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• W332651520 abstract "Discipline-Savior or Curse? We have all been there, that moment when your stomach jumps up into your throat, you wish for some sort of a time and space warp to take you away to a place where there are no students. Yes, that moment in time when you must first discipline a student. Do it wrong, and the implications may haunt you; be too severe and students will pull away. is either a savior or a curse. How then, do we prepare teachers to address and succeed at the challenging task of effective discipline? This year the Agricultural Education community in the state of Arizona welcomes 15 new teachers into the profession. As each of these 15 new teachers takes his or her place at the head of their classes their number one concern is not the rigor of the content they will be presenting or the quality of the lesson plans that they will take into their classes, these issues do not carry with them the element of surprise. Instead the epicenter of their concern and nervousness is dealing with management and discipline. Each new teacher has invested time wondering, Will I be prepared for the discipline issues that may present themselves within the next 55 minutes? and, Will I be able to handle the situation in a manner that will be satisfactory to me at the end of the workday! issue of management and discipline has long been an area of intense focus for new teachers and veterans alike, producing numerous studies and articles all with the intention of alleviating some of the questions and concerns teachers deal with on a daily basis. Historical Evidence Over the years, articles in the Agricultural Education Magazine have highlighted discipline. A 1955 article noted, Nearly everyone will agree that very little teaching and learning will result unless there is discipline in the classroom (Krebs, 1955). In 1979, a Gallup Poll reported that discipline was identified as the number one concern of Americans regarding the public school system (Schumann, 1979). 1981 saw an editorial in the Agricultural Education Magazine address student management and its role in a positive and engaging educational experience. author stated, The best solution to discipline problems is prevention (Lee, 1981). issues are a reoccurring theme in educational research. In a 1994 study, three beginning agricultural teachers shared their experiences of entering the teaching profession. consistent theme and most challenging obstacle that they faced was creating and maintaining student discipline. This assessment was supported by administrators, and the accounts of the teachers themselves (Talbert, Camp, Heath-Camp, 1994). Ongoing Issues We all know that discipline is a problem for beginning teachers, and is a serious concern for student teachers. In 1981 James Knight, stated It is important to recognize that perhaps the single most productive strategy in preventing and/or improving discipline in the schools is good preparation, planning and teaching of lessons. While good lesson plans are essential, they alone cannot solve discipline problems. In order to do this, teachers must develop and implement a discipline plan. Harry Wong, in his book First Days of School, notes discipline plans should have three parts: rules, consequences, and rewards. For student teachers and beginning teachers it is hard to develop class rules that are logical and appropriate. As a young teacher you do not have a frame of reference from which to write your discipline plan. How, as a teacher educator, do you effectively coach/teach student teachers so they can create and maintain positive management utilizing discipline plans that work? In 1999 Jack Elliot and Billye Foster introduced the Discipline Derby to the teacher preparation program at the University of Arizona. Since then all the faculty and graduate teaching assistants have worked to continually renovate and improve the concept. …" @default.
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• W332651520 date "2005-11-01" @default.
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• W332651520 title "The Discipline Derby" @default.
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