Chapter NineChapter Nine

Instruction and DisciplineInstruction and Discipline

InstructionInstruction

InstructionInstruction is the delivery of is the delivery of the curriculum content in the the curriculum content in the classroom. classroom.

Teachers implement Teachers implement instruction either by instruction either by authoritarian/subject authoritarian/subject centered approach or the centered approach or the democratic/learner centered democratic/learner centered approach. approach.

The Role of the Teacher in The Role of the Teacher in Subject-Centered CurriculumSubject-Centered Curriculum

Subject matter and instructional materials Subject matter and instructional materials determine the curriculumdetermine the curriculum

The teacher…The teacher… Follows the text book & curriculum guide Follows the text book & curriculum guide Uses direct instructionUses direct instruction Tests measure learningTests measure learning Encourages convergent thinkingEncourages convergent thinking

The Role of the Teacher in The Role of the Teacher in Learner-Centered CurriculumLearner-Centered Curriculum

Needs & interests of students help Needs & interests of students help determine the course learningdetermine the course learning

The teacher…The teacher… Serves as a guideServes as a guide Encourages student learningEncourages student learning Uses multiple indicators of learningUses multiple indicators of learning Promotes divergent thinkingPromotes divergent thinking

Factors that Affect Student Factors that Affect Student AchievementAchievement

SociologicalSociological PsychologicalPsychological PhysiologicalPhysiological Educational FactorsEducational Factors

Sociological FactorsSociological Factors

A student's success or failure in school is A student's success or failure in school is often related to the home and community often related to the home and community environments. environments.

These include the ethnicity and race of the These include the ethnicity and race of the family as well as the socio-economic and family as well as the socio-economic and educational background of the parents. educational background of the parents.

An important part of the teacher’s role is to An important part of the teacher’s role is to encourage parents or caregivers to help encourage parents or caregivers to help their children learn. their children learn.

Psychological FactorsPsychological Factors There are many psychological factors There are many psychological factors

associated with student achievement.associated with student achievement. These include learning disabilities such as, These include learning disabilities such as,

dyslexia, dyscalculia, dysgraphia, attention dyslexia, dyscalculia, dysgraphia, attention deficit disorder (ADD), and attention deficit deficit disorder (ADD), and attention deficit hyperactivity disorder (ADHD). hyperactivity disorder (ADHD).

It is estimated that as many as 15% of students It is estimated that as many as 15% of students may have a learning disorder. may have a learning disorder.

As a teacher you should try to recognize these As a teacher you should try to recognize these potential problems, obtain testing, and begin potential problems, obtain testing, and begin early intervention. early intervention.

Physiological FactorsPhysiological Factors

There are a number of physiological factors that There are a number of physiological factors that may affect a student’s achievement. may affect a student’s achievement.

These include various vision, hearing, speech These include various vision, hearing, speech impairments, and certain health problems.impairments, and certain health problems.

As a teacher, you will need to work with related As a teacher, you will need to work with related specialists such as the speech teacher, special specialists such as the speech teacher, special education teacher, school nurse, or school education teacher, school nurse, or school psychologist to develop an IEP to help the child psychologist to develop an IEP to help the child learn and function in the classroom.learn and function in the classroom.

Educational FactorsEducational Factors

There are a number of educational factors that There are a number of educational factors that affect achievement.affect achievement.

We can adjust our instructional approach, We can adjust our instructional approach, provide effective interventions, and we can act provide effective interventions, and we can act appropriately to deal with the problems of our appropriately to deal with the problems of our students.students.

Through careful planning and effective Through careful planning and effective organizing we can improve the learning and organizing we can improve the learning and achievement of all of our students.achievement of all of our students.

Learning TheoriesLearning Theories

There are a number of theories that There are a number of theories that describe how students learn and explain describe how students learn and explain why students learn in different ways. why students learn in different ways.

Two of the most enduring learning theories Two of the most enduring learning theories are the are the Learning ModalitiesLearning Modalities and and Learning Learning DomainsDomains. .

Learning ModalitiesLearning Modalities

Visual Visual – these students learn best by – these students learn best by actually seeing written words or images. actually seeing written words or images.

AuditoryAuditory - these students profit from - these students profit from teacher lectures, discussions, reading teacher lectures, discussions, reading aloud, and by using recording devices. aloud, and by using recording devices.

Kinesethic/tactileKinesethic/tactile - these students need to - these students need to handle and manipulate objects and “learn handle and manipulate objects and “learn by doing.”by doing.”

