Playing with Wordle

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ETEC 597 Reflective Journaling #4

WHAT I LEARNED:

1. How to use SmileBox. I learned this from Mrs. Weed's blog. She had photos of her family. I liked that it wasn't just your typical photo album. You can also print off digital scrapbooks for a small fee. I checked BlogLines and asked her how to do it during class 11/12/08.
2. The purpose of Delicious.com... Its like an online "favorites" website holder
3. The purpose of MAPping. I posted "Whois Domain" on my class website for my students to learn how to check is a website it credible.
4. How to use GoogleDocs. Click to see my Positive Discipline PowerPoint that I uploaded to GoogleDoc
5. How to create a rubric while using a template. Used http://ccfcs.org/ Also bookmarked under Delicious Link.

If you navigate through my ePortfolio you will find more things learned. I put my work into separate classes. I really like this feature because I am able to keep all of my work in one spot to access it. I can see change over time, so to speak.

Relfection:

I am not computer savy! I know the bare mininum of how to get things done that need be. Its not that I am afraid of using technology, I just don't have the patience when something I am depending to work and then it doesn't. I have to have a backup, so why not just do what you know will work and let it be? I enjoyed learning how to use Google Sites. Actually I made a class website before I took ETEC 597 from a collegue. The site is easy to navigate through. I also liked GoogleDocs because some of my kids cannot view my PowerPoints because they do not have the program or they do not have same version as I do. By putting documetns on GoogleDocs it allows them to view the needed work.

I will continue to use my blog and class website hosted through Google Sites. I am also beginning an activity where my kids will create blogs. I will have them add their blogs to bloglines so I can see when they post. I will require them to be a historical figure in the era we are studying, post a "daily journal" and each class mate will have to respond to the post in character. So Adolf Hitler will comment on Benito Mussolini's daily journal.

I think the assignment will be fun for my kids. And since they are online anyways, its an easy grade.

Discipline Journal #5

My Discipline Model Name: Suzes Rulzes

Brief, narrative description of model:My discipline model is like a jigsaw puzzle. I take different pieces from several educational discipline models to make a whole. Each student is different, as is each situation, so I need to be flexible to handle the discipline issue in the best fit way. I have made mistakes, but I have always strived to reflect to figure out a better way to handle the situation for the next time. Also, I use different models during different times of the school year. In the beginning I use Assertive Discipline, but Rogerian towards the end, when I have established a relationship with the students.

Listed below are the discipline models I use, not everyday, but on a “need” to basis. Again, situations and students are different and so it calls for different discipline models.

Love and Logic- This year teaching AP, Love and Logic has been a saving grace. AP kids like to argue and call you out on anything and everything. My favorite thing to say to a student who is being sassy is, “Thanks for sharing.” After awhile they start to not speak to me in such a manner.

Cooperative- In this discipline, I confront the student who is misbehaving. For an example, I have a student who is motivated by peer pressure. If I call out a grade on a test, or the fact that he did not turn in a homework assignment, he straightens up. I am only able to do this because I have a relationship with this student. It is important to assess the student before you make a decision as to how to handle him/her.

Assertive- The beginning of the year is crucial to the making or breaking of a class. At the beginning of the year, I am an assertive teacher. I do not let anything slide. I apply positive consequences when expectations are met and negative consequences when they are not. My students know my expectations the very first day of school. As the year goes on, I ease up, but the first 3 months of school, I am a pretty tough lady.

Rogerian- I like this model because it places the consequence back on the student. I think this model is the best to teach kids how to be adults. They need to learn how to problem solve. Its ironic when you are young you don’t want anyone to tell you what to do; but as you get older, you want someone to make the decisions for you. I think its because people have made consequences up for you throughout out your childhood and adolescence.

Preventative- I mostly use this model. I am very organized! I prevent discipline issue due to the fact that my kids work from the moment they walk into the door till the moment they walk out. I “trained” them to pick up their materials as they walk into the door, so we can get started as soon as the bell quits ringing. It helps cut out down time. I also have work for them to do after a test to help keep them quite. As well as I make my photocopies in advance so if I need more things to do, we don’t do busy work, we are able to continue on.

Positive- I love to use PAT Time. My kids love vocabulary baseball, inner/outer circles (used for discussion) and the usage of BAM boards. They love to review for tests using my Jeopardy! game on PowerPoint. Its just a fun way for them to learn material and review.

All in all, I use each behavior model to make my own. But the most important thing that I have learned in dealing with discipline is build rapport with my kids. You have to earn their respect before they will do as you ask. And it starts with the first day.

Overt Teacher Behavior:

PAT Time: vocabulary baseball, Jeopardy!, inner/outer circles, Bam Boards
Games
JagCards
Verbal Recognition
Display achieved work

Covert Teacher Behavior:

Limit Setting
Eye contact--composed face
Proximity
Calming gesture
Place hand on the pupil's desk or book
Open student's book and point at work to be started
Tap on teacher's desk
Personal contact
Peer pressure [may assist but not something teacher can direct]
Model expected behavior
Point to posted rule
Circle child who is asleep/off-task while continuing lecture
The Stare
Silence [then follow up with gesture when the student looks up]
Ignore intentionally
Talk with student after class
Nod or point with eye contact
Moving in
Point at student
Hand gestures, e.g., palm down or out, thumbs down
Incorporate student who is off-task into the demonstration

Educational Insights: What glimpses, indications, signals, warnings, or advice would you offer to a new teacher based on your experience and your new knowledge gained from this course?

