PSY Article Critique

PSY Article Critique Order Description veryone concedes that there is a severe shortage of qualified teachers in the United States and that one of the most frequent reasons cited in the literature regarding the problem of staffing and retaining qualified individuals is the lack of student discipline (Macdonald 1999; Tye and O’Brien 2002). In speaking to new and veteran teachers who have left the profession primarily due to discipline problems in the classroom, many have commented that although they felt that during the preteaching training period sufficient time was spent on classroom management, they were not truly prepared for the realities of the classroom, which contributed to feelings of frustration, anger, and helplessness (Miech and Elder 1996). In reviewing the research, one can see that effective teachers—those who have fewer discipline problems in the classroom—spend a good deal of time on planning (Brown 1998); take into account diversity as well as the preference of individual learning styles (Daniels, Bizar, and Zemelman 2001; Dunn and Dunn 1993; Sleeter and Grant 2003); provide activities that get students to begin work immediately and ensure there is a sufficient amount of work that will have students working the entire period (Ornstein and Lasley 2004); and are consistent in classroom management techniques with “. . . a healthy balance between rewards and punishment” (Miller, Ferguson, and Simpson 1998, 56). Establishing, explaining, reviewing, and modifying (as needed) rules, routines, and procedures that are clearly understood to handle the daily recurring activities as well as developing procedures for unpredictable events that may occur, will help you to devote the maximum amount of time available for instruction and enhance classroom management (Marshall 2001). The following is based on my beliefs, my personality, and thirty-seven years of experience as an educator. Individuals should use this article as a guide and not as a complete list of strategies or techniques that can be used for effective classroom management. Your personality and philosophy of education will dictate those ideas you will or will not use in dealing with developing, setting up, and using an effective strategy to ensure maximum instruction with few classroom discipline problems. First Things First As a teacher, ensuring that all students can learn in a safe environment is your prime objective. Before you can begin to teach, you must devote time to preparing your classroom and developing procedures that will help you maximize instruction in a positive climate, such as the following: Seating Plans Permanent seating arrangements will help you to learn students’ names quickly, take attendance, and perform any other administrative task while students are involved in some instructional activity. The use of Strategies for Effective Classroom Management in the Secondary Setting PAUL PEDOTA Paul Pedota is a former principal in a New York City secondary school and is currently the director of alternative certification programs at St. John’s University, New York. Copyright © 2007 Heldref Publications 163 Abstract: Over the years, researchers have written many books and articles about the lack of discipline or lack of respect students have toward their teachers. This image is enhanced by the daily accounts in movies, newspapers, television, and radio or in speaking to students, their teachers, or parents. In this article, the author provides working strategies that can be used by new and veteran teachers that will provide educators with procedures to maximize classroom instruction by incorporating effective classroom management techniques into their daily routines. Keywords: classroom management, effective teachers, secondary setting, strategies E 164 The Clearing House March/April 2007 a Delaney book or seating chart can help to make this task a simple one. In addition, you should think about how your seating arrangements can be modified to support different types of instruction, such as whole group instruction, small group instruction, or students working individually. Physical Surroundings The room should be arranged to ensure that all students can see well, there are no obstructions, the lighting is adequate, and if and when students move around, they do not interfere with other students. Your desk should be positioned so that you can monitor the activities of all students as well as not interfere with movement within the class. Housekeeping Procedures Procedures for the storing of equipment and other material, the distribution and collection of student material, keeping the chalkboard clean, the location of the wastepaper basket, using the pencil sharpener, and so on, must also be developed. Displays The classroom should be a showcase for student work, as well as posters, magazine covers, charts, maps, and pictures. It is important to let students know that their work is important as well as let others know what students are learning. Your material, as well as student work, should be changed, at least every month or when you begin a new unit. This will allow for all students to have the opportunity to have their work displayed, which will give them a sense of ownership. School and class rules should also be posted as a reminder to students