Strategies for Helping Visual Strategies for Helping Visual LearnersLearners

Provide written instructionsProvide written instructions Write terms and vocabulary on the boardWrite terms and vocabulary on the board Have students take notesHave students take notes Use maps, charts, graphs, videos, Use maps, charts, graphs, videos,

transparenciestransparencies

Strategies for Helping Auditory Strategies for Helping Auditory LearnersLearners

Provide verbal instructionsProvide verbal instructions Use videosUse videos Allow students to use tape recordersAllow students to use tape recorders Set-up listening stations with stories or Set-up listening stations with stories or

lessons lessons

Strategies for Helping Strategies for Helping Kinesthetic or Tactile LearnersKinesthetic or Tactile Learners

Use demonstrationsUse demonstrations Conduct laboratory experimentsConduct laboratory experiments Construct murals, mobiles, dioramasConstruct murals, mobiles, dioramas Use manipulatives for math (CuisenaireUse manipulatives for math (Cuisenaire

Rods, abacus, Popsicle sticks, etc.)Rods, abacus, Popsicle sticks, etc.)

Learning DomainsLearning Domains CognitiveCognitive - centers on the traditional area of - centers on the traditional area of

learning. Concerns memory, recognition, learning. Concerns memory, recognition, intelligence, and the development of academic intelligence, and the development of academic skills. skills.

AffectiveAffective - centers on learning as a reflection of - centers on learning as a reflection of student motivation, interests, attitudes and student motivation, interests, attitudes and values.values. Related here, is one’s locus of control (external and Related here, is one’s locus of control (external and

internal) that centers on one’s sense of responsibility internal) that centers on one’s sense of responsibility for behavior and performance. for behavior and performance.

PsychomotorPsychomotor - involves objectives associated - involves objectives associated with the development of muscular and motor with the development of muscular and motor skills. skills.

Instructional EnvironmentInstructional Environment

TeachersTeachers LearnersLearners Subject MatterSubject Matter Learning MilieuLearning Milieu

TeachersTeachers Good teachers create a “family” environment Good teachers create a “family” environment

where the students and teachers support each where the students and teachers support each other and work together.other and work together.

Teachers typically have certain characteristics or Teachers typically have certain characteristics or dispositions and are:dispositions and are: AttentiveAttentive GenuineGenuine UnderstandingUnderstanding RespectfulRespectful KnowledgeableKnowledgeable CommunicativeCommunicative

LearnersLearners The principles of “invitational education”:The principles of “invitational education”:

All students are able, valuable and All students are able, valuable and responsibleresponsible

Education should be a collaborative, Education should be a collaborative, cooperative activitycooperative activity

The process of education is the product in the The process of education is the product in the makingmaking

Students possess untapped potentialStudents possess untapped potential• This potential can best be realized by inviting This potential can best be realized by inviting

development development

Multiple IntelligencesMultiple Intelligences

Research has shown that intelligence is not just a single Research has shown that intelligence is not just a single attribute, but consists of other dimensions. attribute, but consists of other dimensions.

Linguistic Linguistic Logical-mathematical Logical-mathematical Musical Musical Spatial Spatial Kinesthetic Kinesthetic Interpersonal Interpersonal IntrapersonalIntrapersonal Naturalist Naturalist EmotionalEmotional

Subject MatterSubject Matter

There are two distinct forms of delivery of There are two distinct forms of delivery of instructional materials.instructional materials. Subject centeredSubject centered - often driven by EOG - often driven by EOG

exams or other high stakes tests. exams or other high stakes tests. Learner centeredLearner centered - students and teachers - students and teachers

have input into the subject matter and have input into the subject matter and curricular materials and a variety of both curricular materials and a variety of both traditional and non-traditional instructional traditional and non-traditional instructional materials are used. materials are used.

Learning Milieu Learning Milieu

The physical and social environment of the The physical and social environment of the classroom. classroom.

Authoritarian classroomsAuthoritarian classrooms are arranged in rows are arranged in rows with the teacher in the front of the class with with the teacher in the front of the class with passive and quiet students. passive and quiet students.

Democratic classroomsDemocratic classrooms are less structured in the are less structured in the selection and delivery of the subject matter as selection and delivery of the subject matter as well as the physical setting of the classroom well as the physical setting of the classroom itself. Desks are arranged to facilitate itself. Desks are arranged to facilitate cooperative and collaborative work in small cooperative and collaborative work in small groups.groups.

Inviting Classroom Inviting Classroom EnvironmentsEnvironments

Living plants and flowersLiving plants and flowers Big, soft pillowsBig, soft pillows Rocking chairsRocking chairs Area rugsArea rugs Attractive, colorful bulletin boardsAttractive, colorful bulletin boards Positively worded signs Positively worded signs

Example: “Walk in the halls”Example: “Walk in the halls”

Uninviting Classroom Uninviting Classroom EnvironmentsEnvironments

Artificial plants and flowersArtificial plants and flowers Dingy colorsDingy colors Clutter, dirt, and overflowing trash cansClutter, dirt, and overflowing trash cans Faded bulletin boardsFaded bulletin boards

The Effective Teaching Model The Effective Teaching Model

This model is sometimes referred to as the “seven-step This model is sometimes referred to as the “seven-step lesson plan” and can help you effectively organize your lesson plan” and can help you effectively organize your lessons. lessons.

