Both Ronald Morrish and Craig Seganti have been educators for many years and have subsequently developed their theories over many years of teaching. Both believe that it’s important first to establish the belief in students that the educator has the authority and is in command. Morrish and Seganti both also stress the importance of establishing rules and teaching students how to comply with those rules. For instance, Morrish and Seganti assert that it’s critical to practice appropriate classroom rules. Both also agree that it’s important only to make rules that you’re absolutely willing to enforce and that students should not be involved in creating these rules. Moreover, Morrish and Seganti also have similar perspectives regarding how self-esteem
is developed. As an illustration, Morrish believes that doing well in school seems to promote higher self-esteem. He asserts that competence and successfulness in the classroom promotes positive self-esteem. Likewise, Seganti proclaims that high self-esteem does not come from disrupting the class and fooling around, but from working hard at acquiring the knowledge and skills required to be successful. Morrish and Seganti also agree that rewards and incentives should not be given when students are simply doing what they’re supposed to do. In addition, neither believe that the use of warnings is effective for getting students to behave properly—teachers must be willing to enforce consequences and take charge of students. Although Seganti relies more heavily on punishment than Morrish, they both believe that punishment serves a purpose and thus should not be eliminated.
In this chapter of Davidson and Lytle’s After the Fact: The Art of Historical Detection, the authors use the raid on Harpers Ferry in 1859 and in particular the attack’s leader, John Brown, a radical abolitionist, to explain the massive increase in tension between the North and the South before the dawn of the American Civil War. After explaining the main premise of the raid and its immediate outcome, Davidson and Lytle use historical records and analyses made by historians from the 20th century to explore the possible reasons and motivations behind John Brown’s infamous attack that would define him as a martyr to some and an insane criminal to others. The attack goes down in history as the triggering event behind the American Civil War; Harpers
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom developing mutual respect, cooperation, and responsibility in your classrooms, 3rd ed. (p. 120). Roseville, Califonia: Prima Publishing.
One of Glasser’s fundamental principles is that teachers and administrators should make school enjoyable —a place where students want to be. He asserts that most problems between teachers and students are caused by unsatisfactory relationships facilitated by what Glasser calls the seven deadly habits such as criticizing, blaming, complaining, nagging, threatening, punishing, and rewarding students to control them. To improve relationships and support students in their learning, he encourages educators to replace the seven deadly habits with the seven connecting habits, which are supporting, encouraging, listening, accepting, trusting, respecting, and negotiating differences. In building strong relationships with students, Glasser asserts that teachers should endeavor to befriend students rather than tell must and mustn’t do. Furthermore, reasonable rules of class behavior should be established. Glasser suggests teachers rely on one fundamental rule of behavior, known as the Golden Rule. He says that a few other rules may be necessary occasionally, but the Golden Rule should be fundamental to
This book describes the seven laws of teaching every educator must know in order to work with children on a day-to-day basis, and how we, as future educators, need to view our students. The Seven Laws of Teaching was originally written by a man named John M. Gregory in 1884, and then rewritten by a man named Charles Walker. John M. Gregory was a teacher from the beginning, as he started teaching when he turned seventeen. Gregory then continued onto be a leader in many educational organizations and many schools and universities. In 1917, Charles Walker wrote a revised copy of The Seven Laws of Teaching, and although he may have changed a few words, Walker didn’t want to change the original completely. Walker simply changed the outlook on students based on the difference of time in the world. When Gregory
The teachers are the students’ role models. They have a strong influence in shaping a student’s attitude...
No society has ever survived without some system of education. Education is, perhaps, the most important of all social systems because it enables all the others by training individuals for their social roles. Still, it is a system which is far too complicated to perfect or even define. What is the “best” way to teach? What knowledge is it necessary for an “educated” person to attain? Should an education for one be the same as for another? In such an individual-centered field, the answers to these questions are as varied as the individual teachers, students, and others themselves. There is no correct answer; each teacher’s philosophy of education is surely founded on their own experience, societal views, and psychology. Nevertheless, forming such an individual philosophy is necessary to shape our own instruction and, in our own way, shape our society the most effective way we can.
