{"content":{"sharePage":{"page":0,"digests":[{"id":"25734401","dateCreated":"1279565017","smartDate":"Jul 19, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/masd-kuhns-book-talk.wikispaces.com\/share\/view\/25734401"},"dateDigested":1532428884,"startDate":null,"sharedType":"discussion","title":"Overall Book Talk ","description":"If you have anything that you would like to post that you have thought about, learned, or found interesting througout the book talk, please share!!!!","replyPages":[{"page":0,"digests":[{"id":"25866609","body":"I enjoyed this book. It should be a must read for all new teachers. I liked the easy to read format of the chapters and although the research got overwhelming, it's nice to know we can backup what we are doing and saying with research.
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\nNice Job Anita, thanks for all your hard work!","dateCreated":"1280268832","smartDate":"Jul 27, 2010","userCreated":{"username":"lauraek1","url":"https:\/\/www.wikispaces.com\/user\/view\/lauraek1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25868521","body":"I agree that this book would be good for first time teachers!! It was easy to read! I enjoyed our face to face meetings as well!!","dateCreated":"1280276176","smartDate":"Jul 27, 2010","userCreated":{"username":"eworden","url":"https:\/\/www.wikispaces.com\/user\/view\/eworden","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"25734389","dateCreated":"1279564953","smartDate":"Jul 19, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/masd-kuhns-book-talk.wikispaces.com\/share\/view\/25734389"},"dateDigested":1532428884,"startDate":null,"sharedType":"discussion","title":"Chapter 8","description":"Last chapter! Post here","replyPages":[{"page":0,"digests":[{"id":"25866595","body":"I think this chapter reinforces (with research) what most of us know about school wide discipline. I have already quoted this chapter to "the powers that be" and will be having another discussion soon! I thought the bulleted list on page 105 was interesting. I think we've all had the "He's not my student" syndrome at some point! It's easy to do, but with the PSWB plan we've implemented K-8 it had definitely minimized those occurances. I think we've done a great job identifying and using ecological interventions. We still have a way to go to enforce appropriate consequences for misbehavior. Consequences that are meaningful and logical and involve the home seem to be the most effective. I agree with the statement that consisitency is the greatest obstacle in school wide programs.","dateCreated":"1280268714","smartDate":"Jul 27, 2010","userCreated":{"username":"lauraek1","url":"https:\/\/www.wikispaces.com\/user\/view\/lauraek1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25868483","body":"I love this chapter!!!! It proves everything that we have been discussing!!! We need a school wide behavioral plan that everyone is on board with, understands, and uses. We need school wide consequences along with room consequences! I alos liked the think time room! I used to use a neighbor teacher for something like this. We could send students back and forth to eachother's rooms to remove them from our rooms, but to keep them close so they could come back once their time out was over! They would have to fill out a form about their behavior before they were allowed to come back. I know we have discussed writing in the past as a form of discipline, but this chapter shows that it is commonly used.","dateCreated":"1280276094","smartDate":"Jul 27, 2010","userCreated":{"username":"eworden","url":"https:\/\/www.wikispaces.com\/user\/view\/eworden","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"25734379","dateCreated":"1279564914","smartDate":"Jul 19, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/masd-kuhns-book-talk.wikispaces.com\/share\/view\/25734379"},"dateDigested":1532428884,"startDate":null,"sharedType":"discussion","title":"Chapter 7","description":"Thoughts?","replyPages":[{"page":0,"digests":[{"id":"25823245","body":"Chapter "Getting off to a Good Start", is a good continuation of chapter 6. Class management through organization. Planning ahead with teaching student responsibilities and behavior, along with posting rules and procedures are so important to starting off the year right. the Classroom Organization and Management Program seems very clear on the elements of an effective management program. I look forward to discussion on this componant.","dateCreated":"1279977286","smartDate":"Jul 24, 2010","userCreated":{"username":"lhffman","url":"https:\/\/www.wikispaces.com\/user\/view\/lhffman","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25834495","body":"I love that they hammer the point home that "in effectively managed classrooms, teachers had firmly established management routines by the sixth day of class." That should be all that is going on the first days of school is drill and practice of routines and procedures. Remembering that there is a difference between rules and procudures, rules should be addressed, but procedures should be practiced until they become routine. This is the piece that many new teachers fail to do. The repetition of the first weeks can be mind numbing, but it is so worth the pay off! I liked the "freeze" activity in the vinette on page 101. The kids would love this and it checks for understanding. I often used the first week as a practice week for rules. After I explained the color chart or whatever system I was using, the first week would be a free week. Meaning, colors were changed, but consequences were discussed rather than enforced. This gave the students a chance to get the feel for what I was looking for behaviorally without fear of punishment right away.","dateCreated":"1280093784","smartDate":"Jul 25, 2010","userCreated":{"username":"lauraek1","url":"https:\/\/www.wikispaces.com\/user\/view\/lauraek1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25862321","body":"I feel that this chapter was a lot of common sense, but I have also learned that you shouldn't assume things, so I'm guessing that is why Marzano has included it.