of the code of behavior. Instruction Plan for a variety of instructional experiences and keep students actively involved. You will find that by avoiding the sameness of daily classes, you will help prevent discipline problems. One way that this can be accomplished is by allowing students to be active participants in learning rather than passive listeners. Setting Classroom Standards for Behavior and Work Students, just like adults, prefer to be in an environment that is structured and predictable. In school, where students have individual teachers who hold different beliefs as to how to handle certain situations, it is important that you make your expectations perfectly clear. To this end, it is extremely important that procedures are in place that are consistent with schoolwide policy and that both students and their parents know what is expected in terms of behavior and class work. If rules are firm, fair, and followed consistently, you will be able to handle most situations that may infringe on the use of instructional time. Developing a written syllabus or contract that includes the subject material, subject class requirements, and class and individual code of conduct helps all to understand their responsibilities (Brophy 1986; Curwin and Mendler 1988). The following provides some examples of what should be included in a code of conduct: Student attendance: The importance of daily class attendance must be emphasized. Students should know what are considered legitimate reasons for being absent, procedures to follow when absent as well as when returning from an absence, and the impact recurring absences will have on grades. Student lateness and dismissal: Students must understand the importance for being on time for class. Being late causes students to not only interrupt instruction for others, but also causes them to miss work. In addition, procedures for dismissal should be in place at the end of the instructional period and students should be reminded that only you dismiss the class. Classroom interruptions: Procedures should be developed to handle classroom interruptions—such as intercom announcements, visitors, and fire drills. In all of these situations, students must know that you alone give direction on student actions. Students leaving classroom: What are the procedures for leaving the room? Are you going to use a sign-out book, issue a pass, write the names of students on the chalkboard, or restrict the pass at certain times? Student work: You should make students aware of the subject manner to be studied; instructional objectives you hope that students will obtain; skills that will be developed; their responsibility regarding class work, homework, or any other assignments; the number and types of tests; and a review of how you will arrive at a grade for each student. Recognizing students in class: Students should not shout out questions, answers, or comments without first being recognized by you. Moving around the room as you call on volunteers as well as nonvolunteers will ensure that all students are on task as you build a climate for learning. Instruction: Policies should also be developed to take into account how students should act and interact with each other during different types of instruction. For example, when working in groups what is the expected behavior of students? How is this behavior different from behavior exhibited during other types of instrucVol. 80, No. 4 Effective Classroom Management 165 tion? If during group work students are speaking to one another, how do you control the volume? Recognition of accomplishments: It is important to see the glass as half full not half empty, that is, try to accentuate the positive over the negative. To establish a positive classroom environment, students must feel that you recognize their accomplishments. Inappropriate behavior: Ignoring inappropriate behavior until it reaches a point that you have no choice but to give a harsh punishment should be avoided. In deciding on the appropriate course to be taken, you must ensure that you are reacting to what took place and not the individual. It is imperative to realize that once classroom rules and procedures have been developed, the worst thing that you can do is act hastily, not enforce a rule, or enforce it sporadically. In addition, you may not have thought of everything and may have to revise, modify, add, or disregard a rule. Do not be afraid to talk to a colleague or school official if you are having a problem or to change something if what you had originally planned is not working. You must model the behavior that you expect from your students. You must avoid the use of insulting, abusive, or threatening language. Although it may be hard at times, you must learn to control your temper. Your words and/or actions can upset others and may even instigate physical actions, which can cause harm to the student, other students, or adults. To get respect, you must earn it, and by setting a good example and by treating others as you would like to be treated, this can be accomplished. Communication Communication can be verbal and nonverbal and just as in everyday life, poor communication can cause unnecessary problems. Table 1 displays some simple “Dos” and “Do nots” in using communication efficiently and effectively. If you must