student voices as they share their views, opinions, and solutions to potential problems. Source: Moore, E. (2009). Decision-making processes to promote inclusive environments for students with disabilities. Catalyst for Change, 36(1), 13–22. Middle school educators also have a responsibility for the safety and welfare of all students, including lesbian, gay, bisexual, and transgender (LGBT) students, as well as those who are struggling with their sexuality or gender identity or are perceived as being gay. Young adolescents begin to deal with same-sex orientation and gender issues as part of their development. Often they do so without the benefit of accurate information, role models, counselors, and support groups. As pointed out by the Gay, Lesbian, and Straight Education Network (GLSEN) in Harsh Realities (Greytak, Kosciw, & Diaz, 2009), many LGBT youth attend schools with hostile climates. These students report frequently hearing homophobic language and negative remarks about gender expression from other students and sometimes from school personnel (Greytak et al., 2009). This may often lead to management problems in classrooms. Educators need to improve the school climate so that LGBT students can receive a safe and equitable education. Faculty and staff need to learn about, understand, and support the needs of LGBT students. In addition, schoolwide and classroom-specific management policies must address issues of name-calling and other forms of harassment over sexual orientations and gender. Some schools designate a “safe person” to whom students can turn for accurate information about sexual orientation and gender identity (Bailey, 2003). A student club such as a Gay-Straight Alliance can offer critical support (Greytak et al., 2009). Finally, LGBT individuals should be represented in the school library’s collection, as well as in the school curriculum in subjects such as history and literature . Keeping Current with Technology 9–1 Look at the school environment statements found on the Web sites of the following middle schools. How do these statements reflect the experiences of young adolescents shown in Table 9-1? 1. Boulder Valley School District, Colorado 2. http://www.bvsd.org/middle/platt/Pages/schoolClimate.aspx 3. Durand Middle School, Michigan 4. http://www.durand.k12.mi.us/schools/middleschool/ 5. Hernando County Middle Schools, Florida 6. http://hernandoschools.org/index. php?option=com_content&view= article&id=112&Itemid=18 7. Keigwin Middle School, Connecticut 8. https://www.middletownschools.org/userlogin.cfm?pp=4509&userrequest= false&keyrequest=true&keypage=8983 9. Palmyra-Eagle Middle School, Wisconsin 10. http://www.palmyra.k12.wi.us/pems/ Select one of the following classroom management theorists to examine in more detail. Write a short synopsis of the theory. Then use the information in Table 9-3 to evaluate the theory. 1. Linda Albert 2. http://www.uncg.edu/˜bblevin/class_management/moremodels/ LindaAlbert.html 3. http://cdiscipline.tripod.com/ 4. Lee Canter & Associates 5. http://www.canter.net/ 6. Richard Curwin and Allen Mendler 7. http://www.tlc-sems.com/ 8. Rudolf Dreikurs 9. http://wik.ed.uiuc.edu/index.php/Dreikurs%2C_Rudolf 10. Carolyn Evertson and Alene Harris 11. http://www.comp.org/ 12. Jerome Freiberg and CMCD 13. http://cmcd.coe.uh.edu 14. http://www.findyouthinfo.gov/programdetails.aspx?pid=316 15. Forrest Gathercoal 16. http://www.dock.net/gathercoal/ judicious_discipline.html 17. http://www.uncg.edu/˜bblevin/class_management/models/jd.html 18. Haim Ginott 19. http://eqi.org/ginott.htm 20. http://www.betweenparentandchild.com/ 21. Jacob Kounin 22. http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob 23. Jane Nelsen, Lynn Lott, and Stephen Glenn 24. http://www.positivediscipline.com/ Visit at least two of the following Web sites. Make a list of at least five classroom management ideas or suggestions for school environment that you think would be important for middle school educators. 1. Behavioral OnLine 2. http://www.behavior.net/ 3. Classroom management from Answers.com 4. http://www.answers.com/topic/classroom-management 5. Classroom management technology tools 6. http://jc-schools.net/tutorials/classroom/management.htm 7. eHow—Classroom management 8. http://www.ehow.com/classroom-management/ 9. Methods and practices of classroom discipline 10. http://teacher2b.com/discipline/ discistr.htm 11. Prince George’s County—classroom management and organization 12. http://www.pgcps.org/˜elc/gameplan.htm 13. Teacher-created resources—Teacher’s Guide 14. http://www.theteachersguide.com/ClassManagement.htm 15. Teachnet.com 16. http://www.teachnet.com/how-to/manage/ A personal middle level classroom management system should: 1. reflect young adolescent development. It should show an understanding of young adolescents’ physical development (i.e., the inability of some to sit for long periods of time); their psychosocial development (i.e., their increasing need for socialization, which includes communicating with friends); and their cognitive development (i.e., the ability to think and consider their behavior, as well as understand reasons for demonstrating appropriate behavior). 2. reflect the teacher’s beliefs about how classroom management should work (i.e., teach self-discipline rather than a series of punishments that might have few long-term consequences). 3. be workable and efficient. The classroom management system should not take an inordinate amount of time to administer and should contribute to and enhance learning experiences rather than take away from them. 4. be equitable. Students should not think that the system singles out selected students or misbehaviors. In other words, young adolescents, who are developing a strong sense of justice and fairness, should think that the teacher’s system is fair. 5. work in teacher advisories and exploratory programs as well as in regular instructional situations. In the more informal advisories and exploratory programs, young adolescents will be allowed (and encouraged) to talk more and move around the classroom. There may be action-based projects that require more noise than may be permitted in regular classroom settings. The classroom management system should take into account these differences and should continue to be workable, efficient, and equitable. 6. be professionally rewarding. Some middle school teachers may not view any classroom management system as rewarding; they may view it only as a necessity to be endured. We encourage teachers to build a system that makes a difference in their lives as well as in young adolescents’ lives, promotes a positive school environment, enhances interpersonal relationships between teachers and students, and teaches students selfdiscipline. 7. reflect the belief that building a personal model of classroom management evolves over time. We believe that an attitude such as “I now have a model that works, and I will never have to change” is a sure-fire way to fail because students and behavior situations constantly change. Closing Remarks The classroom environment and classroom management strategies can have powerful effects on academic achievement, socialization, and interpersonal relationships between educators and students. Teachers’ knowledge of the content and their ability to teach are undoubtedly essential; however, the classroom environment and management strategies will play major roles in determining their overall success and effectiveness. We feel that middle level teachers who want to develop a positive classroom environment and classroom management practices should practice the belief that a middle school should be safe, inviting, inclusive, and supportive of all learners and that classroom organization and management should foster good student–teacher relationships and academic achievement (NMSA, 2010). Regardless of the classroom management model you select or the personal model you develop, you must also consider the young adolescents whom you teach. Developmental responsiveness is the key: Only then will the environment and the classroom management acknowledge and validate students’ needs. Suggested Readings 1. Barnwell, P. (2009). Fostering positive behavior in middle school classrooms. Principal Leadership: Middle Level Edition, 9(9), 32–34. An eighth-grade teacher reflects on the changes he made in his classroom to improve behavior. 