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	<title>Classroom Management: Effective Classroom Discipline &#187; Craig Seganti</title>
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	<link>http://www.classroomdiscipline101.com/classroom-management</link>
	<description>Classroom Management and Classroom Discipline Strategies from the Real World</description>
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		<title>Wrong Premises, Wrong Conclusions</title>
		<link>http://www.classroomdiscipline101.com/classroom-management/2010/08/20/wrong-premises-wrong-conclusions/</link>
		<comments>http://www.classroomdiscipline101.com/classroom-management/2010/08/20/wrong-premises-wrong-conclusions/#comments</comments>
		<pubDate>Fri, 20 Aug 2010 12:44:03 +0000</pubDate>
		<dc:creator>Craig Seganti</dc:creator>
				<category><![CDATA[Educational Issues]]></category>
		<category><![CDATA[The Real World Teacher Blog]]></category>

		<guid isPermaLink="false">http://www.classroomdiscipline101.com/classroom-management/?p=335</guid>
		<description><![CDATA[(This post will concentrate on the humanities.  For the same ideas on the theme concerning math, though related, I will limit myself to once again calling attention to Jaime Escalante, who turned &#8216;poor&#8217; Garfield High School into one of the top math schools in the nation&#8211;with very little money.  He got students to  1.value education [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>The Power of Silence</title>
		<link>http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/</link>
		<comments>http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/#comments</comments>
		<pubDate>Thu, 22 Oct 2009 03:39:32 +0000</pubDate>
		<dc:creator>Craig Seganti</dc:creator>
				<category><![CDATA[Educational Issues]]></category>
		<category><![CDATA[The Real World Teacher Blog]]></category>

		<guid isPermaLink="false">http://www.classroomdiscipline101.com/classroom-management/?p=293</guid>
		<description><![CDATA[When thinking of writing this article, I was thinking that posterity would find group work one of the most over-rated concepts to be emphasized in education this last decade or two.  But then I realized I didn&#8217;t have to wait for posterity.  After 20 years in the biz, I could trust my empirical observations.  Which [...]]]></description>
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		<slash:comments>9</slash:comments>
		</item>
		<item>
		<title>Torture is Illegal&#8211;the Case Against Social Promotion</title>
		<link>http://www.classroomdiscipline101.com/classroom-management/2009/08/25/torture-is-illegal-the-case-against-social-promotion/</link>
		<comments>http://www.classroomdiscipline101.com/classroom-management/2009/08/25/torture-is-illegal-the-case-against-social-promotion/#comments</comments>
		<pubDate>Tue, 25 Aug 2009 09:50:02 +0000</pubDate>
		<dc:creator>Craig Seganti</dc:creator>
				<category><![CDATA[Educational Issues]]></category>
		<category><![CDATA[The Real World Teacher Blog]]></category>

		<guid isPermaLink="false">http://www.classroomdiscipline101.com/classroom-management/?p=287</guid>
		<description><![CDATA[If you agree that the opposite of happiness is not unhappiness, but boredom, and extreme boredom could be construed as a kind of torture, and you witness the extreme boredom in classes where students are unable to do the work set before them, and you realize they can&#8217;t do that work because they&#8217;ve been passed [...]]]></description>
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		<slash:comments>10</slash:comments>
		</item>
		<item>
		<title>&#8220;Which Rule is Too Tough,Your Majesty?&#8221; A Culture of Low Expectations</title>
		<link>http://www.classroomdiscipline101.com/classroom-management/2009/06/04/which-rule-is-too-tough-sir-a-culture-of-low-expectations/</link>
		<comments>http://www.classroomdiscipline101.com/classroom-management/2009/06/04/which-rule-is-too-tough-sir-a-culture-of-low-expectations/#comments</comments>
		<pubDate>Fri, 05 Jun 2009 04:55:56 +0000</pubDate>
		<dc:creator>Craig Seganti</dc:creator>
				<category><![CDATA[Classroom Discipline]]></category>