\n
\nLaura hit on everything I highlighted on the first 2 pages of this chapter. If you do not take the time to establish the routines and procedures within that first week or two, you'll spend more time being frustrated and have more silly disruptions that require redirections than are necessary. I think at times we all feel the need to jump into the curriculum and speed through our teaching manuals making it to that "Sept." place marker before the end of Sept. to ensure we are keeping pace and getting through our material. However I think what I liked most about this chapter is that it backs up (with research) what we all already know about how important it is to take the first "6 days" to explicitly teach expectations and procedures so you will gain more time throughout the year due to less behavioral issues.","dateCreated":"1280249103","smartDate":"Jul 27, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25868361","body":"I liked this chapter because it reminded me that it is very important to go over everything in detail and to take my time and really explain things and demonstrate them over and over. After 10 years of teaching, sometimes I find myself rushing through this on the first day because I am tired of saying the same thing over and over, class after class. So, it reminds me to slow down and how important this is!","dateCreated":"1280275630","smartDate":"Jul 27, 2010","userCreated":{"username":"eworden","url":"https:\/\/www.wikispaces.com\/user\/view\/eworden","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25914071","body":"I agree with all that was said. This chapter does emphasize the importance of establishing those many routines I take for granted by the end of the year. It is especially important at the primary level, as this is the first school experience for many kidos. They really benefit from repeated exposure\/emphasis to routines and procedures. I remember when we first started guided reading at the K level, and tried to implement it early in the first marking period. It was not as effective as it has been now that we wait till all center routines are firmly established (mid Oct.). Same goes for writing. It is much more effective to start a writing program after most of the other daily routines\/schedules are in place. It may seem that I'm behind the first week or two curriculum wise, but it pays off the rest of the year. They don't call teachers patient for nothing!","dateCreated":"1280529866","smartDate":"Jul 30, 2010","userCreated":{"username":"leslieherman","url":"https:\/\/www.wikispaces.com\/user\/view\/leslieherman","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"25734369","dateCreated":"1279564895","smartDate":"Jul 19, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/masd-kuhns-book-talk.wikispaces.com\/share\/view\/25734369"},"dateDigested":1532428884,"startDate":null,"sharedType":"discussion","title":"Chapter 6","description":"You know the drill :)","replyPages":[{"page":0,"digests":[{"id":"25823219","body":"I agree with everything in this chapter. If I don't start out the first couple of weeks with class management strategies, my year is NOT going to go well. The clearer the students are in understanding their responsibilities and behavior in class, the better. Class discussions, posted strategies and procedures are all a necessary part of class management. The time taken to set this in motion at the beginning of the year is some of the most valuable time spent. At the Intermediate school last year, we began weekly "class meetings", in which we spent time addressing current topics of need....bullying, problems in and out of class, revisiting class management strategies, etc. The students always looked forward to it, and there were always productive discussions that seemed to make the students feel valued.
\nA topic that I really feel works for me in 5th grade, is the written self-analyses. For a few years now, when there is a behavioral incident with, having the students respond in writing to what happened, what their part was, and how the problem could be resolved, helps them to actually realize their responsibility to improve their behavior. It really works for me. Thinking through an event and writing down thoughts causes them to become an active part of the problem and solution.","dateCreated":"1279976704","smartDate":"Jul 24, 2010","userCreated":{"username":"lhffman","url":"https:\/\/www.wikispaces.com\/user\/view\/lhffman","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25834403","body":"This chapter shows the importance of teaching the students that they are responsible for their behavior. As a society, we are failing in this area. Students are often ill prepared for the real world consequences of their actions and are full of excuses. I also agree with the idea that we need to provide them with the strategies to be in control. The "self-defense" form is great for that. I know at the elementary level, it has been discouraged by administration, but I still feel it has great value. I liked some of the added questions on page 84 and I think part of the key to using this is to rewiew and debrief this form with the student. This should not be a 30 minute lecture about the rules, but a 1 minute discussion of what the student could do differently and what their role in the situation was. On page 85, I liked the point about establishing with the parents and student that the student's behavior is a problem not just for you but for the entire class and for the student. And to stress that you are not there to punish, but to help the student succeed academically & behaviorally. Like Lindsay said earlier, I also like the banner on page 90. It would be a good thing to incorporate into class meetings...hmmm, I think I have a new lesson ;0","dateCreated":"1280093213","smartDate":"Jul 25, 2010","userCreated":{"username":"lauraek1","url":"https:\/\/www.wikispaces.com\/user\/view\/lauraek1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25862201","body":"For me, the parts I liked best in this chapter are just what you have touched on. I think that it is important that we explicitly teach students how to be responsible for their actions\/behaviors. I liked the vignette and illustration on pg. 90 where it walked students throug what to do when they recognize the bad feelings starting to arise. (Another point, teaching children how to recognize this! It's important, but not necessary part of the curriculum... I love the idea of adding that to class meeting time!!!) For many students, especially primary, it's too difficult or time consuming to re-read rules, expectations, consequences, etc. even if they are posted. The little poster serves as a quick pictoral reminder of what to do. I loved that idea.
\n
\nI also am going to ditto Lynn and Laura about the "self-defense". I like the idea. I know that writing is not and should not be a punishment, but I don't think that the way it is presented here (or even how most of us have used it) is in a "punishing manner". I think that it helps not only tell the story from all "perspectives" but also serves as a think-time process. Sometimes I think that teachers (maybe just me) will listen to a "story" about what happened in a disagreement or behavioral issue involving more than one student and then decide which "story" is true based on which student has a better track record. Reading this chapter and thinking about the self-defense made me think about how even adults can "perceive" the same situation completely differently. Does this mean that one adult is lying and the other telling the truth? Not necessarily... Sometimes it is the case that they are telling the truth from their perspective. Somewhere in the middle of the perspectives is probably the actual "truth" of the situation... Just something else to ponder.
