Strategies for Improving Classroom Management

In today’s classroom, students have become more confrontational with teachers and show little interest in following rules and authority. Classroom management is undoubtedly a major component for successful teaching.  According to Willis, punishment and rewards are no longer effective for managing student behavior since many of the homes of the students are more hostile than our classrooms; therefore, students must learn to take ownership of their environments. When students intrinsically desire to do better, they do better. Barbara Coloroso says that students are given a gift when they are taught to ask the question; “What’s in it for me”? (Willis, 1996).

We all have those students who are known to have behavioral issues and who somehow feel entitled to disrupt the classroom or who show disrespect because “everyone knows that is how they are”. All teachers recognize that merely posting rules on the walls in the classroom will not fix the problems with defiant or attention seeking students. Therefore, students need a reason to behave and the questions of what’s in it for me?, must be answered. While each new school year, I seek to find new solutions for improving management strategies in my own classroom as I realize that strategies must be updated because students actually become bored with the norm.

  I have been guilty in some situations of being reluctant to call the home of a certain student because of the assumption of not receiving the needed results through a phone call. Much to my surprise, I have learned that behind the disruptive child is often a caring parent who becomes embarrassed and hurt to hear about her child’s behavior. That parent is often the one who seeks to correct the child but has not identified the real needs of the child and may compensate for the lack thereof with materials kinds of appeasements in hopes of changing the child’s behavior. While that parent may delay getting additional supports for the student, the child is steadily developing behavioral patterns that are self- destructive and damaging for the school climate. In this article, I wish to share some of the strategies I am using in my classroom this year, hoping they prove successful for my situation, and will support your ideas in the classroom. I hope to provide you with feedback throughout the year as I teach in an urban school with many challenging behaviors to address.

ClassroomDojo

Firstly, I am utilizing the www.classroomdojo.com in my classroom which is an online forum for communicating with parents and students, and for students to earn points; for being on task, for good behavior, and for being prepared in class. In the music classroom, of course certain supplies are needed and serve of utmost importance for a student’s success. Classroomdojo.com is a good site and is free of charge. Posting a sign in the classroom for how the students can apply their earned points on the site, provides excitement and an incentive for achieving, earning points, and as a reminder to use the classroomdojo.com site. So far the challenge has been ensuring that all parents receive the invites.

Behavior Bucks

Behavior bucks support the idea that students can redeem themselves when they fail.  With behavior bucks, students have opportunities to buy back their dignity. As they behave, they receive a one dollar behavior buck that can buy away a demerit. When consistency is apparent, they can receive a five dollar buck for buying a “star” in the classroom. The students are invited to take part in this challenge.               

                                                                                           

 The FAIR PLAN

The FAIR plan appears to be a viable plan that can work in the classroom as the acronym FAIR represents; F=function for the behavior may be for escaping a task, obtaining a thing, attention seeking, or sensory motivated; A=accommodations strategies, I= Interaction strategies, and R=Response strategies.  ABC notes are recommended to be taken by the teacher about the troubled student. A=note the events that occurred before the students behavior, B=Description of the student’s behavior, C=immediate response to the student’s behavior from teacher and students. The ABC notes will provide teachers with triggers and skill deficits.

Teachers must take the time to do ABC notes and can develop a chart similar to this for each disruptive child. As a music specialist, I find that each class has at least one to two children with severe behavior problems and traditional approaches are not always effective for them. The FAIR plan informs the teacher of exactly what behavioral function she is dealing with and encourages one to intelligently address the problem. According to Rappaport & Minahan, (2012) one should complete the ABC notes while regularly providing information for addressing the needs of the students. Once the behaviors have been analyzed, one should prepare a behavior plan. Although one’s school may have programs currently in use for improving student behavior, results are not always apparent when a defiant child is in the room, as a teacher is often left to deal with the issues alone without the needed feedback. The FAIR plan can support the teacher for providing needed feedback.

ABC Notes for: Student

Time	Activity	Antecedent	Behavior	Consequence

                                                            References

 Rappaport, N., Minahan, J. (2012). Cracking the behavior code. Students who Challenge US. 18-25

Scott W. (1996). Finding Alternatives to control and compliance. Managing Today’s Classroom. 38(6)

More on Pope Francis in the United States.

