PHILOSOPHY OF CLASSROOM MANAGEMENT According to the Sund Model

My Needs/Likes 1. Orderly classroom appearance—good room arrangement, materials neatly stored, interesting well thought-out displays. 2. Structure and routines—set schedule, with flexibility, allowing for teacher improvisation when needed. 3. Transitions—smooth between activities, with no wasted time.

Needs/Likes Continued 4. Attention—student attention for directions and given to all speakers and instructional activities. 5. Situational-appropriate behaviors—quietly attentive during instruction, considerate interaction during group activities, and so forth. 6. Enthusiasm—from me and my students. 7. Warmth—as reflected in mutual regard among all individuals in the class.

Needs/Likes Continued 8. Positive, relaxed classroom environment— reflecting self-control, mutual helpfulness, assumption of responsibility.

My Dislikes 1. Inattention to speaker, teacher, other adult, or class member. 2. Excessive noise—loud voices, inappropriate talking, and laughing. 3. Distractions in the form of toys, unnecessary movement, poking, teasing, etc. 4. Misusing, wasting, or destroying instructional materials.

Dislikes Continued 5. Unkind behavior—verbal or physical abuse of others in the classroom. 6. Rude conduct—ridicule, sarcasm, bad manners. 7. Tattling.

My Classroom Rules 1. Be considerate of others at all times. (Speak kindly, be helpful, don’t bother others). 2. Do your best work. (Get as much done as you can, do your work neatly, so you can be proud of it, and don’t waste time). 3. Use quiet voices in the classroom. (Use regular speaking voices during class discussions. Speak quietly during cooperative work groups. Whisper at other times if you need help).

Classroom Rules Continued 4. Use signals to request permission or receive help. (Explain the signal systems for assistance, movement, restroom pass).

Positive Consequences 1. Positive verbal feedback. 2. Positive nonverbal feedback (smiles, winks, nods, pats). 3. Occasional tangible and privilege awards (stickers, marks, favorite activities). 4. Positive reports to parents/guardians (notes, phone calls).

Negative Consequences 1. “Pirate eyes”—a stern glance, accompanied by a disappointed and puzzled expression. 2. Unapproving general comments—”I hear noise.” “Some people are not listening.” 3. Direct negative verbal feedback—”Gordon, you did not use the signal. Please use the signal.” 4. A system (Canter) of names and checks on the board/clipboard.

Negative Consequences Continued 5. Unfavorable reports to parents/guardians ( note, call, school conference). 6. In-class isolation—student separated from group but still in sight of teacher. 7. Student sent to principal or counselor or removed from the class.

My Preventive Discipline Measures 1. Involve students in establishing class rules and assuming responsibility. In discussions I ask questions such as: “What do you think happens when everyone tries to talk at the same time?” 2. Make contact with parents. I do the following: Send letters outlining expectations and discipline system. Make short, positive phone calls to parents. Send notes with children concerning good work and behavior.

Preventive Discipline Measures Continued 3. Organize a classroom environment for best temperature, light, and comfort, with traffic patterns for efficient movement within the room. 4. Stress, model, and hold practice sessions on good manners, courtesy, and responsibility. 5. Provide a varied, active curriculum with opportunities for physical movement, singing, interaction, and so forth.

Preventive Discipline Measures Continued 6. Provide a sense of consistency, familiarity, and security, through structure and routines.

My Supportive/Corrective Discipline Measures 1. Eye contact; facial expressions. 2. Physical proximity. 3. Refer to classroom rules. 4. Show interest in individual students’ work. 5. Modify the lesson or routine if needed to increase interest or reduce anxiety. 6. Use behavior modification—rewards for perseverance.

Supportive/Corrective Discipline Measures Continued 7. Comment on misbehavior. “I hear talking. I don’t like it. Everyone should be listening.” 8. Emphatic words. “Stop that now!” 9. Names/checks on board or clipboard, linked to consequences of which the students are well aware. 10. Isolation of student from the group.

Supportive/Corrective Discipline Measures Continued 11. Removal of the student to another classroom, the office, or the counselor’s office. 12. Parental contacts by telephone or .

My Support/Collaborative System 1. God 2. My family (parents, sister, brother, etc.) 3. My spouse 4. My colleagues