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\nAfter relecting on situations we all come up with ideas for how to better handle something. I think kids should be taught how to do this as well. I really liked those aspects of this chapter the most.","dateCreated":"1280248408","smartDate":"Jul 27, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"25662311","dateCreated":"1279127852","smartDate":"Jul 14, 2010","userCreated":{"username":"beberhart","url":"https:\/\/www.wikispaces.com\/user\/view\/beberhart","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/masd-kuhns-book-talk.wikispaces.com\/share\/view\/25662311"},"dateDigested":1532428885,"startDate":null,"sharedType":"discussion","title":"Question for Anita","description":"Are we able to delete or edit our own post after it's already been posted?","replyPages":[{"page":0,"digests":[{"id":"25667449","body":"Good question... on my end I have a tab\/button at the top that will allow me to delete a topic, which probably isn't what we're looking for... There is also (on my end, which I'm saying because since I set the wiki up, I'm not sure if it looks different than what you would see as a member\/user) a small link under each message or response that is posted that says delete. This link will delete an entire comment. I have not determined if it is possible to\/how to edit a specific message. I know that I have made typo's and tried to go back, but couldn't figure it out, so sometimes I let it go, once I did delete and start over. Hope this was a little help, and if you figure out how to edit let me know :)","dateCreated":"1279146636","smartDate":"Jul 14, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25669051","body":"Ok.... I'm going to post this and see if I see a 'delete' button. I just dislike posting something and then seeing a typo or an unclear thought and would like to be able to fix my mistakes before everyone thinks I'm an idiot. Ha!","dateCreated":"1279151500","smartDate":"Jul 14, 2010","userCreated":{"username":"beberhart","url":"https:\/\/www.wikispaces.com\/user\/view\/beberhart","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25669135","body":"I don't see a delete button. Just a cancel button next to the Post button. If I hit cancel, before I post this message, no harm done. However, if I post, I don't see any way of getting back into my message and deleting it. Ah, well.... Thanks for responding!","dateCreated":"1279151671","smartDate":"Jul 14, 2010","userCreated":{"username":"beberhart","url":"https:\/\/www.wikispaces.com\/user\/view\/beberhart","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25687217","body":"Brenda and Anita,
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\nI was wondering the exact same thing and haven't found a way to do it either. Of course you know me on computers. Ha! See you tom.","dateCreated":"1279235089","smartDate":"Jul 15, 2010","userCreated":{"username":"debbiepdauberman","url":"https:\/\/www.wikispaces.com\/user\/view\/debbiepdauberman","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25688911","body":"Haha, I guess that it's just not a feature that they have since it's free :) My father always says you get what you pay for!","dateCreated":"1279239487","smartDate":"Jul 15, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"25579287","dateCreated":"1278614850","smartDate":"Jul 8, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/masd-kuhns-book-talk.wikispaces.com\/share\/view\/25579287"},"dateDigested":1532428885,"startDate":null,"sharedType":"discussion","title":"Ideas from Meeting # 1","description":"Hi all! I am going to try and post the ideas I remember being discussed at our meeting on July 2nd regarding rules, procedures, and management. Please add anything you have thought of since our meeting or anything I miss. Thanks!!!","replyPages":[{"page":0,"digests":[{"id":"25579659","body":"Ideas presented:
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\n- Creating class "contracts" regarding behavioral expectations and class rules. Agreed upon and signed by the student, parent, and teacher.
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\n- Having a designated class "spokesperson" to communicate concerns that a class may be feeling but some may not be comfortable sharing. The example I remember given was, a teacher will give an assignment to her classes, not knowing that these students have 2-3 other major assignments fom other classes due at the same time. This would be a huge work load and cause stress for students. Having the spokesperson allows the class to respectfully voice their concerns and the teacher is willing to adjust the work load\/assignment accordingly.
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\n- Creating a class "mission statement". The class creates this together, everyone in agreement, and that becomes the basis for classroom acceptable\/unacceptable conduct.
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\n- Green, yellow, red cards on desks: This was an idea presented in the book through the vignette on pgs. 24-25. Students would be given a red, yellow, and green card to place on their desk during whole group\/seat work time. If the students is good, they have green on top. If the student is getting stuck\/having trouble they turn to yellow, but keep trying to work on their problem until the teacher comes. If the student is totally lost and cannot move any further with their work without help, they turn their card to red.
\nThe group discussed this could be useful in any whole group situation or especially at center time in primary grades where it could be a signal to the aide that assistance is needed (without students yelling across the room, "MRS. SMITH I NEED HELP!")
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\nThinking about this in another way, I thought maybe this could be used as "management tool" as well. Some teachers use a red, yellow, green system for classroom management and consequences. Usually these are stop lights or poster boards in one common area of a room; but you could use the cards on students' desks and simply pull a card from their desk if a rule is not being followed or consequences need to be given. I'm not sure how it would work, but it's and idea I thought about since our meeting.
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\n- Jobs: We discussed that group work can be overwhelming at times and difficult to manage. A sugestion given for group work is giving each member of a group a number 1-5 (or however many are in a group). On the board list #1 - floors, #2 - desks, #3 - markers... The same could be done with literature circles or math games.
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\n- Teaching expectations: For visual learners, it was suggested that perhaps expectations could be acted out and recorded to be played back for students. The students could do the acting and show what it looks like when you are behaving in a positive manner, and what it looks like when expectations are not being met in a positive manner. The students could then critique the "mini-movies" and explain why the inappropriate behaviors were inapporpriate and what they were doing that was not following school rules\/procedures.