I have been teaching for four years and in those four years I have two pieces of advice.

1. You will want to quit after your first year of teaching, but you need to give it another year. I promise the second year is so much better!

2. To learn their names by the end of the first week. This impresses the kids, makes them feel like you really do care, and if you need to re-direct their behavior, calling them by names, makes them respond to your requests so much faster and with more respect.

Strengths:
Being flexible is a strength in dealing with students. You have to adapt to new models in dealing with kids. Discipline needs to change as the years go on. Society makes kids change and teachers change. By being flexible and using different discipline models, you are better at ganging what your students need to be successful.

Limitations:
If you do not build rapport with your students from the beginning of the year, my model will not work. You have to be able to know what your kids expect from you and what you expect from them at the beginning or you will not be successful.

Why do you believe your model will work with students?
I think my model works well with students because being flexible is what it is all about. You have to get to know your kids, assess them, know their background, and then figure out what models works best. You do need to have your ground model, the one you refer back to when all else fails. My ground model is the Preventative Model. Just eliminate as many problems up front as possible.

Discipline Journal # 4

I. Data Collection:

Situation #1
A. 12 November 2008
B. 11th grade APUSH
C. I assigned a children’s story book for a 6 weeks project. They were to create a story, a information book, and illustrate it. I told them they could illustrate the book by drawing, painting, cutting out characters, etc. They did not have to draw if they could not. I gave them two days in the library and two weeks to complete the assignment. The night before the book was due, I got this email. “Why do we have to draw the pictures? You really know how to make things difficult. Anyways, will you email me my grade please?”
D. I used love and logic and my response was, “Thanks for sharing. I will have your grade for you tomorrow in class.”
E. I was so furious! I am still upset. These AP kids are so disrespectful. He wanted to know his grade so he knew how hard he had to work to pass. I ended up giving him a 70%, he should have earned more points, but I was so mad at him. I do not like teaching AP. The kids think they are better than everyone else, including me.

Situation #2
A. 17 November 2008
B. 11th grade APUSH
C. We are to have “RED” time every lunch period. RED is an acronym for “Read Every Day.” On my board I had only written “RED” time. A student, in a cynical tone said, “you misspelled READ time.”
D. I responded to this student by saying, “I am not illiterate. I know how to spell READ. This reading time is called RED time because RED is any acronym for Read Every Day.
E. I am so tired of these AP kids thinking they are better and smarter than me. They are just plain rude. I would never talk to another person in the manner that they talk to me. My on-level kids are way more respectful than they are.

Situation #3
A. 17th November 2008
B. 11th grade APUSH
C. I divided up the kids into different groups. The students were to reference their textbooks. I had a student ask me what acute irritable intestines were. I said I had no idea. He responded with, “You should know.” I asked why. He said, “its in the textbook and you should know everything in the book.”
D. I said, “well then I guess I’d have to guess that it is related to IBS.” He asked what IBS was and I responded with, “You should know. Its advertised on TV all the time.” And then I walked away.
E. No lie. I don’t even use love and logic with these kids anymore. I just dish it back to them. I will flat out tell them they are rude. I don’t think anyone has ever done that before. For being teacher pleasers they hate for me to think poorly of them. This 6 weeks will be totally different. They will be treated like students. I will not try to befriend them. Its unfortunate, but that’s they way it has to go.

Situation #4
A. 21 November 2008
B. 11th grade US History
C. I had the whole day set up for class and when I got to the room, everything didn’t go as planned. I have first period off and when I arrived, the computer was not working. So instead of getting started with the PowerPoint like I had planned I told the kids to start reading their primary document over Upton Sinclair’s “The Jungle.” Well, when I went out to pass the articles I was 12 short. A student replied, “wow, I am impressed with your organizational skills.”
D. I did not get upset with the student. I sent him to the copy room to make more copies. The kids who did not have an article began to work on their homework.
E. The class was productive and I did get my PowerPoint to work, but I was not tolerating anything. I got unusually upset over the smallest thing. From talking to not working at all. I am prepared. If I had not been then the kids who have not had any additional things to work on while we waited for the computer or the photocopies.

Situation #5
A. 21 November 2008
B. 11th grade APUSH
C. During chapter presentation, two students continued to talk. They were not loud, but were loud enough to annoy me.
D. I moved my chair and sat right next to the both of them. They quieted down and obviously got the hint. They asked why I was being extra mean to them today. I replied that I was annoyed that I had to ask AP kids to be quite. They should know how to show respect for their peers.
E. I just think that I am so over teaching AP kids. They are rude and think that the universe revolves around them. I think I handled the situation in the right way. But I think a break is what I need.

