Comments on: Keep the Small Stuff Big–Classroom Psychology http://www.classroomdiscipline101.com/classroom-management/2008/06/11/keep-the-small-stuff-big-classroom-psychology/ Classroom Management and Classroom Discipline Strategies from the Real World Mon, 19 Dec 2011 04:31:41 +0000 hourly 1 http://wordpress.org/?v=3.2.1 By: Craig Seganti http://www.classroomdiscipline101.com/classroom-management/2008/06/11/keep-the-small-stuff-big-classroom-psychology/comment-page-1/#comment-5800 Craig Seganti Mon, 20 Sep 2010 07:32:24 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=25#comment-5800 Chastise is not the same as correct. If a parent insisted on poor posture for their child I would allow it, but it is not a discipline measure as much as good sense, and it has not been an issue for students with me, they are rather glad I show them good posture. Chastise is not the same as correct. If a parent insisted on poor posture for their child I would allow it, but it is not a discipline measure as much as good sense, and it has not been an issue for students with me, they are rather glad I show them good posture.

]]> By: Gordon http://www.classroomdiscipline101.com/classroom-management/2008/06/11/keep-the-small-stuff-big-classroom-psychology/comment-page-1/#comment-5268 Gordon Sat, 04 Sep 2010 19:49:38 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=25#comment-5268 Hi Craig, I have a lot of respect for what you usually say but I have to disagree with you on this one. I don't think it's fair to chastise a pupil for not sitting up straight at 90 degrees. That kid might be comfortable and the thing is - in case you missed the point - they were reading. Is that not what we are trying to get our young people to do? I think your strategy here is totally wrong. I have, like you, made a very successful career out of teaching in challenging schools, but I have never had to resort to bullying and, i'm afraid, that's what you are doing. As I said, I am a successful practitioner in challenging circumstances, but I am also a parent and to be honest if you treated my child like this we would need to have some serious discussions. Gordon Hi Craig,

I have a lot of respect for what you usually say but I have to disagree with you on this one. I don’t think it’s fair to chastise a pupil for not sitting up straight at 90 degrees. That kid might be comfortable and the thing is – in case you missed the point – they were reading. Is that not what we are trying to get our young people to do? I think your strategy here is totally wrong.

I have, like you, made a very successful career out of teaching in challenging schools, but I have never had to resort to bullying and, i’m afraid, that’s what you are doing.

As I said, I am a successful practitioner in challenging circumstances, but I am also a parent and to be honest if you treated my child like this we would need to have some serious discussions.

Gordon

]]> By: lea http://www.classroomdiscipline101.com/classroom-management/2008/06/11/keep-the-small-stuff-big-classroom-psychology/comment-page-1/#comment-3795 lea Sun, 23 May 2010 04:08:46 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=25#comment-3795 I understand not to get drawn in by students. However, I'm unsure about what to do if the students presists in not "staying on task". I am a HS substitute teacher. In one of my classes recently a group of girls would not "get on task". Following your guidance, I told the ringleader she had a five minute detention after class without warning. I felt uncomfortable doing it. And I got "why me?" Others were talking also. etc. etc. She stayed after class, but was obviously very angry with me. I remained firm. As a HS sub, I only have only one period with a class....the classes are 15-25 students, and find it difficult to have enough time to greet the next class as you suggest, get them to sign in and get on task, mark attendance sheet, tell them my "rules" and "consequences", and actually have enough time to ensure they have something valuable to them and me to do. Summer break is here now, I have studied your and other's guidance and will continue to do so throughout the summer; preparing all the recommended "tricks of the trade" tools, emergency lesson plans, classroom management rules and consequences, etc. Any advice and being a successful sub and not a baby sitter. So far, in the school district where I sub, expectations from subs is minimal: Keep the kids quietly in class until the bell rings for next period, take attendance, and give out teacher assignment, if any, and press the call button (to office) if there is a "disturbance". "Help, the kids will not stop talking and "get on task" I don't think I would be asked back again, "if I can't keep those kids under control" Sorry to be so negative, but my frustration level is very high at this time of year. I understand not to get drawn in by students. However, I’m unsure about what to do if the students presists in not “staying on task”. I am a HS substitute teacher. In one of my classes recently a group of girls would not “get on task”. Following your guidance, I told the ringleader she had a five minute detention after class without warning. I felt uncomfortable doing it. And I got “why me?” Others were talking also. etc. etc. She stayed after class, but was obviously very angry with me. I remained firm. As a HS sub, I only have only one period with a class….the classes are 15-25 students, and find it difficult to have enough time to greet the next class as you suggest, get them to sign in and get on task, mark attendance sheet, tell them my “rules” and “consequences”, and actually have enough time to ensure they have something valuable to them and me to do.
Summer break is here now, I have studied your and other’s guidance and will continue to do so throughout the summer; preparing all the recommended “tricks of the trade” tools, emergency lesson plans, classroom management rules and consequences, etc. Any advice and being a successful sub and not a baby sitter. So far, in the school district where I sub, expectations from subs is minimal: Keep the kids quietly in class until the bell rings for next period, take attendance, and give out teacher assignment, if any, and press the call button (to office) if there is a “disturbance”. “Help, the kids will not stop talking and “get on task” I don’t think I would be asked back again, “if I can’t keep those kids under control” Sorry to be so negative, but my frustration level is very high at this time of year.

]]> By: jackosmurf http://www.classroomdiscipline101.com/classroom-management/2008/06/11/keep-the-small-stuff-big-classroom-psychology/comment-page-1/#comment-1905 jackosmurf Tue, 24 Nov 2009 12:03:12 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=25#comment-1905 Thank you for all your advice, Craig. It makes sense and is logical. It does appear to me that you are talking to older pupils though. I have 4 different class groups in my room, aged from 4 to 8. It is a small 2-teacher school in Ireland with a family atmosphere. The children are from rural backgrounds and generally well behaved. I have 1 child, recently arrived, who has serious emotional difficulties, not his own fault. Parents very helpful and supportive, but have met with me and principal and put forward that I will treat him very differently from everyone else, because of his needs. This is seen by the rest of the class as unfair, and they have started acting out to see if I will accomodate them with their own schedules, snacks during class, etc. They are too young, I think, for "detention". I do sometimes make them stay in during break to finish an assignment, if they had not been on task during the lesson. Break is 15 mins. Parents upset if children have not had exercise or eaten their food. Thank you for all your advice, Craig. It makes sense and is logical. It does appear to me that you are talking to older pupils though. I have 4 different class groups in my room, aged from 4 to 8. It is a small 2-teacher school in Ireland with a family atmosphere. The children are from rural backgrounds and generally well behaved. I have 1 child, recently arrived, who has serious emotional difficulties, not his own fault. Parents very helpful and supportive, but have met with me and principal and put forward that I will treat him very differently from everyone else, because of his needs. This is seen by the rest of the class as unfair, and they have started acting out to see if I will accomodate them with their own schedules, snacks during class, etc. They are too young, I think, for “detention”. I do sometimes make them stay in during break to finish an assignment, if they had not been on task during the lesson. Break is 15 mins. Parents upset if children have not had exercise or eaten their food.

]]> By: Patty Clayton http://www.classroomdiscipline101.com/classroom-management/2008/06/11/keep-the-small-stuff-big-classroom-psychology/comment-page-1/#comment-8 Patty Clayton Thu, 31 Jul 2008 01:51:10 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=25#comment-8 You rock, Craig. Love it. You rock, Craig. Love it.

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