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\nThese were the topics that I remember most clearly at the moment, please add your thoughts and clarifications!","dateCreated":"1278616265","smartDate":"Jul 8, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25644811","body":"I think you go them all! Thanks, Anita!!
\nPS - The water is wonderful here in the OBX:)","dateCreated":"1279049709","smartDate":"Jul 13, 2010","userCreated":{"username":"lindsaybeck","url":"https:\/\/www.wikispaces.com\/user\/view\/lindsaybeck","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25645011","body":"Ahhhhh don't rub it in!!! Haha watch out for jelly fish! Rumor has it they are fond of warm water! (Trust me I know) :) have fun!","dateCreated":"1279050609","smartDate":"Jul 13, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"25526883","dateCreated":"1278279586","smartDate":"Jul 4, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/masd-kuhns-book-talk.wikispaces.com\/share\/view\/25526883"},"dateDigested":1532428886,"startDate":null,"sharedType":"discussion","title":"Chapter 5 Highlights, Thoughts, Ideas","description":"Post your thoughts on chapter 5 here!","replyPages":[{"page":0,"digests":[{"id":"25662077","body":"This chapter is by far my favorite. I think that mental set and withitness can be learned but can also be intuitive. For me, 'mental set' is something that I have to constantly work on and be aware of but 'withitness' seems to be more intuitive and becomes stronger the longer I teach.","dateCreated":"1279127672","smartDate":"Jul 14, 2010","userCreated":{"username":"beberhart","url":"https:\/\/www.wikispaces.com\/user\/view\/beberhart","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25678427","body":"Lynn's thoughts on Chpater 5:
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\nChapter 5: Mental Set
\nThis chapter is really focused and gives me a whole new understanding of how I, as a teacher, need to be as far as mental set.
\nWithitness is my ability to identify and act quickly on potential behavioral problems. I can see this as a must for an effective teacher. Because of my years of experience, I feel that withitness is something that continues to get better. I seem to be able to identify problems, or potential problems, and act on them accordingly.
\nThis is so essential for a positive classroom atmosphere.
\nEmotional objectivity, being to act in a businesslike, matterof fact manner even though I'm feeling otherwise, is necessary when disciplining negative consequences for inappropriate behavior. Students must feel that their actions and the consequences are fair and consistant.
\nI loved these chapters, and really wished that I could have been at the book talk, There is something to say for discussion of teachers who are in the classroom and understand classroom management.
\nSo, far, I agree with the ideas presented here.","dateCreated":"1279204358","smartDate":"Jul 15, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25689931","body":"I agree with Brenda the withitness is easy for me. Lately the mental set takes a lot of work. Somedays I really need to step back and look at how I have handled certain situations.","dateCreated":"1279243682","smartDate":"Jul 15, 2010","userCreated":{"username":"mfohringer","url":"https:\/\/www.wikispaces.com\/user\/view\/mfohringer","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25698239","body":"I agree, what a great chapter. Withitness does get better with experience, but I think it also has to do with personality. Some teachers are just more tolerant than others, which can sometimes backfire. The example on page 67 was priceless! Remaining calm and matter of fact is so difficult for many of us. It is amazing how well this does work however. MY first year teaching I taught across the hall from a woman who never spoke above a whisper. Her class responded beautifully. If you can react like the teacher on page 70, you will see amazing results. Taking care of yourself is one of the most important things you can do to help your mental set. I know it can be a challenge, but it is must!","dateCreated":"1279299118","smartDate":"Jul 16, 2010","userCreated":{"username":"lauraek1","url":"https:\/\/www.wikispaces.com\/user\/view\/lauraek1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25734253","body":"I will be happy for August to come so I can practice taking care of my mental set :)","dateCreated":"1279564383","smartDate":"Jul 19, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"25526879","dateCreated":"1278279545","smartDate":"Jul 4, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/masd-kuhns-book-talk.wikispaces.com\/share\/view\/25526879"},"dateDigested":1532428886,"startDate":null,"sharedType":"discussion","title":"Chapter 4 Highlights, Thoughts, Ideas","description":"Post you thoughts on Chpater 4 here!","replyPages":[{"page":0,"digests":[{"id":"25629463","body":"I liked this chapter and could connect to a parenting 'manual' that I once read about the different styles of parenting and how children respond to the different styles.
\n
\nI agreed with the section "Taking a Personal Interest in Students" (p. 53). For me, it gets my classroom day off to a good start when I just take a few moments to connect with the kids as they come in the door.
\n
\nI like the breakdown of the different behavior-problem 'personalities'. I'm sure we can all remember specific students in each of these descriptions.","dateCreated":"1278964420","smartDate":"Jul 12, 2010","userCreated":{"username":"beberhart","url":"https:\/\/www.wikispaces.com\/user\/view\/beberhart","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25648635","body":"I think this chapter related right to what Sue shared at our last meeting. Having that teacher-student relationship is key and pertinent to classroom management. I found it interesting how the chapter began by breaking it down to this idea: Most behavioral problems stem from teacher-student relationships and how teachers and students relate interpersonally. (p. 42) I remember Mrs. Mattocks sharing at our last meeting that she always tells students she is working with that she likes them and that they are a nice kid. Although she has the not-so-pleasant opportunity of dealing with or handling the behavioral issues, she still manages to let the student know that she cares.