Loving the messages from Pope Francis in Philadelphia. The city and the country are experiencing a great revival just when we desperately need one. He is the messenger from God to us. I am not catholic but I am a christian and have always appreciated the liturgy of the catholic church. I appreciate their ceremonies and symbolism as part of their worship; especially the incense. 

The pope addressed every area of our society, even education as much application can be made toward education in America. Consider the lowly, the urban schools who often suffer most. Pope Francis said that God is in our cities. I have taught in the city since 1987 and understand the many needs of the city. I always felt like the city is my mission field. The work is difficult and demanding but one can not find greater reward than being in God’s place for you. The smiles and hugs from the children who express gratitude for my service are truly priceless. 

My Reflection on Pope Francis and Education in America

Much respect and appreciation is sent out to Pope Francis for his speeches in Washington D.C., and New York; to the United Nations, and his loving words to the people of the United States. At the United Nations, he discussed multiple topics pertaining to the existence of mankind including our common home having a sacredness, the unfortunate uniting of nations from fear and for destruction, and that the primary cell of social development is the family. He expressed a need for social justice, and care for the less fortunate and demonstrated compassion as he chose to feed the homeless instead of dining in a fancy setting. As we have economic groups in America, one can recognize where many misfortunes have been the repercussions of injustices imposed particularly on minorities and through the lack of education for minorities, or those in lower economic social groups.

One must appreciate the lowly estate that Pope Francis took upon himself as he drove in a small Fiat to demonstrate humility. We are reminded that “the first shall be last and the last shall be first.” Jesus also took on a lowly estate, although he was the son of God he was born homeless and humbled himself even as a servant. Reflecting on the pope’s strength through a humble and calm demeanor undoubtedly provided an example for American leaders and policy-makers.

Pope Francis mentioned the need for effective political and economic activity that is conscious of the fact that real men and real women may be being deprived of rights. This is very relevant for education. He also mentions that education is a right for families and the basis for reclaiming the environment. He said that, when economic and social exclusion is apparent, then a denial of the inclusion of fraternity exists. Applications can be made if one believes that inequitable opportunities for education exist in certain communities, and that unfair opportunities are affecting my brothers or my sisters, then the picture is changed. The agenda to help a brother or a sister to achieve to their fullest potential becomes primary. The reciprocal affect will be that the least likely will find a cure for cancer, or be able to excel in the sciences for curing the world’s climate problems.   

The scriptures represents precepts upon precepts and is summarized in loving one another. Defending human rights and social justice would not be a problem if love for one another truly existed. NCLB would not need to be a policy if love for one another existed. As I have said many times, when the appointment of persons into the top legislative positions are made, evidence of God in their lives must be present. If policies are for the common good of all people, then issues of the Common Core Standards would not be such a problem as they are today as competitive kinds of learning and responsible instruction would occur regardless of one’s status or race if leaders applied principles of the scripture.

Are Resources Necessary for Developing Career and College Readiness in Students?

As educators are obliged to uphold the standards aligned system (SAS) in Pennsylvania, preparing students requires a high level of instruction as career and college readiness are the standards, and that is without remediation (Act Inc, 2011). ACT examined the international competitiveness using the goal of the common core standards of career and college readiness standards. ACT performed an analysis while linking the PISA score to the U.S. career and college benchmark and found them to be equivalent, which places America’s benchmark on target for international readiness. Unfortunately, the results show the United States to place significantly below the college and career readiness benchmark while Shanghai China, Korea, Finland, and Hong Kong China all score significantly above college and career readiness benchmarks (ACT Inc., 2011).

 Teachers return to work this week in many cities of the U.S., as issues are often raised regarding adequate supplies in the classroom for sufficiently preparing American children for career and college readiness. Professional development focusing around creative approaches for teaching so often leave many teachers wanting because of the reality of not obtaining needed resources and supplies. For many teachers, personal financial sacrifices will have to be made, if their classrooms will run efficiently. Either the teacher will purchase the supplies, or plans for beginning the school year effectively will be squashed, as supplies are placed on the wish list. Something as simple as a projector and a quality speaker for playing music for appreciation of music from diverse cultures may need to wait until the next year. Ironically, America is said to be a wealthy nation where resources for education are readily available for all students.