2. Damon, W. (2010). The bridge to character. Educational Leadership, 67(5), 36–39. Damon proposes that character education is more than teaching behaviors; it is the school’s responsibility to cultivate students’ natural moral sense. 3. Dooner, A., Mandzuk, D., Obendendoerfer, P., Babiuk, G., Cerqueira-Vassallo, G., Force, V., Vermette, M., & Roy, D. (2010). Examining student engagement and authority: Developing learning relationships in the middle grades. Middle School Journal, 41(4), 28–35. The authors examine the relationship between community and engaged learning in the middle grades. 4. Harris, C., & Rooks, D. (2010). Managing inquiry-based science: Challenges in enacting complex science instruction in elementary and middle school classrooms. Journal of Science Teacher Education, 21(2), 227–240. When using inquiry-based instruction, teachers must modify their classroom management practices. 5. Powell, A., & Seed, A. H. (2010). Developing a caring ethic for middle school mathematics classrooms. Middle School Journal, 41(4), 44–48. Although written for math teachers, this article has a number of suggestions that any teacher can implement to foster caring in the classroom. 6. Roberts, T. L. (2010). You can smile! Classroom management tips. Middle Ground, 13(3), 18. Roberts discusses management topics such as consistency, clear expectations, and developing relationships. 7. Theriot, M. T., & Dupper, D. R. (2010). Student discipline problems and the transition from elementary to middle school. Education and Urban Society, 42, 205–220. Originally published online on November 6, 2009, this article outlines the differences in middle school (e.g., structure, organization, and learning environments) that often lead to student discipline problems. Developing Your Portfolio Chapter 9: Managing Young Adolescents and Environments Strategies and Techniques The following are some activities that you might complete to add documentation to your professional teaching portfolio. NMSA Standard 5 Middle Level Instruction and Assessment: Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. • Idea 1 Prepare a chart of five or six classroom management theories that you think will be appropriate for middle school classrooms. On this chart include five columns: first column— theorist/name of model; second column—major tenets of the model; third column— reasons for the model being developmentally responsive and/or appropriate for young adolescents; fourth column—strengths; and fifth column—weaknesses. (Knowledge) • Idea 2 Write a one-page paper in which you defend the classroom management model that you believe best exemplifies the goals of the middle school—for example, promotes the overall well-being of young adolescents; provides and maintains an environment that maximizes student learning; promotes collaboration between young adolescents and teachers (and other young adolescents); and demonstrates developmental responsiveness. (Dispositions) • Idea 3 Observe a middle school classroom to determine the major behavior problems. Then, devise a classroom management plan that you think will address these problems. Next, request an opportunity to teach the same class to see whether your management plan works. Ask to be video-recorded and include the video in your portfolio. (Performances) EDUC 676 MANAGEMENT PLAN GRADING RUBRIC Criteria Content 70% Research-based Strategies (1.000, 12%) Advanced 11 to 25 pts. The school-wide plan to promote a positive middle school learning environment includes at least 10 research-based strategies. Classroom 8 to 16 pts. Plan (1.000, 12%) The classroom plan addresses class rules, meeting diverse needs of middle school students, and the physical classroom design with at least 10 researchbased strategies. Articulation of 8 to 16 pts. Strategies (1.000, Each strategy is clearly 12%) articulated, and a rationale is provided for its use. Biblical 8 to 16 pts. Support (1.000, Biblical support for selected 12%) strategies is evident. Resources (1.000, 12%) Resources/ Support (1.000, 12%) Structure 30% 8 to 16 pts. Each strategy includes a citation and at least 2 resources are utilized in all. 8 to 16 pts. All assertions are supported with at least 2 resources. Advanced Levels of Achievement Proficient Developing 6 to 10 pts. 1 to 5 pts. The school-wide plan to The school-wide plan to promote a promote a positive middle positive middle school learning school learning environment environment includes at least 6 includes at least 8 researchresearch-based strategies. based strategies. 4 to 7 pts. 1 to 3 pts. The classroom plan addresses The classroom plan addresses class class rules, meeting diverse rules, meeting diverse needs of needs of middle school middle school students, and the students, and the physical physical classroom design with at classroom design with at least least 6 research-based strategies. 8 research-based strategies. 4 to7 pts. 1 to 3 pts. Each strategy is fairly Each strategy is translucently articulated, and a rationale is articulated, and a rationale is loosely provided for its use. provided for its use. 4 to 7 pts. 1 to 3 pts. Biblical support for selected Biblical support for selected strategies is guarded. strategies is suspect. 4 to 7 pts. 1 to 3 pts. Each strategy includes a Each strategy includes a citation. citation and at least 1 resource is utilized in all. 4 to 7 pts. 1 to 3 pts. All assertions are supported Assertions are not supported with with at least 1 resource. resources. Proficient Developing Not present 0 pts. Not Addressed 0 pts. Not Addressed 0 pts. Not Addressed 0 pts Not Addressed 0 pts. Not Addressed 0 pts. Not Addressed Not present EDUC 676 Page Length (1.000, 12%) Current APA Format and Mechanics (1.000, 12%) 11 to 22.5 pts. The assignment meets the page length requirement (5–7 pages). 11 to 22.5 pts. The assignment is written in current APA format and is free of grammar and spelling errors. 6 to 10 pts. The assignment is only 3–4 pages. 6 to 10 pts. The assignment is written in current APA format with a few grammar and spelling errors. 1 to 5 pts. The assignment is only 1–2 pages. 1 to 5 pts. The assignment is written in current APA format with no more than 6 grammar and spelling errors. 0 pts. Not Addressed 0 pts. Not Addressed EDUC 676 MANAGEMENT PLAN INSTRUCTIONS Your 5–7-page Management Plan will consist of 2 parts: Part 1: Create a school-wide plan including 10 research-based strategies that promote a positive middle school environment. Provide an explanation for the selection of each strategy. Part 2: Create a classroom plan that incorporates 10 research-based strategies addressing class rules, meeting needs of diverse learners, and the physical classroom. Provide an explanation for the selection of each strategy. Be sure to include a citation for each strategy; (there must be a minimum of 2 sources), as well as biblical integration. This assignment must be submitted through Blackboard by 11:59 p.m. (ET) on Sunday of Module/Week 7.
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Running Head: SCHOOL MANAGEMENT PLAN