reprimand students, use a normal tone of voice, look at the student, do not use gestures such as pointing your finger, and do not insist on the last word (Kerr and Nelson 2002). Good communication skills and being a good listener, as well as a good speaker, can help in preventing problems in the classroom. When students feel that they are welcomed into a nonthreatening environment where learning is encouraged, they usually come ready, willing, and able to learn. Strategies to Help Manage Your Classroom By now you should be asking yourself, how can I build an environment in my classroom where there is trust and mutual respect among all, as well as have rules that are firm, fair, consistent, and followed? Table 2 outlines ten rules to help manage a classroom. Combining structure and fairness with clear expectations in a caring, nonthreatening environment are the major elements of good teaching and effective classroom management. Students who believe that you really care about them as individuals, that is, academi- TABLE 1. Dos and Do Nots in Communication DO DO NOT Think before you speak Say you will do something you cannot do Speak only when you have everyone’s Speak to individuals and not pay attention attention to the class Give students the opportunity to ask questions Be close minded Be specific in your statements, directions, Take silence as knowing questions, and so on TABLE 2. Top Ten List for Classroom Management 10. Develop a philosophy of “we” rather than “I” and use a personal approach in working with your students. 9. Class rules should be reasonable, fair, equitable, and used in a consistent manner. 8. Your actions, words, and deeds should model the behavior that you expect from your students. 7. Remember self-esteem is as important for adolescences as it is for you—avoid sarcasm or actions that belittle an individual in front of classmates. 6. Be proactive. Move around the room and keep your eyes moving. 5. Before you speak, get everyone’s attention and say what you mean and mean what you say. 4. Keep parents informed. Parent involvement will support your role as a teacher. 3. Always give students hope—make them feel that they can accomplish anything. 2. Treat your students as you yourself would like to be treated. 1. Be yourself. Do not be an imitation of someone else. Success will follow if you allow your own personality to show. 166 The Clearing House March/April 2007 cally, socially, and emotionally, will gain status and recognition and a sense of self-worth and belonging (Dreikurs, Grunwald, and Pepper 1971; Glasser 1990) as well as establish your authority and credibility. Conclusion By following these simple strategies, you can have an orderly classroom environment that will improve students’ learning outcomes while providing for an atmosphere that is structured and consistent and shows that you are serious about teaching and learning. Motivating, challenging, and engaging students as you strive for high expectations will not only help to improve student behavior in school and academic accomplishments but will also provide the key for students to understand how to act in a moral and ethical way in society. REFERENCES Brophy, J. 1986. Classroom management techniques. Education and Urban Society 18 (2): 182–94. Brown, T. 1998. Effective school research and student behavior. Southeast/ South Central Educational Cooperative Fourth Retreat: Making a difference in student behavior. Lexington, KY. Curwin, R. L., and A. N. Mendler. 1988. Discipline with dignity. Alexandria, VA: Association for Supervision and Curriculum Development. Daniels, H., M. Bizar, and S. Zemelman. 2001. Rethinking high school: Best practice in teaching, learning and leadership. Portsmouth, NH: Heinemann. Dreikurs, R., B. Grunwald, and F. Pepper. 1971. Maintaining sanity in the classroom: Classroom management techniques. New York: Harper and Row. Dunn, R., and K. Dunn. 1993. Teaching secondary students through their individual learning styles: Practical approaches for grades 7–12. Boston: Allyn and Bacon. Glasser, W. 1990. The quality school: Managing students without coercion. New York: Harper and Row. Kerr, M. M., and C. M. Nelson. 2002. Strategies for managing behavior problems in the classroom. 4th ed. Upper Saddle River, NJ: Merrill/ Prentice Hall. Macdonald, D. 1999. Teacher attrition: A review of the literature. Teaching and Teacher Education 15:839–48. Marshall, M. 2001. Discipline without stress, punishments, or rewards: How teachers and parents promote responsibility and learning. Los Alamitos, CA: Piper. Miech, R. J., and G. H. Elder. 1996. The service ethic and teaching. Sociology of Education 69:237–53. Miller, A., E. Ferguson, and R. Simpson. 1998. The perceived effectiveness of rewards and sanctions in primary schools: Adding in the parental perspective. Educational Psychology 18 (1): 55–64. Ornstein, A., and T. Lasley. 2004. Strategies for Effective Teaching. 4th ed. Boston: McGraw Hill. Sleeter, C., and C. Grant. 2003. Turning on learning: Five approaches for multicultural teaching plans for race, class, gender, and disability. 3rd ed. New York: Wiley. Tye, B. B., and L. O’Brien. 