Think about the articles that you read this week, along with the chapters than you read in Units 1 and 2. How does this paradigm of classroom management as relationships compare to the other classroom management theories and practices that you have used? What questions have the readings from these first two units raised for you? Articles below
In Ratcliff, Jones, Costner, Knight, and Disney’s 2012 article, “No Need to Wait for Superman: A Case Study of One Unique High School,” from Journal for the Education of the Gifted, volume 35, issue 4, pages 391–411, the authors detail a study in which eight teachers of gifted students were observed. Although the study’s setting was gifted classrooms, the authors indicate that the insights gained can help teachers as they develop effective, caring learning environments in traditional settings. In Shindler, Jones, Williams, Taylor, and Cadenas’s 2012 article, “Inciting Something Better Than ‘Best Practice:’ Taking a Closer Look at the Relationships Among Classroom Management Practice, School Climate and Student Achievement,” the authors discuss the relationship between poor classroom management and poor student achievement outcomes. The purpose of the study was to determine which classroom management practices most positively influenced student achievement and school climate.
For your third journal entry, read the story in Reflection Box 6.5 on page 109 of Transformative Classroom Management. Does this story represent something that really happens when a teacher tries to reduce rewards and incentives? Describe a time that you have used (or have seen another teacher use) rewards and incentives. What results did you see? Was this an effective or ineffective practice?
This week, you conducted an Internet search on 504 plans. For your final reflective journal entry, summarize your understanding about students with IEPs, students with 504 plans, and accommodations for each. How do these accommodations impact management in your classroom?
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