		<guid isPermaLink="false">http://www.classroomdiscipline101.com/classroom-management/?p=276</guid>
		<description><![CDATA[Anybody remember the brilliant movie &#8216;Amadeus&#8217;?
There&#8217;s a terrific scene where after a symphony concert one of Mozart&#8217;s rivals is trying to make him look bad, and tells the Emperor that the piece played had &#8216;too many notes&#8217;.  Here is a link to the scene to get the full impact:
http://www.youtube.com/watch?v=dCud8H7z7vU
Of course the suggestion is ridiculous, and [...]]]></description>
		<wfw:commentRss>http://www.classroomdiscipline101.com/classroom-management/2009/06/04/which-rule-is-too-tough-sir-a-culture-of-low-expectations/feed/</wfw:commentRss>
		<slash:comments>12</slash:comments>
		</item>
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		<title>What do you do for 15 minutes with the detained students?</title>
		<link>http://www.classroomdiscipline101.com/classroom-management/2009/05/26/what-do-you-do-for-15-minutes-with-the-detained-students/</link>
		<comments>http://www.classroomdiscipline101.com/classroom-management/2009/05/26/what-do-you-do-for-15-minutes-with-the-detained-students/#comments</comments>
		<pubDate>Tue, 26 May 2009 15:24:13 +0000</pubDate>
		<dc:creator>Craig Seganti</dc:creator>
				<category><![CDATA[Classroom Discipline 101  Q & A]]></category>

		<guid isPermaLink="false">http://www.classroomdiscipline101.com/classroom-management/?p=273</guid>
		<description><![CDATA[ 
The default setting on detention time is have the students just sit silently or copy the rules if they had that added on.  There is value in having a student sit silently;  it may be the only time they learn to do so that week, and time alone with their thoughts doesn&#8217;t hurt.
I tell them [...]]]></description>
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		<slash:comments>9</slash:comments>
		</item>
		<item>
		<title>Foreign Language and Group Work Where Discussion is Necessary</title>
		<link>http://www.classroomdiscipline101.com/classroom-management/2009/05/24/foreign-language-and-group-work-where-discussion-is-necessary/</link>
		<comments>http://www.classroomdiscipline101.com/classroom-management/2009/05/24/foreign-language-and-group-work-where-discussion-is-necessary/#comments</comments>
		<pubDate>Sun, 24 May 2009 15:49:22 +0000</pubDate>
		<dc:creator>Craig Seganti</dc:creator>
				<category><![CDATA[Classroom Discipline 101  Q & A]]></category>

		<guid isPermaLink="false">http://www.classroomdiscipline101.com/classroom-management/?p=228</guid>
		<description><![CDATA[
Question: I am a foreign language teacher so there has to be talking and action in my classroom. The  students misinterpret this activity as meaning you can talk about whatever  you like. I have worked on it and worked on it and told them they may talk  only in the target language [...]]]></description>
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		<slash:comments>9</slash:comments>
		</item>
		<item>
		<title>The Equivocation of Positive Part 2</title>
		<link>http://www.classroomdiscipline101.com/classroom-management/2009/05/12/the-equivocation-of-positive-part-2/</link>
		<comments>http://www.classroomdiscipline101.com/classroom-management/2009/05/12/the-equivocation-of-positive-part-2/#comments</comments>
		<pubDate>Tue, 12 May 2009 04:01:01 +0000</pubDate>
		<dc:creator>Craig Seganti</dc:creator>
				<category><![CDATA[Educational Issues]]></category>
		<category><![CDATA[Craig's Thoughts on Other Educational Issues]]></category>

		<guid isPermaLink="false">http://www.classroomdiscipline101.com/classroom-management/?p=171</guid>
		<description><![CDATA[