Situation #6
A. 21 November 2008
B. 11th grade APUSH
C. A man entered the room during a students’ presentation to ask me about my loudspeaker. He was African American. The presentations were about the Civil War. He asked when I was on conference and I told him that I had already had my conference. Then I said, “its true. They work me like a slave.” Not meaning anything by the comment. Well a student, who has been mentioned before, said “wow, ironic.” I know the man heard her, which was rude and it was disrespectful to assume that is what I meant.
D. Once again, I let it go. I don’t have enough to send her to the office with a referral, but I am keeping a log to have evidence. I know her mother would have a fit if I sent her.
E. I have to debate whether to send her. I just don’t want a fight with her mother. I need to sit down with her and discuss her attitude before I send her, so its not a total shock to her.

Situation # 7
A. 2nd 6 weeks, 3rd periods
B. US History and APUSH
C. Our campus has instituted “RED Time,” Read Every Day. Since 3rd period is so much longer than the others, we as a campus, read for 15 minutes at the beginning or end of the period. I did not do this the first or second 6 weeks, but I started this 6 weeks.
D. The kids have responded well. Most of them read their novels for English, but some read magazines, or the dictionary. They all are quite and read for 15 minutes, which is a blessing to me.
E. I really like RED Time. It allows me to cool down before the come in. I too model the example of reading. I think that its important to show them that I am reading too, so its my expectation.

Situation # 8
A. 21 November 2008
B. APUSH
C. During our presentations, when groups are transitioning, it can get a bit chaotic. I asked a group to get ready as the other group was ending. A student said, “why did you say good job to the group who hasn’t gone yet?”
D. This student was trying to be smart. He knew what I had meant. I asked the 2nd group to get ready and right afterwards said, “good job” to the first group. I explained my self and he said, “that’s not what you said.” I dropped it.
E. Seriously. This class is going to kill me. I get most of my discipline entries from them. What’s worse is that they are AP kids. I thought AP kids would be different. They are very disrespectful.

Situation # 9
A. 24 November 2008
B. 11th grade APUSH
C. A student was talking about what she wanted for Christmas. I walked by and another student asked what I wanted. Before I could respond, another student said, “you know that I am pretty awesome at everything, but I am really great at making cupcakes.” Student 1 said, “is that what you would want for Christmas, cupcakes?” Before she could respond, I said, “I would like for Student 2 to be more humble.”
D. There was no real consequence because I was the one with the cutting remark. She was very quite for the rest of the period. I did not apologize.
E. Thinking about this, I am upset that I acted this way. I didn’t think before I spoke. Like I said, I am just over AP kids thinking they are better than everyone and everything. I just reacted. The rapport with her is the same. I will be grateful when this year is over and I can get back to my regular kids.

Situation # 10
A. 24 October 2008
B. 11th grade US History
C. A student who I joke around with often went to far today. He is very small. Maybe 5 feet tall and under 100 lbs easily. Personally I like David Spade. “Peanut” as the students call him, had been his usual sarcastic self and make a really funny comment. I laughed and said, “you remind me of David Spade.” Whom I think is very funny. He responded with “well you reminded me of Rosie O’Donnell.”
D. I was taken back by the comment. I was offended actually. I laughed it off because I was embarrassed and didn’t want the entire class to hear what he had said.
E. The rapport with me and this kid is over. He went too far. I am not a sensitive person, but he basically called me fat. I rarely talk to this kid now. We definitely don’t have the same relationship. I don’t treat him an differently, but I do not “cut up with him” anymore.

II. Model to implement in my class: Rogerian Model

Summary of Model: Rogers believes that the child has an inherent capacity, for being rational and capable. Given empathetic understanding, warmth, and openness, one will choose what is best for oneself and will become a fully functioning person, constructive, and trustworthy. The underlying assumption of Rogerian theory is that each person is unique and thus it is impossible for one person to make appropriate decisions for another.

Description of Incident: Students were the teacher for a day. They taught part of the chapter and created homework for the other students to complete. I asked that they write each of the homework questions on separate sheets of paper so the kids could grade their own questions. A student, whom I have had problems with before, had done all of his homework on one sheet of paper. I asked him how he was going to turn in his homework to the 6 different groups. He said he did not know he was supposed to do this. I said, “I asked that everyone in the class write their homework on separate sheets of paper so each group could grade their own homework questions. When I ask you to follow directions and you do not, it makes it difficult. What do you think you could do to resolve this problem? We came up with the idea to have him copy the homework questions over on separate sheets of paper.

Steps:
Looking, Questioning Statements, Naming Statements, Ownership of the Problem, I Statements.
There are six steps to problem solving.
1. Defining the problem- use active listening and I statements
2. Generating possible solutions- brainstorm solutions with student
3. Evaluating Solution
4. Deciding Solution
5. Implementing Solution- make clear agreement
6. Evaluating Solutions

Reflection: I really like this model because it puts the problem back on the student. This way, whatever decision they make, it was their decision and they cannot get mad at me for the consequences. This incident wasn’t the biggest problem, but it was frustrating that he was the only one, out of 105 AP students who did not follow my directions. He is used to tuning me out. It felt good that he was the only one who didn’t do his homework right. Maybe he will start to listen more. I was also glad that I didn’t have to figure out his problem, he created it by not listening and he was able to fix it without me having to handle it. Works very well.