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\nI do not think that all behavioral issues come about because of interpersonal issues, but in some cases I can see where it plays a factor. I know that we can all probably think of that one student that we had to REALLY work hard to find that "something special" that we could praise and compliment; however, no matter how difficult, effective teachers seem to find it :)
\n
\nAnother interesting part of this chapter for me was on p. 44 where it talks about cooperative behavior and oppositional behavior. It noted that teachers seem to decline in cooperative behaviors and increase in oppositional behaviors that affect student attitudes in a negative manner.... Food for thought","dateCreated":"1279066578","smartDate":"Jul 13, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25661219","body":"Referring back to Anita's comment on page 41.... I know I entered the teaching profession with a lot of enthusiasm and zest. However, time and life do take their toll and it's easy to become jaded and just plain tired! I agree with Anita that it's definitely food for thought to think about our own personal tolerance levels and coping systems to deal with the everyday stress that comes with working with children. It's sobering to realize that my attitude and stress level has an impact on the learning of the students in my class.","dateCreated":"1279127370","smartDate":"Jul 14, 2010","userCreated":{"username":"beberhart","url":"https:\/\/www.wikispaces.com\/user\/view\/beberhart","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25667623","body":"I would agree that many "outside" issues can creep into the classroom on a teacher's end too. Stress from our (teacher) home lives, families, activities, and other obligations can weigh heavy on us at times and I know personally that at times it doesn show through in my classroom with my own tolerance level. I found myself stopping to think about my teaching when the chapter talked about the tone of our voice when dealing with behavioral issues and that we should keeep our tone as even as possible. I, by nature, am a loud speaker. My classroom voice is usually loud as well. When presented with a particularly challenging student\/situation, at times it is hard to keep a cool, and calm demeanor, but I suppose that it is a factor in creating and maintaining those teacher student relationships... Lots of really gret things to think about from these three chapters! I'm looking forward to our discussions Friday! Join in the conversation all of you out there reading the posts! :)","dateCreated":"1279147331","smartDate":"Jul 14, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25671213","body":"I love reading the posts!! After reading chapter 4, I especially found myself rereading the part on p.54 that emphasized how we respond to children, particularly, children's incorrect responses. They are so vulnerable as we are ourselves feel when we are "put on the spot." I really like the thought of giving kids an appropriate out - collaborating with a neighbor, asking for a life line or something silly, anything to let them know that their input is important, necessary, and valued.
\n
\nIn Chapter 5, I think the Taking care of Yourself, on pg. 74, was so worthy of spending extra think time on. Giving ourselves the opportunity to de-stress is essential in keeping our own emotional wellbeing in balance. And our own emotional even keel goes a long way in the way we interact with our kids, as the chapter stated. A good laugh goes a long way, as does Dove chocolate . . .
\n
\nFinally, Chapter 6 - The action step 3, on page 88 is such a goal. I really don't think our kids can identify what they are feeling and on a scale, what it is and\/or what it should be, whether their feelings are appropriate or not. For example, frustration over a math problem is easily understandable, perhaps on a scale from 1-10 it is a 4. However, the child sees it as a 8\/9 and can't see that others are in the same boat, or that asking for help (that red card for help on the desk would be great) can be the ticket to understanding. Additionally, instead of realizing that they are frustrated it appears as an anger response, which can so quickly lead to an impulsive choice of behavior. So helping our kids to begin to notice their feelings and self-monitor is so essential. I think our new Bullying program with class meetings have been an excellent avenue for helping the kids to become more aware. I really liked the banner that is on page 90. These visual clues are such great reminders for our kids and for ourselves.
\n
\nI will be thinking of all of you on Friday - maybe when I am floating in the waves, basking in the sun (hopefully), reading by the pool (summer reading material, not school summer reading material), or while shopping in Duck, or sipping a beverage . . . See you on the 28th!!","dateCreated":"1279160847","smartDate":"Jul 14, 2010","userCreated":{"username":"lindsaybeck","url":"https:\/\/www.wikispaces.com\/user\/view\/lindsaybeck","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25671257","body":"Ok, so who knew I was ahead of myself - disregard Chapter 6 until you feel like reading it:)","dateCreated":"1279161021","smartDate":"Jul 14, 2010","userCreated":{"username":"lindsaybeck","url":"https:\/\/www.wikispaces.com\/user\/view\/lindsaybeck","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25678417","body":"Lynn will not be with us Friday, here are her thoughts on this chapter:
\n
\nChapter 4: Teacher-Student Relationships
\nI totally agree with all that this chapter puts forth. Good classroom management is tied directly to the teacher-student relationship.
\nThe term "High dominance" confused me at first.... As I understand "high dominance" I think of total control, kind of like a dictator..NOT! I totally agree that high dominance is characterized by clarity of purpose and strong guidance. ...this guidance is both academic and behavioral and will help my classroom to have a positive atmosphere where my concern for student needs and dominant control will enable my students to work up to their highest potential.
\nHigh cooperation..the concern for the needs and opinions of others and a desire to function as a member of a team, along with High dominance is the optimal teacher-student relationship..
\nAs a teacher I agree with this theory, and have seen it work in my classroom. I have a structured classroom, yet, work on getting to know and care about each individual, and have seen positive results.. Students try to please a teacher that they feel actually cares for them individually.. that's what I want.
\nThe TESA program sounds like an excellent program. Teacher behaviors should be equal and equitable for all students, helping the students to feel accepted.
\nThe specifive actions steps .... using specific techniques to establish an appropriate level of dominance, consistancy.... realizing that actions ARE communication...page 49 really helps me to understand that all that I do in class..is truly communicating to my students what I want as a teacher. .Body language, is behavior.
