Group & Discipline Workshop Plan

Marci, Laura, Renee, Erica & Kerri

D. TOPIC, CONCEPT, SKILLS:

Topic

Positive Discipline in the Classroom

Concept

Students will be able to learn skills and ways to bring positive discipline into their classroom

Skills

Explain importance of Positive Discipline.

Define what barriers and builders are in the discipline process.

List rules and consequences to the rules

Explain importance of Respect for the student

II. RATIONALE STATEMENT:

A. Students will want to learn more about positive discipline, because they are interested in improving their discipline skills and increasing respect in their classroom.

B. Students need to review and remember the values of respect because it is a building block for a positive classroom environment.

C. Listening will help students to reach the Essential Learnings in Communication.

D. This lesson will specifically focus on numbers 1.2, 2.3, 4.3, 4.4, benchmark 3.

III. LESSON OBJECTIVES: Create at least one objective for your students to meet by the end of the lesson. Is this objective cognitive, affective, psychomotor or a combination? How do you know?

Students will incorporate the knowledge learned into their personal classroom by cluster work and interacting with other future teachers.

Objective is a combination of cognitive, affective, and psychomotor

IV. LESSON ACTIVITY SEQUENCE: This is your actual plan. It should be designed to help all your students meet the objective(s). You will want to consider what you will be doing and saying, as well as what you would like the students to be doing and saying. Include examples, questions and some anticipated student responses, but not an entire script!

INTRODUCTION-Consider including the following:

A. Rationale/connection to real life.

B. Objective-state explicitly or implicitly.

C. Diagnostic Assessment.

E. Other introductory material.

TIME

TEACHER ACTIVITIES

STUDENT ACTIVITIES

Before

Role-play Involvement: Choose 3 students to role-play behaviors (i.e. pouty, frustrated, disruptive, talkative) through the workshops.

Cluster Involvement: Teachers will separate students into three clusters before class starts.

Whole Class Lecture: PowerPoint presentation introducing Teachers and Workshop objectives.

Whole Class Activity: "Thumbs Up/ Thumbs Down" Ask students if it is important for students to have a positive teacher.

Rotate: The specified 3 groups (with a "Role-player" in each one) will separate into the individual clusters.

The 3 students will behave according to their designated "behavior." They will not tell others what they are doing.

Will be notified to what respective cluster they are part of.

Respond appropriately to how they believe. (Diagnostic)

Rotate to a cluster location with their assigned groups.

MAIN ACTIVITY (IES)-Consider including the following:

A. Whole group/small group instruction.

B. Practice.

C. Formative Assessment.

TIME

TEACHER ACTIVITIES

STUDENT ACTIVITIES

Every 9 minutes, the groups will rotate clockwise to a different cluster.

Barrier vs. Builder

Whole Group Activity: Separate group into two sections.

Have the students match the definitions with the terms.

Have one section select a barrier and the section select the corresponding builder (this determines which specific barriers and builders each group gets). Arrange them on the table.

Discuss: Go over the differences between the two sections.

First Day @ School

Whole Group Discussion: make classroom rules and group the rules together-if necessary

Make consequences for each of the rules.

Make list of ways to avoid breaking the rules.

Lecture: Importance of student helping with the rule-making process.

Respectful Classroom

Management

Lecture: Introduce "Respectoply" Game and the rules. Split the group into sections.

Activity: Facilitate students playing "Respectoply."

Discuss: talk about situations and how to avoid/change some of the situations.

Comply.

Match the definitions and terms.

Match the barriers and builders.

(Formative)

Ask questions.

Sit on floor in designated areas.

Brainstorm rules.

Brainstorm consequences for specific rules.

Brainstorm ways to avoid rules.

(Formative)

Separate into sections and play game.

Explain their understandings and knowledge they gained from "Respectoply."

(Formative)

CONCLUSION-Consider including the following:

A. Summary or review.

B. Lesson Assessment Procedure (this should focus on how well the students are meeting the objective).

TIME

TEACHER ACTIVITIES

STUDENT ACTIVITIES

Whole Class Discussion: Facilitate discussion. Guide students into discussing the 3 Role-players.

Individual Activity: Teachers pass evaluation out.

Explain feelings and behaviors toward the Role-players.

Discuss ways they learned how to enhance their personal discilpine method as a teacher.

(Summative)

Fill out evaluation forms.

Special Features

Positive Discipline in the Classroom

Barrier vs. Builder

First Day @ School

Respectful Classroom