Discipline Journal # 3

I. Data Collection:

Situation #1
A. 21 October 2008 (4A)
B. APUSH- 11th grade
C. Cody asked as he came into the class if he could run to the vending machine to get a bottle of water. I said it was okay. Laura entered the room and told me that Courtney had told her to tell me that she went with Cody and would be back. I thanked Laura for the relaying the information.
D. When Cody and Courtney returned, I pulled Courtney aside and told her that it was not okay for her to make decisions like that on her own without asking me. She needed to come and tell me that she was going with Cody. She said sorry and said that she understood. I confronted Cody and said that I had given him permission to go to the vending machine, but not Courtney. He understood and said sorry.
E. I think this was handled okay. I have really good rapport with both kids and there were respectful and understood why I needed them to tell me of their whereabouts. Its nothing to get worked up over. I have learned to choose my battles. It wasn’t worth a fight, so I said my piece and that was it.

Situation #2
A. 21 October 2008
B. US History- 11th grade
C. Every 2A, we have announcements and every 2A, it’s a fight to get the kids quite to listen. On Tuesday, I had had it. I said in a stern voice, “I will only say this one time, please get your items from the ledge, sit in your seat, and listen to the announcements. “ No one got quite and I reacted. I yelled, “this is the part where you shut your mouths!” That made the get quite fast! I modeled the behavior that I wanted and they were quite. I think I startled them because I have never yelled at them like that.
D. After the announcements were over, I apologized to them. I said I was sorry I reacted in that manner. I said I acted very unprofessionally and I did not mean to let loose like that. They kept looking at me and I said, this is the expectation that we set in the beginning of the year. I need you to sit and listen to the announcements. So today, Thursday, they came into class, got their work, listened to the announcements, and were quite.
E. I was upset with myself that I yelled at them in the way I did, but I think it worked. I also think that since I apologized to them for overreacting they respected me more. They knew that they were not following directions. They showed me they respected and liked me today by doing what I had asked. Lets see if they keep it up.

Situation #3
A. 23 October 2008
B. 11th grade US History
C. I’ll be the first to admit that I do not count tardies. I am in the farthest portable and it even takes me a long time to get through the halls to my room, so I understand its hard to do. Of course, I never told them that I don’t count tardies, but today, I had to tell them that since they were abusing my generosity that I was going to start counting them.
D. The next class period, four kids were late. I told them that I was counting them tardy and that the next time they were late it would result in a detention.
E. I hate counting tardies! It’s a hassle and I have to write their names on the board of those who are late. It’s so elementary. To be honest, the kids who are late, I am just glad they decided to show up. They are considered “at risk” and I am just happy they came and participated in class.

Situation #4
A. 24 October 2008
B. APUSH- 11th grade
C. My 3A is consistently talking. I have asked them so many times to be quite. So today I used love and logic and said, “I will be happy to start when you show me you are ready by not talking.”
D. I had to say this THREE times and they finally got quite.
E. I like using love and logic, but this class it doesn’t work. I am not sure why. I thought about what we had said in class in regard that we as teachers may cause the students to act up. So this time I stood in front, PowerPoint ready to go, and still they did not calm down until I asked them three times. I’ll try something else next class. Need to think about this one.

Situation #5
A. 24 October 2008
B. 11th grade US History
C. I had 11 students arrive late to my 1B today. It was so upsetting. I feel like they are taking advantage of my generosity.
D. I wrote all of their names now and said that these students have warnings. The next time they would be serving a detention with me. I have my students clean my room for detentions.
E. I really do not know how to solve the tardy situation. It is difficult for students to get to my classroom because it is the furthest portable, but 11 out of 28 kids being tardy is absurd. I think they believe that I am being honest with them about the detention. This is a really good class personality wise. They are horrible about doing homework and now truancy is a problem. Its seems like they do really well after I get on my soap box, but then they slowly drift back to their old ways.

Situation #6
A. 28 October 2008
B. 11th grade US History
C. Rudy arrived at 9:00am this morning to first period. He had been absent the class before. Every time he comes to class his eyes are bloodshot. I ask why his eyes are so red and he says he is sleepy. Well I am sleepy every day, (I get up at 4:30am) and I do not have bloodshot eyes. I have an assumption that that he may be high, but he is coherent.
D. When Rudy arrived at 9am, it is school policy that they check in the front and come back to class with a blue tardy slip. I sent Rudy to obtain a slip. He never returned to class.
E. I actually did not realize he did not return until 4th period. I know, bad teacher. I was so stressed with our laptops not working for our project that I totally forgot about him. I really do believe he is high. I looked at his schedule and contacted his teachers to see if they are thinking the same thing. No concrete response yet. I will have to wait until next class to talk to his absence. We have good rapport, but not enough for me to sit down and have a heart to heart. I hope that since I asked him about his eyes that he knew I am onto him. And that may be why he did not return with a pass because he did not want the attendance AP to catch him high, so he probably never went.

