[nobe-l] Classroom management

Fri Jul 14 23:55:46 UTC 2017

Tara:

Also, your comments about group rewards might be related to class meetings. If you get the book I recommended, there are several chapters outlining class meetings. I would highly recommend implementing them in your management system.

Best regards,
Mikaela

> On Jul 14, 2017, at 10:30 AM, Tara Abella via NOBE-L <nobe-l at nfbnet.org> wrote:
> 
> Hi Heather,
> 
> I like the idea of encouraging intrinsic motivation. What do you teach and what system specifically have you used? Additionally, I think it is also important to look at the student as an individual, especially since I will be working with students with additional disabilities other than blindness. I will need to have a system that will allow me to track individual progress as far as behavior. I like the idea of working towards a group reward, however with this not also be extrinsic motivation? I have seen classrooms that have done a system like this and whenever the teacher complements the class or a group, The class expects a ball in the jar, fish in the fish bowl,ticket in the cup, or whatever the system is. I'd love to hear what system you use specifically.
> 
> Thanks,
> 
> Tara 
> 
> Sent from my iPhone
> 
>> On Jul 14, 2017, at 11:35 AM, Heather Field via NOBE-L <nobe-l at nfbnet.org> wrote:
>> 
>> Hello Tara,
>> 
>> The problem with reward-based management systems is a simple one. If students decide that they don't want the rewards that you are offering, then they won't engage with what you want them to do to gain the rewards. So, you are constantly trying to find something with which you can, effectively, bribe, your students. If you do happen to have some students in your class who don't want your offered rewards, or who don't understand the connection between expected behaviour and reward, then you have a problem.
>> Intrinsic rewards, such as the knowledge of what they have achieved, how quickly they've achieved, how many days of great behaviour they've accumulated, etc., and the teacher and peer acclamation and praise from authority figures in the school etc. are usually much more motivating in the long run.
>> It is my opinion that children need to learn that they do what they are supposed to do because that's what parents and teachers are expecting of them, and that their reward is the great things that come from being responsible for one's behaviour and becoming more mature and trustworthy and allowed to do more grown up things.
>> Reward systems too often result in teaching students that it is their decision as to what they will and won't do, based on whether they're being offered. Parents who are advised to use the reward charts so often find, especially with students in third-grade and above, that children will work for the reward that they want and then, having received it, they will revert back to the old behaviour which the reward chart was meant to extinguish. It is usually the same in classrooms.
>> The idea that students can be manipulated with rewards, and that unpleasant consequences can be dispensed with, is naive, and does not credit children with the ability to rise to the challenge of finding the intrinsic rewards that are available to them. Unfortunately, there are several strong myths that live on in modern education,, despite their blatant failure as behaviour management tools that work. Time out is one myth. the myth that individual, competitive reward structures are the best systems for managing classroom behaviour is another, despite the evidence of their long-term effectiveness
>> I would suggest that you might look at instituting a cooperative reward system. Under this structure, students are rewarded as a group for having achieved the goal. This reward structure results in much better behavioural and social development outcomes, since students are working together to achieve the reward and they exert strong peer pressure and support to help each other behave in ways that enable the group to win the reward together.
>> 
>> I'm sure you'll find plenty written about this topic online. Unfortunately, despite it's strength as a classroom reward structure, it is often not discussed in teacher training behaviour management classes.
>> 
>> I hope this topic might make for some interesting summer reading for some folks.
>> Warmly,
>> Heather
>> 
>> 
>> 
>> -----Original Message----- From: Tara Abella via NOBE-L
>> Sent: Friday, July 14, 2017 8:35 AM
>> To: National Organization of Blind Educators Mailing List
>> Cc: taranabella0 at gmail.com
>> Subject: Re: [nobe-l] Classroom management
>> 
>> Mikaela,
>> 
>> I will definitely look into that book. Thank you for the suggestion. What management system will you be using and what will you be teaching? I also was wondering why you recommended not to make the system rewards based. I was planning to have the students earn classroom passes for things like bringing a stuffed animal to class, stinky feet, lunch with the teacher, etc.
>> 
>> Thanks,
>> 
>> Tara
>> 
>> Sent from my iPhone
>> 
>>> On Jul 13, 2017, at 10:34 PM, Mikaela Stevens via NOBE-L <nobe-l at nfbnet.org> wrote:
>>> 
>>> Dear Tara:
>>> 
>>> 
>>> 
>>> This is also my first year teaching, but I have a few ideas which might
>>> help you.
>>> 
>>> 
>>> 
>>> As far as classroom management, you should read the book entitled Positive
>>> Discipline in the Classroom. It will give you great ideas to teach children
>>> and allow them to participate.
>>> 
>>> 
>>> 
>>> I like the money management project, if it is not rewards based. You could
>>> fold the money instead of labeling it.
>>> 
>>> 
>>> 
>>> Please let me know if you have any further questions.
>>> 
>>> 
>>> 
>>> Best regards,
>>> 
>>> Mikaela
>>> 
>>> On Thu, Jul 13, 2017 at 6:20 PM, Tara Abella via NOBE-L <nobe-l at nfbnet.org>
>>> wrote:
>>> 
>>>> Hello all,
>>>> 
>>>> I was wondering what classroom management system has worked best for
>>>> everyone. My students will be in third grade and will be blind and visually
>>>> impaired. I thought about doing a classroom economy in order to work on
>>>> money management, but the idea of brailling and labeling so many pieces of
>>>> fake money is unrealistic, considering the amount of things I will have to
>>>> do to prepare for my first year teaching. I've also been exploring class
>>>> dojo, which seems fairly accessible and has the added bonus of being able
>>>> to be accessed by parents. Any suggestions for what other teachers have
>>>> used would be very helpful.
>>>> 
>>>> Thank you,
>>>> 
>>>> Tara
>>>> 
>>>> Sent from my iPhone
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