1-Anticipatory set1-Anticipatory set2-Instructional objective2-Instructional objective3-Instructional input3-Instructional input4-Learner outcome4-Learner outcome5-Checks for learner understanding5-Checks for learner understanding6-Guided practice6-Guided practice7-Independent practice7-Independent practice

Behavioral Objectives Behavioral Objectives

Behavioral objectives can be summarized by Behavioral objectives can be summarized by three questions: three questions:

What do you want your students to learn?What do you want your students to learn? How should they demonstrate that they How should they demonstrate that they

learned it? learned it? And how well did they actually learn the And how well did they actually learn the

material? material?

Beneficial Use of Time Beneficial Use of Time Proper time management can maximize the Proper time management can maximize the

amount of time allocated for learning. amount of time allocated for learning. There are periods during the day when time may There are periods during the day when time may

be wasted in the classroom. Referred to as “time be wasted in the classroom. Referred to as “time leaks,” they can occur during the following leaks,” they can occur during the following periods: periods: Transitional TimeTransitional Time - - when you are moving from one when you are moving from one

lesson or activity to another. lesson or activity to another. Instructional TimeInstructional Time - involves inappropriate pacing - involves inappropriate pacing

through the material. through the material. Post-instructional TimePost-instructional Time - involves the independent - involves the independent

practice time. practice time.

Testing and EvaluationTesting and EvaluationThere are three distinct forms of evaluation.There are three distinct forms of evaluation. Norm-ReferencedNorm-Referenced - Compares individual students to - Compares individual students to

others who took the national exam, such as a comparison others who took the national exam, such as a comparison of others in the same grade or age-groupof others in the same grade or age-group

Results reported in percentiles. Results reported in percentiles. Criterion-ReferencedCriterion-Referenced - A pre-set score (criterion) must be - A pre-set score (criterion) must be

met or exceeded for passing the exam and is generally met or exceeded for passing the exam and is generally used as a condition for a decision (i.e. high school used as a condition for a decision (i.e. high school graduation, teacher certification, etc.)graduation, teacher certification, etc.)

If the test-taker scores below the criterion score, he or she must If the test-taker scores below the criterion score, he or she must retake the exam.retake the exam.

PortfoliosPortfolios - Recently, portfolios have been used for the - Recently, portfolios have been used for the evaluation. evaluation.

National Board Teacher Certification requires teachers to develop National Board Teacher Certification requires teachers to develop an extensive portfolio.an extensive portfolio.

Portfolios are also used as a central component of the Praxis III. Portfolios are also used as a central component of the Praxis III.

Discipline and Classroom Discipline and Classroom ManagementManagement

Over time there has been fierce debate regarding the Over time there has been fierce debate regarding the discipline of children between educators who favor:discipline of children between educators who favor:

the authoritarian approach to behavior managementthe authoritarian approach to behavior managementor or

the democratic approaches to behavior management the democratic approaches to behavior management

The shift from physical punishment (sometimes favored The shift from physical punishment (sometimes favored by authoritarian educators) to psychological correction by authoritarian educators) to psychological correction (often favored by democratic educators) has been a (often favored by democratic educators) has been a clear trend since the colonial period.clear trend since the colonial period.

Corporal PunishmentCorporal Punishment

Traditional attitudes toward children were Traditional attitudes toward children were rooted in the biblical interpretation of rooted in the biblical interpretation of inheriting original sin. inheriting original sin.

In the colonial era schools, discipline was In the colonial era schools, discipline was extremely harsh. extremely harsh.

Severe punishment was administered for Severe punishment was administered for what we might consider slight offenses, what we might consider slight offenses, such as not learning the lesson, being such as not learning the lesson, being tardy, or talking in class. tardy, or talking in class.

Rewards and Psychological Rewards and Psychological PunishmentPunishment

Gradually, during the 1800s methods of discipline began Gradually, during the 1800s methods of discipline began to change because of philosophers and educational to change because of philosophers and educational reformers.reformers.

John LockeJohn Locke encouraged psychological discipline encouraged psychological discipline consisting of praise and encouragement for correct consisting of praise and encouragement for correct behavior and humiliation for misbehavior. behavior and humiliation for misbehavior.

Jean-Jacques RousseauJean-Jacques Rousseau also advocated psychological also advocated psychological discipline, rather than corporal punishment. discipline, rather than corporal punishment.