Situation # 7
A. 28 October 2008
B. 11th grade APUSH
C. This is the noisiest class. I cannot get them to be quite for a minute. So today, after about THREE times of trying to them to settle down, I finally said what I have been wanting to say to them for a while.
D. I said to them in a very calm voice, looking right into their eyes, “Listen, it is very pathetic that I have to ask you to be quite EVERYDAY. I am happy that you are all friends, that you like to have a good time and I am okay with that when I am getting ready for class. I teach a different class before you, so I need some time at the beginning of class to get set up. During that time you are welcome to talk, but when I am ready to get started my expectation is that you are ready to go. .My 2B and 4A classes are ahead of you and this is the longest period!
E. My kids were very responsive after I leveled with them. I think when you are just yourself and really tell them how you are feeling they are better to respond. If you fill them with all these “teacher responses” that they have heard over and over, then its not as affective.

Situation # 8
A. 28 October 2008
B. 11th grade APUSH
C. Sam is in the band, is a gifted child, and cannot sit still for a minute. He is always tapping or causing some racket. He has been listening to his earphones lately during lecture.
D. During lecture he would answer questions and I said, “oh I am sorry Sam, I cannot hear you.” He finally got the point to take out his headphones. I used sarcasm to get him to get on task. Well during group, he had them in again. I said to him, Sam the next time I see those earphones in your ears; I will take scissors and cut them. I asked the whole class, did you all hear me? I will cut Sam’s earphones the next time they are in your ears. He finally got it. And he knows his classmates will rat him out.
E. Not too sure how I feel about this one. He is gifted and really should be challenged more, but with so many different levels in the class, its hard to keep him occupied. He does not do homework, because he doesn’t see the reason to do it. He is getting the information, but he doesn’t do work outside of class. I think he responded to my comment well. That sort of “discipline” works for him.

Situation # 9
A. 31 October 2008
B. 11th grade APUSH
C. The kids were excited for Halloween and for our Pep Rally. They got to dress up for “Hunt the Eagles.” My AP kids are more disrespectful than my on level. We had to complete three things on Friday. 1. take a reading quiz. 2. grade the quiz as a class, and 3. review chapter 16. They would not be quite at all. No one was listening.
D. When I asked what “black codes” were, and no one answered, (even though the answer was on the PowerPoint), I just sat there. For a good 5 minutes without saying a word. Finally someone said, they were law that kept restrictions on free blacks. And we continued on with the lesson.
E. I have to say, I hate teaching AP. The pace to too fast for me and its so teacher-centered. I do not like to lecture; I prefer that the kids learn with projects, etc. Its at the point that I dreg going to work. I LOVE my on-level kids. We have good rapport and have really bonded. They like to have fun in class and are not rude when I have a stupor of thought. They don’t think I know the answer, they just give me a minute to organize my thoughts and answer their question. The AP kids just assume I am stupid.

Situation # 10
A. 31 October 2008
B. 11th grade APUSH
C. I have a simple rule about cell phones. If you are caught using it, give it up when I ask for it. If there is not a fight, I will give it back when class is over. I had taken up two phones in my AP class and I had noticed Chavanta was texting under a class blanket (my classroom is very cold). I asked her if she was using her phone. He said “no”. But barely opened her mouth. I knew she was lying, so I asked her again. She said “no.” I asked, “are you lying to me?” She said, “no.” You are lying, now give me your phone.
D. Since the other two boys gave their phones to me when I asked, I gave them their phones back, but took hers to the office. She was sneaky and took the SIM card out of her phone. So she will get in additional trouble for that.
E. I hate fighting kids on cell phones and dress code. To be honest, I am very easy going and I choose my battles with kids. I am fair and straight up with the kids. I tell them at the beginning of the year what I do and stick to it. I HATE TO BE LIED TO!!! Why lie over a dumb thing like a phone. She came from Dallas ISD and has not learned the ways of Mesquite yet.

II. Model to implement in my class: Preventive Process

Summary of Model: I chose to implement the “Preventive Process” discipline model. I really liked Jacob Kounin’s observations in the classroom. He broke the classroom discipline down into five steps for a teacher to minimize misbehavior.

1. With-it-ness: The teacher is alert to sights and sounds around the classroom. She arranges the students to be within sight at all times. She scans the room whenever attending to an individual or small group of students. And at first detection of misbehavior, she uses a brief acknowledgement to let the class know that you are aware of the misbehavior.

2. Overlapping: The teacher attends to two events at the same time whenever necessary so as not to leave students waiting.

3. Smoothness: The teacher preplans the lesson so that extraneous matters are taken care of beforehand.

4. Momentum: The teacher keeps the lesson moving briskly. She does not over well on a minor or already understood part of the lesson. She corrects students quickly without nagging and return to the lessons. And she has students move from one activity to the next without having to wait for each other on each subpart of the transition.