\nEstablishing Clear learning goals. I really like this thought, along with examples from the different grade levels. I am planning on using even more clear cut directions in my classroom. I especially liked the example of the rubrics before doing a unit on science, math, etc.
\nKids need clear cut goals.
\nI find that I am and have been using the positive classroom behaviors, such as using eye contact, moving around the room, and so much more. There are such good classroom examples given that show how these ideas work in the classroom.
\nStudents need to know the rules and procedures of my classroom at the beginning of the year. Teacher-student relationships are extremely important to a positive, successful classroom.","dateCreated":"1279204315","smartDate":"Jul 15, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25698017","body":"So I guess I kind of melded ch 3 & 4 in my last post, but I will keep going with Ch 4 here.Of course for me the categories of severe problems was interesting. It frustrates me when so many of you have to deal with these problems as there is just not enough of me to go around! I wondered how you felt when you read on pg.48 about the most effective managers use different strategies with different students. That brings up the whole "not fair" issue. How do we effectively explain to children that just because they do not all have the same expecations or consequences we are not being unfair? I also loved the "ways out" for studetns who may not know the answer that were discussed in this chaper. The behavior charts were a nice surprise. I liked the fact that they were concrete and very SIMPLE. Too often I think administation wants us to put complicated behavior and tracking systems in place that are overwhelming.
\n
\nLynn's comment about TESA training was appreciated. I was trained in this program in VA. It is a very simple and common sense approach to including all students. If I can remember, I will look to see if I have any information I can share with all. Anita, can you help me remember??","dateCreated":"1279297983","smartDate":"Jul 16, 2010","userCreated":{"username":"lauraek1","url":"https:\/\/www.wikispaces.com\/user\/view\/lauraek1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25734223","body":"I have heard others (in grad classes) talk about the usefulness of TESA too. I will help you remember :) Laura!
\n
\nI always struggle with adressing the "not fair" subject. In my classroom I try to treat all students as equals and sometimes the way you get to the end point of treating all as equals is to not treat them all eqaully the SAME way. This is something that has taken me a long time to understand. I guess what cleared the point in general up in my mind was a illustration presented in a Special Education course I took. The scenerio was presented:
\nIf I hang a paper above the chalk board and ask two individuals to take it down, Mike Fohringer would have no problem! He would walk over and take it off, but on the other hand Lisa DeFacis may not be able to get the paper down. She is capable of taking the paper down however if we give her a step stool to climb up on (as she is much shorter than Mike). Is it unfair to Lisa to give her the stool? No, because it's not her fault she is short. We are just leveling the playing field so that she has the same opportunity as a taller person to accomplish the task.
\n
\nThat may not make sense to others, but that is what I thought about as I read the chapter when it offered the suggestions for working with the students who are dealing with severe problems. I'm not quite sure how that can be conveyed to students, but I think too that some students pick up on and understand that intuitively... They know when some students just need something "different". But, there are always those students who just don't understand and get upset that others get special attention, consequences, rules... It's a tough one and I'd love to hear suggestions too if anyone knows how to jump that hurdle!
\nThanks Laura!","dateCreated":"1279564285","smartDate":"Jul 19, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25804821","body":"I beleive the politically correct term for short is "vertically challenged".","dateCreated":"1279849419","smartDate":"Jul 22, 2010","userCreated":{"username":"mfohringer","url":"https:\/\/www.wikispaces.com\/user\/view\/mfohringer","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25811597","body":"HAHA agreed! Verically challenged it is!","dateCreated":"1279891879","smartDate":"Jul 23, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25833879","body":"Anita, I love that example and I think most students could understand that if that example was used in class.","dateCreated":"1280089661","smartDate":"Jul 25, 2010","userCreated":{"username":"lauraek1","url":"https:\/\/www.wikispaces.com\/user\/view\/lauraek1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":1}]},{"id":"25526873","dateCreated":"1278279502","smartDate":"Jul 4, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/masd-kuhns-book-talk.wikispaces.com\/share\/view\/25526873"},"dateDigested":1532428888,"startDate":null,"sharedType":"discussion","title":"Chapter 3 Highlights, Thoughts, Ideas","description":"Post any thoughts, highlights, or ideas you got out for reading Chapter 3.","replyPages":[{"page":0,"digests":[{"id":"25571303","body":"I will be on vacation for our next meeting so here are some thoughts about chapters 3,4 &5... I agree with chap. 3 indicating that there needs to be a balance between positive and negative consequences for behaviors. The one key factor that I know I need to be better about that was focused on in this chapter are sending home the positive messages to parents. More than not we all probably have students that are well behaved the majority of the time and I don't always indicate that to parents. What do others do to let parents know those positives? I also thought it was key in both chaps. 3 & 4 how it was said that teachers need to know their students and that interventions need to be individualized for the students. There of course are the general rules that all need to follow, but in ch. 3 there was a section that talked about knowing students well enough to cut off disruptive behaviors before they begin. That point was also made in ch. 4 - to know your students well and develop a relationship with students individually to be able to positively manage behaviors. This chapter also hit a lot on what we talked about last week in regards to giving students time to share personal topics about themselves and get to know you more personally. I know my students love to hear stories about my children and my dog and such. It really captures their attention.
