Chapter 4a and 4b

Chapter 4a (109-121)

          The chapter starts off by giving detailed ideals and opinions from the leading authorities on classroom management, such as B. F. Skinner, Linda Albert, and other people of note. The table they provided on pages 112 and 113 were really helpful because they allow the reader to compare different methods to approaching the same problems, or ways to avoid those problems completely. The remainder of the chapter discusses things I have encountered before, but clearly bear repeating: learn students names quickly, have effective organization, create an inviting classroom, participate in productive classroom sharing, etc. The last paragraph Procedures Rather Than Rules; Consequences Rather Than Punishment said some things that I didn't completely agree with. For the most part, students don't usually do unwanted things for fear of punishment, but the book says it is better for the students not to see 'negative connotation' in the words rules and punishment. I think the negative connotations and fear of what those words represent is what keeps children from acting on impulses to present unwanted behaviors. I don't mean to argue with the book, but where is the definitive difference between "What is our procedure when someone is talking," and "What is our rule when someone is talking,". Tomatoe, tom-ah-toe.


Chapter 4b (121-140)


          I found it pretty interesting and helpful that page 121 practically laid out everything that a teacher would have to do on the first day. The very first day of the school year is the most nerve racking day of the year, especially if that is the teachers first year teaching. It is nice to have a guideline of what and what not to do. It's also pretty funny, yet informative, that the book goes on for nearly half a page about the importance of hand raising. Granted, I have never had such in depth thoughts about it because it has become so second nature to my peers and I, but it does turn out to be really important.
          On page 138, the book starts discussing inappropriate student behavior and categorizes them into four groups based on level of severity. Based on which level the behavior is in, the book then provides the appropriate reaction from the teacher. From the observations I've had in schools, I think it is important for current teachers to go back and read this. A given behavior warrants a certain level of discipline, no more and no less, except if the student continues with the unwanted behaviors after punishment.