 With all of the resources believed available for American students, why do American schools still remain lacking academically compared to students in so many other Countries? The 2012 Program for International Student Assessment (PISA) revealed that Americans are stagnant in education. The United States secretary for education “Arne Duncan” warned that the international tests for math and science showed that the educational problems do not only exist in poor communities and is not limited to certain places and groups (Hanushek, Peterson & Woessmann, 2014).

 This topic warranted exploration since so many have complained about being held to the common core standards. The standards are essentially what are used as the bases for constructing standardized tests. Because the matter is extremely consequential, I do not believe that concessions can be granted regarding the standards, as too much is at stake. Educational priorities must be set high so that American young people will be able to take their rightful place in this global economy. Determining not to effectively fund all schools will ultimately have detrimental effects on the nation. According to Woessman 2001, the amount of resources one has do not raise the performance levels of students as no systematic relationship exists, rather the policies of the school and the governing bodies which provide incentives for personnel will maximize performance of students. I wish to respond to that with an Old Testament passage that said “you are no longer to give the people straw to make brick, let them go and gather straw for themselves” (Exodus 5:7). How does one suppose Egyptian slaves felt when they no longer had the needed resources?

                                                                    References

 Act, Inc. (2011). Affirming the goal: Is college and career readiness an internationally competitive standard? Executive Summary. 4 (ED520012)

 Hanushek, E. A., Peterson, P. E., Woessman, Ludger (2014). U.S. Students from educated families lag in international tests. 14(4), 8-18, 11.

 Woessman, L. (2001) Why students in some countries do better. Education Matters. 1(2)

Prayer for Education

Prayer for Education in America Rally 2015

Prayer Rally for Education in America

Each year before school convenes, teachers seek to become reinvigorated through summer workshops, summer planning, and even summer vacation. I believe that this 2015-16 school year will prove as a crossroads in the educational systems of the United States of America. With the astounding civil rights actions that have recently become the law of the land, followed by the civil rights educational curriculum mandates being implemented in the state of Virginia; as eighth grade students will be learning about oral sex and anal sex, I am responding by calling for a prayer rally for all concerned. Matters of gender identity are also being forced on parents as the current trends in our society are going against the very foundation of what we have known as right in the eyes of God and society.

The torrent of the societal issues have confounded many, as changing the decisions of our supreme court are improbable. The new laws of the land have provided a portal for inclusion of what has been called civil rights into the educational curriculum for American children. For many, the proposed changes in school curriculum will create unrest and a need to continue to maintain perspective in one’s own homes. The educational truths regarding history of racism and slavery in America, matters regarding man and woman and gender identity as we have known, are being greatly altered and will leave the American society vulnerable and our children quite confused. For those offended by the funded civil rights curricula, school then becomes as a mandated cesspool for their children to attend each day. Their children must learn to receive training and mastery in matters that question their very existence.

I believe we are in a strategic crises and as we plead for God’s intervention, then we will see his mercy and his grace. We as educators are compelled to provide a well-rounded and rigorous curriculum for our students, but when faced with issues that offend or even challenge our own credence, then we know that this road ahead will not be easy. Therefore, I am calling all of you to pray for the education in America and to seek God each day regarding the many issues which are forthcoming this school year.

I am also laying aside August 29^th as a day of prayer for education in America, and I invite you to join me. I would like us to rally at a designated place in Philadelphia to show our concerns for American education. Although many express acceptance of the new agenda for education, many also oppose the direction for education. Educators must be able to exist and fulfill our roles as our families must function in society in the midst of change, as the torrent of this age is moving in another direction. If you desire to join me for the prayer rally, please email me @Americaneducationandpolicy@gmail.com. I will know how I should plan based on your response.

Sincerely!!

Leah Spencer Hopkins