Let&#8217;s examine these dastardly equivocations further.
First, ‘positive’ used as a cover for educator naivete.  The idea that all children are good if they are touched by the right educator with a positive attitude and that any student can be ‘turned around’ with the right loving care and miracle pedagogy handed down from the University Research [...]]]></description>
		<wfw:commentRss>http://www.classroomdiscipline101.com/classroom-management/2009/05/12/the-equivocation-of-positive-part-2/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>The Equivocation of &#8216;Positive&#8217; Part I</title>
		<link>http://www.classroomdiscipline101.com/classroom-management/2009/05/11/the-equivocation-of-positive-part-i/</link>
		<comments>http://www.classroomdiscipline101.com/classroom-management/2009/05/11/the-equivocation-of-positive-part-i/#comments</comments>
		<pubDate>Sun, 10 May 2009 19:34:26 +0000</pubDate>
		<dc:creator>Craig Seganti</dc:creator>
				<category><![CDATA[Educational Issues]]></category>
		<category><![CDATA[Craig's Thoughts on Other Educational Issues]]></category>

		<guid isPermaLink="false">http://www.classroomdiscipline101.com/classroom-management/?p=168</guid>
		<description><![CDATA[
There is a lot of talk about being ‘positive’ these days in educational circles.  But with all of this ‘positivity’ going around, why, by all appearances, do things seem to be getting worse as far as student attitude and achievement is concerned?  Why are students responding to all of this ‘positivity’ by becoming increasingly rude, [...]]]></description>
		<wfw:commentRss>http://www.classroomdiscipline101.com/classroom-management/2009/05/11/the-equivocation-of-positive-part-i/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Three Magic Words to Keep Students on Task</title>
		<link>http://www.classroomdiscipline101.com/classroom-management/2008/06/17/three-magic-words-to-keep-students-on-task/</link>
		<comments>http://www.classroomdiscipline101.com/classroom-management/2008/06/17/three-magic-words-to-keep-students-on-task/#comments</comments>
		<pubDate>Tue, 17 Jun 2008 18:34:25 +0000</pubDate>
		<dc:creator>Craig Seganti</dc:creator>
				<category><![CDATA[Classroom Discipline]]></category>
		<category><![CDATA[Craig Seganti's Classroom Discipline 101 Blog]]></category>

		<guid isPermaLink="false">http://www.classroomdiscipline101.com/classroom-management/?p=29</guid>
		<description><![CDATA[How often should a student be on task in a classroom?
I think 100% of the time is a good idea.
If a student is off task, and you inquire as to why, or address the specific reason&#8211;talking, looking for something in their folder, staring into space&#8211;the student can then try to draw you into their world [...]]]></description>
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		<slash:comments>8</slash:comments>
		</item>
		<item>
		<title>Stopping Problems Before They Get Inside the Classroom</title>
		<link>http://www.classroomdiscipline101.com/classroom-management/2008/06/14/stopping-problems-before-they-get-inside-the-classroom/</link>
		<comments>http://www.classroomdiscipline101.com/classroom-management/2008/06/14/stopping-problems-before-they-get-inside-the-classroom/#comments</comments>
		<pubDate>Sat, 14 Jun 2008 14:04:09 +0000</pubDate>
		<dc:creator>Craig Seganti</dc:creator>
				<category><![CDATA[Classroom Discipline]]></category>
		<category><![CDATA[Teacher's Lounge]]></category>
		<category><![CDATA[Craig Seganti's Classroom Discipline 101 Blog]]></category>

		<guid isPermaLink="false">http://www.classroomdiscipline101.com/classroom-management/?p=28</guid>
		<description><![CDATA[
Teaching should not be the running of the bulls.
 
Too often teachers let students into the ring (classroom) anyway they want to enter, and then try to get control of these raging bulls after the bell rings.
 
So in they come&#8211;energetic, wild, frenzied, talkative, distracted.
 
It is better to head them off at the pass.  This means, you [...]]]></description>
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		<slash:comments>5</slash:comments>
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