Module 3

One thing that stood out to me in chapter 7 was the token reinforcement system. Woolfolk defines a TRS as a system in which tokens are earned in exchange for both academic work completion and positive classroom behavior…It is suggested that a reinforcement system is to be utilized as a tool to motivate students who are completely uninterested in their work, consistently fail to make academic progress, and behave out of control. (278) I work closely with students whom are all guided by some sort of token economy system. One boy is handed a poker chip every 5 minutes of staying on track and behaving in class. While this may seem like an easy task, it is not for him. As the year progresses, the time on the clock will increase as his behavior hopefully improves. Once his tokens are earned, he is able to wear his headphones in the hall with the other kids. Because my students are in their own small section of the school, this hallway time is so important to him to socialize with the general population of the school. Another boy, sits at his desk with a jar of marbles. As the lesson goes on, the teacher intermittently places a marble in the jar for staying on track. One his jar is filled, he will be able to cash it in for a prize. Marbles CANNOT be removed, simply not added as he is prompted to get back on task. My students with intellectual disabilities respond positively to the concrete, direct nature of token reinforcement. I firmly believe that my classroom would not be managed successfully if it weren’t for the token reinforcement system.

Additionally, the subsection in chapter 7 about punishment really stuck out to me. I’m going to come right out and say it, prior to this reading, I was pro punishment. I really thought that if I took away time in the lunchroom or restricted iPad access from my students, then they would somehow fall in line and never ever do it again…whatever it was. Woolfolk says that punishment: “tells children what to stop doing, but it does not teach them what to do instead…punishment in and of itself does not lead to any positive behavior. Harsh punishment communicates to students “might makes right.” And may encounter retaliation.”  Talk about a slap across Mr. Tommy’s face and heart. This section forced me to think about how I am going to teach and even reprimand in the future and maybe make some changes to opinions I once had about punishment.

Because our other blog post this week discussed classroom management strategies, I thought I’d stray away from that topic and hone in on the section starting on page 533 about bullying. Bullying in schools today is no joke. I thought it was bad when I was younger but today just seems like bullying has reached new heights. Because a component of successful classroom management is creating a comfortable and respectful learning environment, there is no room for bully-type behavior. I found Figures 13.3, 13.4, and 13.5 to be especially eye opening. I almost want to take the data somehow from the tables and make a visual in my classroom. A lot of this is ugly, mean stuff and if my students can see it laid out in front of them clear as day, they might stop and think. The types of bullying, descriptions of acts of bullying, and specific behaviors associated with bullying might be a useful reference in prevention. “Aggressive children whose teachers taught them conflict management strategies were moved away from a life path of aggression and violence.” (534) This statement reiterates the importance of taking an active role in opening channels of communication between my students and I.