Joseph LancasterJoseph Lancaster, father of the monitorial system, , father of the monitorial system, rewarded high achieving and well behaved students with rewarded high achieving and well behaved students with books and medals and used the “dunce cap” to punish books and medals and used the “dunce cap” to punish students that misbehaved. students that misbehaved.

Social Efficiency MovementSocial Efficiency Movement The growing size of classrooms in the late 1800s The growing size of classrooms in the late 1800s

and early 1900s called for new approaches to and early 1900s called for new approaches to discipline.discipline.

The social efficiency movement was The social efficiency movement was characterized by standardized classrooms with characterized by standardized classrooms with wooden desks and chairs bolted to the floor and wooden desks and chairs bolted to the floor and arranged in rows, facing the blackboard and arranged in rows, facing the blackboard and teacher’s desk. teacher’s desk.

In addition there was a new emphasis on In addition there was a new emphasis on student regimentation to control large classes of student regimentation to control large classes of forty or more students. forty or more students.

BehaviorismBehaviorism

During the early to mid 1900s behavioral During the early to mid 1900s behavioral psychology developed.psychology developed.

Advocates such as B.F. Skinner recommended Advocates such as B.F. Skinner recommended that teachers establish classroom discipline that teachers establish classroom discipline through positive reinforcement and reward. through positive reinforcement and reward.

Misbehavior should be ignored, (if possible) so Misbehavior should be ignored, (if possible) so that the student is not given attention for that the student is not given attention for misbehavior and inadvertently rewarded for it. misbehavior and inadvertently rewarded for it.

Neo-BehaviorismNeo-Behaviorism

Today “neo-behaviorists” have developed Today “neo-behaviorists” have developed disciplinary techniques that are used in schools. disciplinary techniques that are used in schools. Positive Classroom DisciplinePositive Classroom Discipline, developed by Fredrick , developed by Fredrick

Jones in the late 1980s, encouraged teachers to Jones in the late 1980s, encouraged teachers to control their students by using non-verbal methods control their students by using non-verbal methods such as eye contact, facial expressions, hand such as eye contact, facial expressions, hand gestures, and physical proximity. gestures, and physical proximity.

Assertive disciplineAssertive discipline developed by Marlene and Lee developed by Marlene and Lee Canter suggested that teachers “take charge”, clearly Canter suggested that teachers “take charge”, clearly lay out a discipline plan and establish a system of lay out a discipline plan and establish a system of rewards and punishments. rewards and punishments.

Progressive/Humanistic Progressive/Humanistic ApproachesApproaches

Progressive educators contended that Progressive educators contended that “keeping order” in the classroom did not “keeping order” in the classroom did not mean that learning was taking place.mean that learning was taking place.

They argued that these authoritarian They argued that these authoritarian approaches squelched students and approaches squelched students and diminished their motivation. diminished their motivation.

The pioneers of this area were Pestalozzi, The pioneers of this area were Pestalozzi, Rousseau, Francis Parker, and the Rousseau, Francis Parker, and the Deweys. Deweys.

Neo-Progressives: The Neo-Progressives: The Democratic ClassroomDemocratic Classroom

Neo-ProgressivesNeo-Progressives argue that democratic argue that democratic classrooms and the use of positive classrooms and the use of positive reinforcement can best maintain discipline. reinforcement can best maintain discipline. Alfie Kohn recommends the use of praise rather than Alfie Kohn recommends the use of praise rather than

rewards and prizes (as advocated in assertive rewards and prizes (as advocated in assertive discipline) and promotes democratic environments discipline) and promotes democratic environments where students assume responsibility for themselves. where students assume responsibility for themselves.

Rudolf Dreikurs felt that the classroom should be one Rudolf Dreikurs felt that the classroom should be one of mutual respect where the group rather than the of mutual respect where the group rather than the teacher alone established rules. teacher alone established rules.

Neo-Progressives: Activity Neo-Progressives: Activity Based LearningBased Learning

Other neo-progressive reformers advocated Other neo-progressive reformers advocated activity-based learning to prevent misbehavior. activity-based learning to prevent misbehavior. Jacob Kounin recommended movement/ pacing of Jacob Kounin recommended movement/ pacing of

activities and transitions from one activity to the next activities and transitions from one activity to the next was crucial in keeping students “on track”. was crucial in keeping students “on track”.

Hiam Ginott argued that communication was crucial in Hiam Ginott argued that communication was crucial in maintaining student discipline and contended that maintaining student discipline and contended that self-esteem also played an important role. self-esteem also played an important role.

Neo-Progressives: Corrective Neo-Progressives: Corrective DisciplineDiscipline

William Glasser’s Reality Therapy is an William Glasser’s Reality Therapy is an approach that focuses on the modification approach that focuses on the modification of one’s own behavior. of one’s own behavior.

Today, conflict resolution and mediation Today, conflict resolution and mediation programs are used in schools. programs are used in schools.