2002. Why are experienced teachers leaving the profession? Phi Delta Kappan 84 (1): 24–32. A R T. A S K F O R M O R E . T H E R E’S N O T E N O U G H A R T I N O U R S C H O O L S . (For Official Campaign Partner or Sponsor Use Only: Insert logo and/or organization name here.) N O W O N D E R P E O P L E S A Y “ G E S U N D H E I T ” W H E N Y O U S A Y “TCHAIKOVSKY.” For more information about the importance of arts education, please contact www.AmericansForTheArts.org. NOTE TO PUB: DO NOT PRINT INFO BELOW, FOR I.D. ONLY. NO ALTERING OF AD COUNCIL PSAS. Americans for the Arts - Newspaper 4 1/4 x 7 B&W AFAWV1-N-05217-E “Tchaikovsky”, localizable 85 line screen (ad contains non-repro blue copy indicating where localization info can be placed) Film at Schawk: 212-689-8585 Reference #: 127598 127598 CLIENTS 1 02:00 5/22/02 WV 85 DOLEV *127598* Non Repro Blue Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Article CritiqueGuidelines and Rubric Overview Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to: • Differentiate between fact and opinion • Recognize and evaluate author bias and rhetoric • Determine cause-and-effect relationships • Determine accuracy and completeness of information presented • Recognize logical fallacies and faulty reasoning • Compare and contrast information and points of view • Develop inferential skills • Make judgments and draw logical conclusions When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in the article. In your paper, cite any and all information taken from the article or any other references used. Your goal should be to read and understand the article, analyze the findings or arguments, and evaluate and comment on the article. Remember to include and cite the provided article in the critique paper as well! APA Citing: Pedota, P. (2007). Strategies for effective classroom management in the secondary setting. The Clearing House, 80(4), 163-166. Retrieved from http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/196841282?accountid=3783 Student book:(Chapter 12 & 13) Educational Psychology Woolfolk, Anita Prentice Hall 12th Edition 2013 9780132613163 Main Elements Be sure to address the following within your article critique: • What is the issue that the article is specifically addressing? Is this a significant problem or issue related to the concepts and theory in this course? Why or why not? • What references did the author use in this article? • Did the article contain research? What data was used? What instruments, if any, were used to collect data? • What were some of the conclusions, if any, to the research in this article? • Was the article reliable and valid? Explain. • Was this article well written? Thoughtful and reflective? • What were the limitations in this article? Any variables? • Any other thoughts, comments? Rubric Requirements of submission: Written components of projects must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, one-inch margins, and discipline-appropriate citations. Page length should be 3 pages, not including cover page and resources. Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Main Elements Includes almost all of the main elements and requirements and cites multiple examples to illustrate each element (23-25) Includes most of the main elements and requirements and cites many examples to illustrate each element (20-22) Includes some of the main elements and requirements (18-19) Does not include any of the main elements and requirements (0-17) 25 Quality of Article Critique Provides an in-depth critique of the main elements; lists and explains examples of bias or faulty reasoning found in the article (23-25) Critiques the main elements; listsand explains any examples of bias or faulty reasoning found in the article (20-22) Attempts to critique the main elements and list examples of bias or faulty reasoning found in the article (18-19) Fails to critique the main elements, does not include any examples of bias or faulty reasoning found in the article (0-17) 25 Inquiry and Analysis Explores multiple issues through extensive collection and in-depth analysis of evidence to make informed conclusions (14-15) Explores some issues through collection and in-depth analysis of evidence to make informed conclusions (12-13) Explores minimal issues through collection and analysis of evidence to make informed conclusions (11) Does not explore issues through collection and analysis of evidence and does not make informed conclusions (0-10) 15 Integration and Application All of the course concepts are correctly applied (9-10) Most of the course concepts are correctly applied (8) Some of the course concepts are correctly applied (7) Does not correctly apply any of the course concepts (0-6) 10 Research Incorporates many scholarly resources effectively that reflect depth and breadth of research (14-15) Incorporates some scholarly resources effectively that reflect depth and breadth of research (12-13) Incorporates very few scholarly resources that reflect depth and breadth of research (11) Does not incorporate scholarly resources that reflect depth and breadth of research (0-10) 15 Writing (Mechanics/Citations) No errors related to organization, grammar and style, and citations (9-10) Minor errors related to organization, grammar and style, and citations (8) Some errors related to organization, grammar and style, and citations (7) Major errors related to organization, grammar and style, and citations (0-6) 10 Earned Total: Comments: 100%