Discipline PhilosophyEssay Preview: Discipline PhilosophyReport this essayDiscipline PhilosophyIn my opinion, a well-managed classroom is the result of a well thought-out balanced system of discipline. In my classroom there will be a community of caring and compassion where both the students and I are have our needs met. Students will be interested and engaged in the curriculum and there will be mutual respect shared between us. The students will take responsibility for solving problems and will realize the consequences of their choices. Overall, students should feel safe, engaged, and treated with respect, therefore preventing misbehavior and in turn intrinsically motivating positive behavior.
Discipline PhilosophyEssay Preview: Discipline PhilosophyReport this essayIn my opinion, a well-managed classroom has the potential to grow and thrive. Through a very flexible and flexible class curriculum and a dedicated teacher, these lessons can be delivered in a way that minimizes misbehavior in its entirety, thereby supporting critical thinking, helping you develop your skills and increasing your awareness of critical thinking as critical thinking progresses further.
What is Discipline Philosophy?
The term Discipline Philosophy is a misnomer. Discipline is an interdisciplinary theory and practice set up by a group of thinkers from a range of sources and disciplines. There are not just “ideas” for specific ideas, but also important, practical, and emotional experiences that allow us to engage in critical thinking. With this in mind, the term describes the process by which a teacher provides students with the knowledge they need to develop critical thinking skills. Thus, as you might have read, this “discipline” is applied in the context of learning, while at the same time, we are learning from the discipline itself, so to speak.
Courses
This book is divided into three books.
For the final edition of the Disciplinary Philosophy Essentials, the first book contains six essays. The fourth book includes two shorter essays. This also contains the sixth (or seventh) essay. Each of these essays describes a number of concepts, which give further insights into the concepts you are studying. The essays in the fourth and fifth versions differ with respect to what they cover in terms of context–how in your classroom the concepts in the topics described in those essays may be covered, as well as some other questions that you may have about our classroom. This first edition of the book uses the full six Essentials essays. The complete second edition uses each of the two Essentials essays in greater detail.
The Disciplinary Philosophy Essentials are divided into six sections. This means that each section of the book focuses on five concepts. The five topics covered in this section are:
• Learning and Emotional Experience
• Learning from a Critical Thinking Perspective
• Complementing Critical Thinking and Emotional Understanding
Each section has at least six questions that you may pose with others. For example, “How might you make a better life?” This section may ask about how you can develop critical thinking skills, or how you think and feel better about your personal life. Also applicable to what you ask is either “How many good people you know?” or “How could you be successful if you had that many good people instead?”
Each of the five subjects listed in the DISCREP guidelines and the following statements are included in the DISCREP syllabus
I believe children misbehave because they are not getting their needs met, whatever those needs may be. A child may be hungry, want attention, or feel discouraged and insignificant. It is my responsibility to reflect upon what I am doing to help the students meet those needs as well as to teach them skills to help themselves. To minimize the occurrences of misbehavior, I will create a community of caring by holding classroom meetings, giving students choices, modeling appropriate behavior, and developing mutual respect. I will teach engaging content that is developmentally appropriate and meaningful to students personally and culturally. I will teach to multiple intelligences and differentiate instruction to make sure all students can participate. With positive discipline techniques, clear and consistent expectations, and love, I plan to motivate students to make positive choices in and outside of the classroom.
Affected students should feel encouraged to attend the first or second day of school, or to come back to school at any minute. I encourage students to seek and pursue a “safe and supportive” atmosphere at the beginning of the school week. The following are specific actions a student can take to support them through a successful school week of school:
• Give each student an opportunity to interact with school administrators, counselors, and their staffs by sharing a single question or question to be provided to each student.
• Assist him or her with a phone call or email during which they can help each student understand the issues that the board has about them.
• Use social media to gather information, including phone numbers, addresses, and personal information to prevent misbehavior from spreading.
• Support the student’s school year by sharing and participating in a positive online activity (like an email, an online forum, or a forum-wide video), in-person or at home.
• Encourage each student to use their social media accounts in a positive and accountable manner, helping students to share and participate in their school day activities by sharing and sharing information.
• Encourage each student to stay on Facebook if there is an online activity or interaction, to have more opportunities for interaction and help members of the community become better friends and more informed. If they are unable to participate, please do not send messages, or send texts, or otherwise engage your staff with questions or other suggestions.
The following actions are general guidelines intended to assist students in developing support for themselves at school.
• Offer a “Safe and Confinement Camp” in which each student is asked to stay on the same class or job as each other for as long as possible, after the day of class. Students are encouraged to use as much physical and mental time as possible. In addition, students are encouraged to give homework (often a single class, but may also have to change assignments) where possible, and to keep track of who’s who throughout the school week.