Ron Clark began his teaching career in a small town in North Carolina, but after five years teaching there, he wanted to take his career to new heights. Clark moved to Harlem, New York and began to teach a tough middle school class, in which none of the students were excited to learn. He knew that he had to get their attention somehow, so he came up with a new set of classroom rules, which he wrote about in his first book The Essential 55: An Award-Winning Educator’s Rules for Discovering the Successful Student in Every Child. He had strange rules like “When asked a question, ask a question in return”, and “Say thank you within 3 seconds of receiving something”. While these rules were unusual and different, they got the point across (Essential). But his students were still having trouble with their class work, so he fought harder. He started making learning exciting for the children by doing things like jumping on the desk...
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
...ross boundaries in a classroom they may see as intimidating, and a revision of how we see educational excellence. (117) Education will only improve if teachers and students learn to respect each other's positions. A place to start is by finding a common ground, an understanding. The curriculum, canon, or list of "Great Books" is a good common starting place. By keeping this canon in our schools, we will keep a common link between generations. The next step is the teachers' presentation of their lessons. The students need to be able to relate to the lessons. The final step is the students. They must take responsibility for their education and try to learn what is being presented to them.
I need to look at my student through a “Blind veil of Ignorance” as said by John Rawls. What I mean by that is not ignoring the student, but I need to see them through their eyes as well as mine. I need to overcome my own thoughts and biasness to see their views. What I may see as mundane or simple could be the task of a lifetime for that student. I need to be ready to adjust by learning who my students are. I need also live in the mind set embracing the golden rule and that is respect. By doing this I can learn who they are and help adapt my classroom to help them succeed. This philosophy will be the foundation of my classroom. I will learn who my students are based on them, not stereotypes or
Teaching is a performance, a journey, and a battle. It is political, it is taxing, and its rewards are often not reaped until years later. A classroom requires quick thinking and reactions, and the modern teacher must succeed in lives of teenagers that are becoming increasingly more tenuous and complicated. All of these items factor into why everything a successful teacher does must have the firm backing of his or her own teaching philosophy and theory.
Ultimately educators are responsible for providing students with valuable experiences that should help the student in contributing to society. “As the most mature member of the group he has a peculiar responsibility for the conduct of the interaction and intercommunications which are the very life of the group as a community.” (Dewey, 1997, p. 58)
Being a teacher is an enormous responsibility. We as teachers can either be carriers of positive or negative behaviour towards learners. A good teacher is someone who guides students rather than someone who is a totalitarian in the classroom. We as teachers should also create a warm and protective environment where learners feel free to realise their full potential. Sometimes the teacher’s caring attitudes could have a positive influence on the learners. Their self-esteem can be lifted because it could create ambitions in their minds for future academic success. Teachers should be open minded person and respect the learner’s diversity and give a caring attitude towards learners. According to Abraham Maslow, [http://en.wikipedia.org/wiki/Self-actualization on 31 March 2014] the basic needs of humans should be met, before a ...
Traditionally, questions regarding the basis for teaching relationships have been answered in terms of authority. The concept of authority as it applies to the classroom has two faces. One side of this concept is authority; where the teacher has always been the authoritarian, the disciplinarian, and the dispenser of rewards and punishments. The other face of authority concerns the teacher as the authoritative source of knowledge, the information-giver, and the arbiter of right and wrong answers.
A student should always feel comfortable in the classroom. They should be to feel like the classroom is their home and be able to talk to the educators about anything as they wish. Students should be constantly be challenged as they enjoy learning and having fun. Teachers should always put students first and have high expectations for in place for them. There are children that will learn things differently and the instructions needs to be differentiated in way that each student can learn.