\nTwo questions I had as I read ch. 5 were - 1) I agree that withitness is very important, but the most difficult time for me is during center activities when I'm focued on the reading group I'm working with and the rest of the students are to be trusted in doing what they are supposed to be doing. I do scan the room, but it is still a more difficult time sometimes to be sure all students are on task. Others thoughts? 2) I also understand the importance of being objective when having difficulty during discipline issues but isn't that contradicting to the other chapters that indicate the you should get to know the students on a more personal level. I know it's best to keep your cool in discipline situations, but sometimes it's difficult...
\n
\nSee you all at the next meeting!","dateCreated":"1278558058","smartDate":"Jul 7, 2010","userCreated":{"username":"jenharter","url":"https:\/\/www.wikispaces.com\/user\/view\/jenharter","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25629351","body":"If I'm reading it right, I found it interesting that kids ranked being kept in at playtime a "9" (p.31). Obviously, they don't care as much as adults think they would about missing recess.
\n
\nI agree with the assertion that emphasis on consistency as opposed to severity of consequences is key in dealing with behavior problems (p. 34).","dateCreated":"1278963939","smartDate":"Jul 12, 2010","userCreated":{"username":"beberhart","url":"https:\/\/www.wikispaces.com\/user\/view\/beberhart","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25648405","body":"I too found the table (3.4 on pg. 31) very interesting. The fact that being held back from a trip ranked as number one on the student list leads me to believe that for some students, coming up with specific consequences (which students help choose) for not exhibiting acceptable\/appropriate behaviors is indeed valid. This was hit on a lot on Ch. 4, but I still think it could come back to the rules and procedures. I have always given "teacher-chosen" consequences. Maybe having students involved in brainstorming consequences for not following "Class created" rules and procedures would be beneficial. Obviously Kindergarten would not be able to do this, and all others would need guidance, but like Brenda said, maybe we are missing a piece... If we keep kids in at recess and it doesn't really matter to them, then what's the point? Good things to ponder! Thanks for sharing ladies!!!","dateCreated":"1279065737","smartDate":"Jul 13, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25660077","body":"Oooooh!! I like the idea of "class created" consequences to go along with the class created rules! Anita, I think you've hit the nail on the head! Obviously, kids think differently about some of this than adults do. Perhaps we should have them brainstorm consequences as well as classroom rules. Hmmmmm......","dateCreated":"1279126868","smartDate":"Jul 14, 2010","userCreated":{"username":"beberhart","url":"https:\/\/www.wikispaces.com\/user\/view\/beberhart","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25678393","body":"Lynn will not be with us Friday, but here are her thoughts:
\n
\nChapter 3: Disciplinary Interventions
\nI really liked this chapter, and agree with all of it!! Infact, so far, this book has really helped to affirm me as a teacher, and remind me of some things that I really need to keep doing. Great classroom examples and so helpful.
\nI agree that disciplinary interventions will not be successful, unless there is a healthy balance between negative consequences for inappropriate behavior and positive consequences for appropriate behavior.
\nOf the different techniques given, Teacher reaction, Tangible recognition, Direct cost, Group contingency, Home contingency, ..l think the botom, line is that whatever my appoach as a tacher, I must establish behavorial limits and a record-keeping system that allows me to keep track of student behavior.
\nI use posted rules and consequences in my room after talking about each at the beginning of the year. Using a consistant approach for my behavorial expectations for positive conseuences and negative consequences does work. Great chapter.","dateCreated":"1279204265","smartDate":"Jul 15, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25697905","body":"ok, so I am doing this for the second time because of internet problems at the hotel! Here goes: The intro of Ch 3 already has my curiosity peaked about Ch 8 because of the quote,"...addressing discipline problems is not the sole responsibility of the individual classroom teacher." It will be interesting to see what is said in Ch 8 about this and if we can use any of the info. The student ranks for negative consequences was very interesting. I think Anita and Brenda hit it on the head with having the students help develop the consequences. I think there needs to be a "no discussion" consequence for some things though like the scene in the book. I also think that most times the students will come up with tougher consequences than we would. So, do you go with their tougher consequences or with your own ideas? Maybe they are trying to tell us we are being too soft! Again and again this chapter tied discipline into the relationship built between the teacher and the students. This is key for both discipline and academic success. The relationship you build in that first month sets the tone for the entire year.","dateCreated":"1279296973","smartDate":"Jul 16, 2010","userCreated":{"username":"lauraek1","url":"https:\/\/www.wikispaces.com\/user\/view\/lauraek1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25733903","body":"I used that same quote at the meeting me had Laura! I too am anxious to see what comes about in Chapter 8. We did have discussions about the student consequences and a lot of the time they probably will come up with consequences that are over the top, but I kept coming back to what was saif in the chapter about students knowing and understanding what is and isn't "fair". I think that with GUIDANCE from the teacher this could be a useful activity.","dateCreated":"1279563225","smartDate":"Jul 19, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"25429353","dateCreated":"1277686097","smartDate":"Jun 27, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/masd-kuhns-book-talk.wikispaces.com\/share\/view\/25429353"},"dateDigested":1532428888,"startDate":null,"sharedType":"discussion","title":"Chapter 2 Highlights","description":"Add your thoughts or highlights on Chpater 2 here!!!","replyPages":[{"page":0,"digests":[{"id":"25429357","body":"re: Thoughts on Reaidngs
\nbeberhart Thursday, 7:41 pm
\n
\nI've completed Chapters 1 & 2 and find that I do agree with the majority of what Marzano has to say. However, I found that all of the 'Meta-Analysis' talk left me in a fog of numbers and percentiles and I basically skipped over those parts.
\n
\nI enjoyed Chapter 2 much more as it feels as if it's getting to the point of the text rather than setting me up for how much research he's done to prove his point.
