http://www.classroomdiscipline101.com/classroom-management Classroom Management and Classroom Discipline Strategies from the Real World Thu, 27 Oct 2011 18:19:19 +0000 en hourly 1 http://wordpress.org/?v=3.2.1 http://www.classroomdiscipline101.com/classroom-management/2011/10/27/research-based/ http://www.classroomdiscipline101.com/classroom-management/2011/10/27/research-based/#comments Thu, 27 Oct 2011 18:19:19 +0000 Craig Seganti http://www.classroomdiscipline101.com/classroom-management/?p=353 There are certain phrases that make me cringe as soon as I hear them, a visceral response to advanced calculations my sub-conscious must be doing in there somewhere. A few off the top of my head: ‘Let’s agree to disagree‘  (on important matters this means ‘You have a point I can’t refute,  so let’s appear [...]

]]> http://www.classroomdiscipline101.com/classroom-management/2011/10/27/research-based/feed/ 1 http://www.classroomdiscipline101.com/classroom-management/2010/08/20/wrong-premises-wrong-conclusions/ http://www.classroomdiscipline101.com/classroom-management/2010/08/20/wrong-premises-wrong-conclusions/#comments Fri, 20 Aug 2010 12:44:03 +0000 Craig Seganti http://www.classroomdiscipline101.com/classroom-management/?p=335 (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 ‘poor’ Garfield High School into one of the top math schools in the nation–with very little money.  He got students to  1.value education [...]

]]> http://www.classroomdiscipline101.com/classroom-management/2010/08/20/wrong-premises-wrong-conclusions/feed/ 5 http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/ http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/#comments Thu, 22 Oct 2009 03:39:32 +0000 Craig Seganti http://www.classroomdiscipline101.com/classroom-management/?p=293 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’t have to wait for posterity.  After 20 years in the biz, I could trust my empirical observations.  Which [...]

]]> http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/feed/ 22 http://www.classroomdiscipline101.com/classroom-management/2009/08/25/torture-is-illegal-the-case-against-social-promotion/ http://www.classroomdiscipline101.com/classroom-management/2009/08/25/torture-is-illegal-the-case-against-social-promotion/#comments Tue, 25 Aug 2009 09:50:02 +0000 Craig Seganti http://www.classroomdiscipline101.com/classroom-management/?p=287 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’t do that work because they’ve been passed [...]

]]> http://www.classroomdiscipline101.com/classroom-management/2009/08/25/torture-is-illegal-the-case-against-social-promotion/feed/ 15 http://www.classroomdiscipline101.com/classroom-management/2009/06/04/which-rule-is-too-tough-sir-a-culture-of-low-expectations/ http://www.classroomdiscipline101.com/classroom-management/2009/06/04/which-rule-is-too-tough-sir-a-culture-of-low-expectations/#comments Fri, 05 Jun 2009 04:55:56 +0000 Craig Seganti http://www.classroomdiscipline101.com/classroom-management/?p=276 Anybody remember the brilliant movie ‘Amadeus’? There’s a terrific scene where after a symphony concert one of Mozart’s rivals is trying to make him look bad, and tells the Emperor that the piece played had ‘too many notes’.  Here is a link to the scene to get the full impact: http://www.youtube.com/watch?v=dCud8H7z7vU Of course the suggestion [...]

]]> http://www.classroomdiscipline101.com/classroom-management/2009/06/04/which-rule-is-too-tough-sir-a-culture-of-low-expectations/feed/ 18 http://www.classroomdiscipline101.com/classroom-management/2009/05/12/the-equivocation-of-positive-part-2/ http://www.classroomdiscipline101.com/classroom-management/2009/05/12/the-equivocation-of-positive-part-2/#comments Tue, 12 May 2009 04:01:01 +0000 Craig Seganti http://www.classroomdiscipline101.com/classroom-management/?p=171 Let’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 [...]

]]> http://www.classroomdiscipline101.com/classroom-management/2009/05/12/the-equivocation-of-positive-part-2/feed/ 1 http://www.classroomdiscipline101.com/classroom-management/2009/05/11/the-equivocation-of-positive-part-i/ http://www.classroomdiscipline101.com/classroom-management/2009/05/11/the-equivocation-of-positive-part-i/#comments Sun, 10 May 2009 19:34:26 +0000 Craig Seganti http://www.classroomdiscipline101.com/classroom-management/?p=168 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, [...]

]]> http://www.classroomdiscipline101.com/classroom-management/2009/05/11/the-equivocation-of-positive-part-i/feed/ 2 http://www.classroomdiscipline101.com/classroom-management/2008/06/17/three-magic-words-to-keep-students-on-task/ http://www.classroomdiscipline101.com/classroom-management/2008/06/17/three-magic-words-to-keep-students-on-task/#comments Tue, 17 Jun 2008 18:34:25 +0000 Craig Seganti http://www.classroomdiscipline101.com/classroom-management/?p=29 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–talking, looking for something in their folder, staring into space–the student can then try to draw you into [...]

]]> http://www.classroomdiscipline101.com/classroom-management/2008/06/17/three-magic-words-to-keep-students-on-task/feed/ 10 http://www.classroomdiscipline101.com/classroom-management/2008/06/14/stopping-problems-before-they-get-inside-the-classroom/ http://www.classroomdiscipline101.com/classroom-management/2008/06/14/stopping-problems-before-they-get-inside-the-classroom/#comments Sat, 14 Jun 2008 14:04:09 +0000 Craig Seganti http://www.classroomdiscipline101.com/classroom-management/?p=28 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–energetic, wild, frenzied, talkative, distracted.   It is better to head them off [...]

]]> http://www.classroomdiscipline101.com/classroom-management/2008/06/14/stopping-problems-before-they-get-inside-the-classroom/feed/ 5 http://www.classroomdiscipline101.com/classroom-management/2008/06/12/more-preventative-medicine/ http://www.classroomdiscipline101.com/classroom-management/2008/06/12/more-preventative-medicine/#comments Thu, 12 Jun 2008 17:55:05 +0000 Craig Seganti http://www.classroomdiscipline101.com/classroom-management/?p=27 When you give an assignment from the front of the room, take a walk through the room to make sure everyone is on task. If you just sit in the front, and you have students who are discipline problems, then you are going to end up putting out the fire afterwards or telling a student [...]

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