5. Group Alerting: The teacher calls on the students at random.

Description of Incident: After taking a chapter test, my on-level students have a really hard time being respectful to the other students who are still testing. They do not know how to be quiet. I tell them that when they are finished they need to sit silently. Well, that never works. There is usually one to two kids whom it takes the whole class period for them to finish and lets be honest; it’s hard for anyone to be quite for 90 minutes.

Steps: We had our chapter test last week and it went very well. I went about my regular test instructions, but at the end I added work. I told the students that when they were finished they needed to remain quiet, but also they needed to walk back to the ledge to pick up their work. When they finished their test, each student brought me their test, went to the back ledge, picked up their work, grabbed a textbook, and went back to their seat and began working. Everyone was quite for 90 minutes. It worked brilliantly. The students who had taken the whole time were able to concentrate and those who finished early; got their homework done.

Reflection: I really believe in this discipline model. I think that preparedness is the key to nipping bad behavior in the butt. Its not enough to put the students to work and then you go off and do you own thing. You have to be on your toes at all times. Teaching is exhausting as it is and if you are not prepared its even more draining. The “overlapping” is a key. I learned that you must keep kids actively engaged. When my kids finished their test, I couldn’t expect them to just sit. I needed to have them do something. So I decided to get them to work on notes for the next chapter. I also really like “group alerting.” I use a popsicle stick-pull. Each class has a different color and I have written their names on a stick. When I need more class participation I get the cup out of sticks and start pulling. It’s a good way to get a feel if the kids know the material or not. It lets me know if we can move on or if we need to review. I am very organized; which is a benefit. At the beginning of each 6 weeks, I hand out our class calendar, so the kids know what to expect. There are no surprises. I also make all the copies for the 6 weeks, that way if we need more to do; I can pull from my stack. That way there is no room for disruption or discipline behaviors. Overall, this is a great discipline model.

ETEC 597: October 8th Class

I found that the MAP activity was very helpful. I was able to show/teach my students about credible sources this past week. We started a research project in the library and I showed them the Dr. Martin Luther King Jr. site written by Stormfront. They were all surprised, including our librarian! I am requiring that the students have two online sources and a print source for their projects. For the online sites, they have to provide the host's information to get full credit for the MLA citation.

Information literacy is knowing how to sort through the vast amount of information available on the web. I am guilty of googling and referencing Wikipedia when I need a quick answer, but what if the information is wrong? And if it is, then not only have I been misinformed, so have my students.

I find it valuable to see who is writing what. I teach my students about perspective, propaganda, about primary and secondary sources, so why wouldn't I teach them about credible sources on the Internet. Fredrick Douglas who has written about slavery after the Civil War, has a very different perspective than a slave owner. So it is important to teach how to get information correctly and how to use it.

Discipline Journal # 2

I. Data Collection:

Situation #1:
A. 26 September 2008 (3A)
B. APUSH 11th grade
C. This is my first year to teach AP US History. I know I am a good teacher and I know that it is important to be organized and prepared for students. I have taught US History for the past 4 years, but we always start from Reconstruction. I briefly go over the American Revolution and Civil War, but not in detail. So its like I am a brand new teacher. On Friday, I had planned to finish our lesson over the American Revolution. I had the students get into group and outline the Revolution. I had given them a guide to use and they went to work. When we were reviewing the material, they were all over he place. Not listening to me or each other.
D. There really weren’t any consequences. Some of the kids could tell I was getting upset, so they used peer pressure to quite the others. I quickly finished reviewing the material, (I felt confident that the student had the material. I had been walking around during their group time), and we started to watch a video that tied everything together.
E. My relationship with this class started off really good. In fact it was my favorite class, but now there is tension. It’s mostly me. There is one student who I taught last year who does not like me at all; the feeling is mutual. I keep a good front up, grading him fairly, and treating him like the others; we just don’t sit and have talks like I do with other kids. I think they think that I don’t know the material and are now questing my capabilities as a teacher. That makes me insecure.

Situation #2
A. 26 September 2008 (4A)
B. All Grades… Invisible Children
C. All classes were invited to view the Invisible Children assembly put on my Amanda S. She put a lot of time and work into this assembly bringing to awareness the civil war that is occurring in Uganda right now. It was forth period on a Friday. The students in pervious assemblies acted respectfully and were moved by the presentation. These students, most of whom had seen the presentation in previous classes, were rude, loud, and very disrespectful. I noticed three girls talking continually during the video. I gave the “stink eye” to the girls, but they kept on.
D. After giving the “stink eye,” and it not working, I walked over to the girls, squatted down (to appear non-threatening), and said, “Would you like to stay in this assembly?” They replied with “yes ma’ma.” I said, “Then you need to show respect and be quite for those who are trying to listen.” After that, they were quite for the rest of the presentation.
E. I think that I handled this situation well. I did not know these girls and it may be possible that they know me. If I was to teach them next year, I didn’t want them to remember that mean teacher who yelled at us during the assembly the year before. By using a calm voice and just expressing my concerns, the girls responded with the appropriate response and hopefully do not think of me as being harsh.