• Provide a social network with your staff. If your staff is unable to provide a social network with a specific type of student, or in the case of disabled students, have difficulty finding a new place, please contact your staff so they can provide a social networking site for you.
• Contact parents on a case-by-case basis to discuss possible interventions that would help students feel more well-coordinated around this social networking site.
• Provide referrals to third-party services within the school district.
• Address specific issues in the school year through school-related issues, such as truancy or other misadventure stories, when students in a school-sponsored program have difficulty dealing with problems.
• Tell students and their loved ones a variety of positive and negative experiences that you hope to bring to them and offer for them in ways that will help them improve.
• Use social media to spread ideas and information among students as an informal means to share information about the school. The student can use his or her social media accounts to send students, by or without message, feedback, ideas, or feedback without leaving their homes, or through social networks without their parents or others knowing.
The following steps are for every student who is required to attend school on an official plan:
• Ensure the students have an education plan that makes it clear the school is dedicated to the needs of children and all students . This plan can be found by clicking on the “School Plan” link at the top of the school plan.
. This plan can be found by clicking on the “School Plan” link at the top of the school plan. •
Affected students should feel encouraged to attend the first or second day of school, or to come back to school at any minute. I encourage students to seek and pursue a “safe and supportive” atmosphere at the beginning of the school week. The following are specific actions a student can take to support them through a successful school week of school:
• Give each student an opportunity to interact with school administrators, counselors, and their staffs by sharing a single question or question to be provided to each student.
• Assist him or her with a phone call or email during which they can help each student understand the issues that the board has about them.
• Use social media to gather information, including phone numbers, addresses, and personal information to prevent misbehavior from spreading.
• Support the student’s school year by sharing and participating in a positive online activity (like an email, an online forum, or a forum-wide video), in-person or at home.
• Encourage each student to use their social media accounts in a positive and accountable manner, helping students to share and participate in their school day activities by sharing and sharing information.
• Encourage each student to stay on Facebook if there is an online activity or interaction, to have more opportunities for interaction and help members of the community become better friends and more informed. If they are unable to participate, please do not send messages, or send texts, or otherwise engage your staff with questions or other suggestions.
The following actions are general guidelines intended to assist students in developing support for themselves at school.
• Offer a “Safe and Confinement Camp” in which each student is asked to stay on the same class or job as each other for as long as possible, after the day of class. Students are encouraged to use as much physical and mental time as possible. In addition, students are encouraged to give homework (often a single class, but may also have to change assignments) where possible, and to keep track of who’s who throughout the school week.
• Provide a social network with your staff. If your staff is unable to provide a social network with a specific type of student, or in the case of disabled students, have difficulty finding a new place, please contact your staff so they can provide a social networking site for you.
• Contact parents on a case-by-case basis to discuss possible interventions that would help students feel more well-coordinated around this social networking site.
• Provide referrals to third-party services within the school district.
• Address specific issues in the school year through school-related issues, such as truancy or other misadventure stories, when students in a school-sponsored program have difficulty dealing with problems.
• Tell students and their loved ones a variety of positive and negative experiences that you hope to bring to them and offer for them in ways that will help them improve.
• Use social media to spread ideas and information among students as an informal means to share information about the school. The student can use his or her social media accounts to send students, by or without message, feedback, ideas, or feedback without leaving their homes, or through social networks without their parents or others knowing.
The following steps are for every student who is required to attend school on an official plan:
• Ensure the students have an education plan that makes it clear the school is dedicated to the needs of children and all students . This plan can be found by clicking on the “School Plan” link at the top of the school plan.
. This plan can be found by clicking on the “School Plan” link at the top of the school plan. •
In my classroom I will institute routines to promote positive behavior. Students will collaboratively create the classroom rules and agree to follow them. I will hold regular classroom meetings where students will talk about social problems and reach an agreement on how to solve those problems. This is a time for students to learn and practice intra- and inter-personal skills, as well as to develop sound judgment and a logical approach to problem solving. I will further the process by focusing on empowering students to take responsibility for their actions and realize the consequences of those actions. I will create classroom jobs so students feel they are capable and can contribute to the community. I will routinely use positive discipline techniques to promote good choices on a daily basis. I also will instate a system of positive reinforcement and rewards, such as table points and individual courtesy points to manage day-to-day behavioral issues. Consequences will be logical, natural, and agreed upon by the students.
With occasional extreme behavior, I will determine with the student what the motivation behind the behavior was and talk about other options or choices the student could have made. If it is an isolated incident we can work out a natural and logical consequence for the behavior. If it is reoccurring we can work out a behavior contract that will empower and motivate the student to make positive choices. If this behavior plan does not work, I will isolate the student from the classroom and from that point, follow the discipline plan of the school.
On the first day of school, to model respect and to invite cooperation, I will ask students to help brainstorm classroom rules. Students feel more compelled to cooperate when they are