\n
\nWhat struck me the most about Chapter 2 was the use of 'communication'. Through the simple act of talking with\/listening to your students much can be accomplished. Once the students understand and believe that their thoughts are important they are more willing to adhere to classroom rules and expectations","dateCreated":"1277686143","smartDate":"Jun 27, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25429363","body":"re: Thoughts on Reaidngs
\namkuhns 6 minutes ago
\n
\nI agree Brenda, the background of the studies, the "percentile" info., and the meta-analysis explanations are a bit much. I guess that from all that we know that what is presented is sound information and well backed.
\n
\nI also agree with you that chapter 2 was MUCH easier to get through! I kept going back to the thought: What have I experienced effective teachers doing? I thought about teachers\/professors that I had throughout my educational career as well as teachers I have worked with and learned from. Communication is definitely something all effective teachers I have been around are great at... Thanks for sharing!","dateCreated":"1277686189","smartDate":"Jun 27, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25429473","body":"Donna Devanney's Ch.1\/2
\n
\nI finished both chapters one and two this evening and have been pleasantly surprised as I feel strongly in support with most everything that was in the text. I feel strongly that if you have good classroom management and relay your expectations to the children\/class that they will usually live up to expectations. Children like structure, it makes them feel secure. These chapters also make me think of the Olweus lessons on bullying that we have been conducting -by explaining our expectations for them in their school behaviors.","dateCreated":"1277687258","smartDate":"Jun 27, 2010","userCreated":{"username":"amkuhns","url":"https:\/\/www.wikispaces.com\/user\/view\/amkuhns","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25439977","body":"I finished reading the first two chapters and I have to say that I really enjoy this book. I have always been interested in Classroom management. I feel very strongly that we need to spend a lot of time at the beginning of the school year and teach children what we expect. Just like in the Olweus Training. So yes Donna, I do agree with your comment. I love how they state that effective teachers hold each student to these expectations. If we expect children to follow the rules, we have to expect ALL children to follow the same rules at ALL times. I found the results of the studies to be fascinating. Just think what difference we can make in a child's learning if we all use the strategies effective teachers use. It also scares me a little to think for my own children, that there are those ineffective teachers out there.
\n
\nI agree with Anita and Brenda, the meta-analysis stuff was over my head.
\n
\nI really liked chapter 2. I plan on using some of their ideas next year. I like how some teachers hand out the rules once they have been negotiated and have the children draw pictures to go along with each rule.
\n
\nI strongly agree with this quote on page 16, "The effective use of rules and procedutes at home is associated with a decrease in disruptive behavior at school of 29 percentile points."
\n
\nI will not be at the first meeting. See you at the second one.","dateCreated":"1277753080","smartDate":"Jun 28, 2010","userCreated":{"username":"rdagle","url":"https:\/\/www.wikispaces.com\/user\/view\/rdagle","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25495611","body":"I agree all of the thoughts\/ideas on here so far. I got a little "bored" with all the numbers\/percentiles, etc at the beginning of chapter 1, and I, too, ended up skimming over that part.
\n
\nChapter 2 reiterated much of what experience and classes have taught me in the past. Mostly, that rules should be kept to a minimum (I think the book mentioned 7, but with the Olweus proram this year, I've stuck with our 4 and feel pretty much everything can be incorporated into those 4 rules) and that kids need to know why these rules are necessary. I used to have the kids draw pictures of the rules, as the book says, when I taught fourth grade. But for whatever reason I stopped that when I moved to first. Has me thinking I should start that again, because those visuals would be very helpful and an easy reminder to them.
\n
\nSorry I'll miss the first session (actually, I'm not, since I'll be working on my tan!) but I'll see you all next time.
\n
\nMary","dateCreated":"1278019948","smartDate":"Jul 1, 2010","userCreated":{"username":"mkyoung","url":"https:\/\/www.wikispaces.com\/user\/view\/mkyoung","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25500285","body":"I agree with you all! Chapter one was like too much for my brain to process after a long day, but I think it is true what they are saying! You definitely need to have a well managed classroom in order to get anything accomplished! I learned that the hard way, I had no idea how hard it was going to be to teach middle school city kids art. I woke up real fast. It was like sink or swim. It was not until I developed simple rules and consequences and had the students "help" me make these rules\/consequences, that I could actually teach. I definitely agree with chapter 2. Not to mention that chapter was easier to read. I think it helped that I could associate with what they were talking about and I could relate it to my own personal experience!! Ok- I will see you all tomorrow!
\n
\nEmily","dateCreated":"1278039878","smartDate":"Jul 1, 2010","userCreated":{"username":"eworden","url":"https:\/\/www.wikispaces.com\/user\/view\/eworden","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"25506225","body":"I just came away from the "book talk" at Vicksburg. Great meeting of the minds!! After reading chapters 1 and 2, I agree with the discussion today. Class management is definitely tied to classroom learning being at its best. Yes, those charts in chapter 1 were just supporting the idea of class management..I kind of skimmed through!! I especially enjoyed the exerpts from actual classroom examples in chapter 2 on "Rules and Procedures". I got several ideas to use for my classroom. Most of all, the discussion amongs those of us there was really helpful. It was also helpful for me to relate my classroom experiences with those given in the book. I am enjoying this!","dateCreated":"1278086682","smartDate":"Jul 2, 2010","userCreated":{"username":"lhffman","url":"https:\/\/www.wikispaces.com\/user\/view\/lhffman","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}