Situation #3
A. 1 October 2008 (3B)
B. US History- 11th grade
C. I really do not have misbehaving students this year. The worst thing that they do is talk when I am trying to teach. They are usually pretty good about stopping when I ask, but today for some reason, they could not control themselves.
D. I stopped the lesson and said, “May I tell you what I am doing in class this semester?” My students know I am working on my Masters Degree and are curious to know what I am doing. So I told them about the discipline log. They wanted to know if they were personally in my journal and if they where, what had I written about them. I pulled up my blog and showed them my entries. They were surprised at what some kids had done. After I showed them the blog and explained that they are a really great group this year, they settled down and we got back to work.
E. I think that the situation was handled well. My kids and I have a great relationship. They read my reflections and stated that they didn’t think that I was doing anything wrong and that I showed that I cared for each discipline problem, including this one.

Situation #4
A. 1 October 2008 (4B)
B. English- 11th grade
C. Mrs. Hall had asked me to come into her 4th period class to observe a student we both share. I have him in first and Mrs. Hall has him at the end of the day. We are both worried that he may be using drugs during the school day. He often comes late to class and keeps his head up, but with Mrs. Hall he usually sleeps the entire period. His eyes are blood-shot and he is incoherent.
D. I noticed that this student was sleeping and so I walked over to him and patted his shoulder. His eyes were red and I asked, “are you feeling okay?” He said that he had a headache. I asked if he was taking anything for it and he said no.
E. I do not think that we need to take action quite yet. I think that the next step is for an administrator to talk with him. He is in and out of the office quite a bit and talks with our SRO. Mrs. Hall and I are not convinced that he is not doing drugs, nor are we convinced that he is.

Situation #5
A. 2 October 2008
B. APUSH- 11th grade (2B)
C. During the announcements, two girls; who are currently failing for their lack of work ethic, were throwing gummy bear at each other. They were trying to catch the gummy bears in their mouths.
D. I looked at the girls several times and figured they would stop when I started class. As I walked by, they threw a bear right in front of me. I said, “Do I really need to ask you to stop throwing gummy bears?” They said, no and I reminded them of our rule about NO FOOD in the class. I saw four bears on the ground and told me about the mice and ants that come into the class when food is on the floor. I asked them to say behind after class and they picked up everything off my floor.
E. I feel that I need to talk with these two girls separately. They are not passing and I need to find why they are not. They do well on the tests and so I know they are getting the content, but I need to see what is keeping them from doing homework.

Situation # 6
A. 2 October 2008 (3B)
B. US History- 11th grade
C. While grading homework papers, I noticed that two students’ answers on their papers were identical. Each made an 80% on the homework.
D. So I simply divided the grade, so each got a 40%. I figured that if they share answers, then they should share the grade. The students asked me why the received what the got and I explained just as I did. They said that they did not copy but had worked together. I said, “in the syllabus, that you and your parents signed, it states that if you copy (had the same answers) then you will spilt the grade.” They said, “oh okay.”
E. I think I handled the situation well and I was happy that the two girls were easy going about the situation. They were respectful. At first they confronted me in a unfriendly manner, but I remained calm and we worked it all out.

Situation # 7
A. 2 October 2008 (3A)
B. APUSH- 11th grade
C. I have had several students ask me to come in for morning tutorials. My tutorials are Monday, Tuesday, and Thursday afternoon and in the morning by appointment. I was asked by a student if he could come in for tutoring at 7:45am. I said, I will be more than happy to come for tutoring, but he had to show up. Well, when I showed, he did not. The time wasn’t wasted, I did get grading done, etc.
D. This student came up to me during class, after we took our 6 weeks exam, and he said in a sincere way, that he was sorry for not showing up for tutorials. I said, well where were you? He had been with another teacher taking a test. I said, well, since this is the second time I have shown up for tutoring and you have not, we will never have morning tutorials. You are welcome to come to tutorials after school. He agreed.
E. I am so tired of showing up for tutorials and students who do not. I think that his consequence is far. I have both dates documented that he did not show, so if there is a problem in the future, I have backup. The student thought that the consequence was fair as well.

Situation # 8
A. 8 October 2008 (3A)
B. APUSH- 11th grade
C. The teacher who had used my classroom before me had not cleaned up the mess he had left. He did not log out of the computer, did not put the desks back in order, etc. I was in the library during 2A with students, so I had to haul back to my portable classroom. I was late arriving. When I arrived and saw that my classroom was a mess, it stressed me out. I wasted a lot of time getting things in order. Not my fault. I was trying to entertain the kids while the PowerPoint was loading and a student said, “can we get to the point of this class?”
D. There was not a consequence to her remark. I said, “I would love to get started; however I had to clean up after the teacher who is in the room before me. That is why we are behind. “
E. I was offended by her comment. I think that I handled it well. I could have used some love and logic on her, but I was so stressed, that I blamed the other teacher. For some reason her comment has been with me for days. I can’t stop thinking about it. I am already self-conscious about her class. Its my first year teaching AP and I am way behind. I have a lot on my plate. I see so disorganized, but its because I am new at the AP thing and the person with whom I share my class is a pig.

