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Discipline In The Secondary Classroom

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Classroom Management - a review of Randy Sprick's work

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Discipline in the Secondary Classroom You will review basic concepts of Randy Sprick’s work Discipline in the Secondary Classroom and when you leave , you will understand how to apply Randy Sprick’s principles.
[object Object],What ‘probing questions’ would you ask this teacher? What other information do you think would be valuable to have in order to understand what is going on?
Motivation doesn’t last. Neither does bathing – that’s why we recommend it daily Sprick has several key theoretical understandings which shape how you observe student behavior and teacher responses to behavior . Variables that Affect Behavior – Sprick A Antecedents B. Behavior C. Consequences Any behavior that occurs repeatedly is serving some function for the individual exhibiting the behavior .
[object Object],[object Object],[object Object],[object Object]
[object Object]
[object Object],[object Object],Analyze at your table – What does this situation show us about expectancy or value? What are the next steps you would take with this student?
Implementation: Step One ,[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Step Two: Implementation ,[object Object],[object Object]
Sprick’s idea about Embedding Motivation ,[object Object],[object Object]
Step 2: Implementation ,[object Object]
[object Object],[object Object]
Sprick Central Ideas: Evaluation ,[object Object],[object Object]
[object Object],[object Object],What evidence would there be in a class where the teacher lacked a positive attitude? What evidence would there be in a class where the teacher lacked personal connection? Create a t-graph on your chart paper at your table. Choose a representative to report out to the group
Sprick’s ideas about Motivation/Assessment ,[object Object]
Basic Principle ,[object Object]
Case 3 ,[object Object],Analyze this classroom situation based on Sprick’s ideas. Prepare to to share out your ideas to the group.
Case 4 ,[object Object],[object Object]
Step 3: Implementation ,[object Object]
Step 3: Implementation ,[object Object]
Step 3: CHAMPS ,[object Object],[object Object]
Step 3: CHAMPS ,[object Object],[object Object],[object Object]
Step 3: ACHIEVE ,[object Object],[object Object],[object Object],[object Object]
Step 3: ACHIEVE ,[object Object],[object Object],[object Object]
Step 4: Implementation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Step 4: Implementation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Step 4: Implementation ,[object Object],[object Object],[object Object],[object Object]
Step 4: Consequences ,[object Object],[object Object],[object Object],[object Object],[object Object]
Step 4: Consequences ,[object Object],[object Object],[object Object]
Step 5: Implementation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Step 6: Implementation ,[object Object],[object Object],[object Object]
Step 6: Implementation ,[object Object],[object Object],[object Object]
Five Keys ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Discipline In The Secondary Classroom

  • 1. Discipline in the Secondary Classroom You will review basic concepts of Randy Sprick’s work Discipline in the Secondary Classroom and when you leave , you will understand how to apply Randy Sprick’s principles.
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  • 3. Motivation doesn’t last. Neither does bathing – that’s why we recommend it daily Sprick has several key theoretical understandings which shape how you observe student behavior and teacher responses to behavior . Variables that Affect Behavior – Sprick A Antecedents B. Behavior C. Consequences Any behavior that occurs repeatedly is serving some function for the individual exhibiting the behavior .
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