School Management Plan
Institution
Student’s Name
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SCHOOL MANAGEMENT PLAN

School management plan
Introduction
The world today has embraced diversity and incorporated such cultures into institutions.
Children, therefore, enter schools with a wide range of needs: educational, health problems,
psychological problems, and abuse, among others. The primary goal of educators is to impart
knowledge. However, the diverse needs mentioned above influence student’s behaviour and
welfare in schools. Such may negatively affect the learning process. Thus, educators and school
administrators should develop effective school management plans that integrate the diverse
students’ needs and enhance an effective learning environment for all students (Greenberg et al,
2013). In particular, the paper described research-based strategies for the development of a schoolwide plan and a classroom plan for a middle school environment.
Part 1: School-wide plan
A positive school environment refers to the quality of the psychosocial components of a
school and the differential aspect it brings to the school as compared to others. Some of the
elements that make a conducive school environment are instructional management, perceived
support from parents, educators, and administrators, physical assets and programs, and the nature
of relationships among core players and the students, community, and staff. An effective school
management plan is essential for middle school learners. This is because of the adolescence stage
experienced by most students in this category. Here, student’s behavioral aspects such as shift in
their allegiances from parents and teachers to peers (Nocera, Whitbread & Nocera, 2014).
Consequently, such students may always rebel, break the rules, and instead create social

3
SCHOOL MANAGEMENT PLAN

interactions that favour their friends. Thus, administrators and teachers should exhibit
professionalism in developing exquisite plans to manage such students.
The first strategy is the use of positive behavior support. Positive behavior support refers
to a behavioral management system that identifies undesired behaviors and informs reactive
responses through positive reinforcement (Juvonen, 2017). The model primarily focuses on
improving the quality of life through improvement of social practice and practical strategies.
Notably, educators’ approach to student behavior impacts student’s performance...


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