Situation # 9
A. 9 October 2008 (before school)
B. US History- 11th grade
C. I have a 12th grade student in my 11th grade US History class. She is repeating due to her lack of attendance from last year. She is smart, but has a very bad attitude. We started off the year on a bad note. She walked past me toward the portable while I was heading to the office. (I had to run to get an attendance form, so I was in a rush). As she walked past me, she said, “Ms. Massey, are you going to be in class today?” I said, “yes.” She said, “ah man, I was hoping you wouldn’t be in class today.”
D. Her consequence was a quick, hot-headed, in a hurry reaction. I stopped dead in my tracks and said, “Wow. That makes me feel so good about myself. Your comment is just what I needed to start off my day. I sure appreciate you brightening it up.” When I got back to class, we never spoke. We did not make eye contact.
E. I am sure I could have handled this better. But I was so upset with they way she treated me. I have never said anything like that to her. I am unsure as to why she does not like me. I mean, everyone likes me  I need to sit down with her and find out, but I just don’t want to. I grade her fairly, but I do not give her any breaks nor do I do her any favors. I haven’t written her off completely, but its close.

Situation # 10
A. 13 October 2008 (Reflection 17th October)
B. US History- 11th grade
C. I am not sure why, but my 1B class is the only class where students have a low homework passing rate. I had FIVE students fail the first six weeks due to missing homework. These students are bright, respectful, and work hard in class, but they refuse to do homework.
D. I stood up on my soapbox and explained how 11th grade is the important grade. This is the year they have to pass TAKS, their class rank depends on junior year, they have PSATS and SATS, etc. I felt that I was not getting anywhere with them, so I brought it down to their level. I said, if you do not want to be here; if you are tired of school; I want to get you out. I want to get you out with a degree. So focus, get through school, do the required work and you’ll be out of school before you know it. If the Academy is the place for you, then I will help you get there, but I need to have something to work with.
E. Wow, so my little speech worked. I had only two kids not turn in their homework this week. I refuse to stop giving homework. They have also learned the faster we get through a lesson, the more time they have in class to do homework. I just hope they keep this up. 

II. Model to implement in my class: Positive Discipline

Summary of Model: Positive Discipline describes a way to reduce undesirable behavior, and increase desirable behavior, by rewarding the positive rather than punishing the negative.

Positive Discipline describes an action that is introduced after a desirable behavior so that the behavior will be repeated in the future. Positive Discipline is based on the premise that behavior that is rewarded is behavior that will be repeated.

Positive Discipline is a four-step process that recognizes and rewards appropriate behavior:

The appropriate behavior is described:
"Good job raising your hand before asking your question."

Clear rationales are provided:
"Raising your hand before asking a question shows respect for others. It is a good example of doing unto others as you would have them do unto you."

Acknowledgment is requested:
"Do you see why raising your hand is so important?

The behavior is rewarded: eye contact; a smile; thumbs up; touch on the shoulder; having a success in front of the class (social recognition is the greatest reward).

Rewards should always be immediate and small.

Positive Discipline is commonly sabotaged in three ways:

1. The child is not rewarded quickly enough.
2. The emphasis is put on tasks rather than behaviors.
3. The emphasis continues to be on what the child is doing incorrectly, rather than correctly.

The problem with nearly all discipline systems is that they focus on what is being done incorrectly, while ignoring behavior that is correct.

Consistency is the key. Effective Positive Discipline must be used in a four to one ratio. Children must be shown that you really are serious about catching them doing something correctly and rewarding them immediately.

Dr. Jones’ model is based on four legs of discipline and management. All four of these are needed to make the Positive Discipline model successful. These are, Limit Setting, Responsibility Training, Omission Training, and the Backup System.

Description of Incident: My students are not studying for their tests. They are doing well in class and are doing their homework, but they are not processing the material in a way that they can “regurgitate” the information back on a test. So for the first time this year, I have decided to review for chapter tests. I have used three games to review; Jeopardy, Bam Boards, and Vocabulary Baseball.

Steps: For Jeopardy, I found an online format where I can plug in the information I want to cover myself. I bought shower board from Home Depot with our $60 reimbursement money and as part of my supply list, I required student to but dry erase markers. And finally, for Vocabulary Baseball, I am able to see some of my student’s artistic talents.

What I noticed for all three games, is that those kids who normally do not participate during class, PARTICIAPTED! Even when they got the question wrong, they still kept going.

Test scores stayed about the same with a few improvements on the multiple choice, identification part of the test. They have a hard time with the short answers and essay portions. How I have tackled that is by posting the essay questions on my class website with answers. That way, the kids are set and should do well on the test. Some have already caught on. Its more work for me, but I think its worth the goods grades, positive attitude, and pride I see in my student when they do well on a test.