This module introduces the eLearning 0course based upon the DISCIPLINE WITHOUT STRESS TEACHING MODEL that shows how to handle every discipline problem and increase academic performance. It makes clear the difference between discipline and classroom management, which is an essential understanding for successful teaching and learning.
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This module describes how the program was developed based upon the presenter’s experiences in teaching, counseling, and administration at all levels, K – 12, and at the district level as director of education. The module also explains his business experiences and what he discovered when he returned to the classroom after an absence of 24 years.
Reference is made to the 100-page Resource Guide. This printable e-book is not necessary for this course. The Resource Guide contains suggested procedures, additional activities for implementation, reference pages for reinforcements, forms that will be discussed, and a ready reference for ideas and other activities not discussed in the videos.
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This module explains the DISCIPLINE WITHOUT STRESS TEACHING MODEL in detail. Curriculum, instruction, classroom management, and discipline are clearly differentiated and how important it is to determine in which of the four areas a problem originates. The module concludes with a reflection piece about the importance of implementing the three practices of the teaching model in order for the discipline phase to be successful. A number of pages in the Resource Guide are referred to for assistance.
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This module shares a simple and very effective classroom management procedure to get students’ attention very rapidly so class time is not wasted. Some type of immediate attention-getting procedure is critical for effective classroom management.
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This module shows how to use visioning to improve classroom management and homework. It points out the most common mistakes teachers make regarding teaching procedures. Multi-tasking and switch-tasking are discussed.
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This segment shows how to use collateral when students come to class without required materials. The segment concludes with a testimonial from a teacher who finally understood the difference between classroom management and discipline and how many times discipline problems are prompted by poor classroom management.
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This module shares the importance of ALWAYS having students engaged in some activity. Time or video yourself to discover how efficient you are when starting lessons. A suggestion is made to reduce time involved in correcting essays and how to increase their quality.
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This module suggests a number of procedures to increase your efficiency, reduce your workload, and how students can assist in a variety of situations.
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This module discusses how relying on rules automatically places the teacher and student in adversarial relationships. When a rule is not followed, the teacher is placed in a police role. Superior teachers rely on procedures because they create desire; rules do not. Rules impose rather than empower. Rules aim at obedience, which does not create desire, and therefore the student is deprived of the motivation to want to become responsible. The Resource Guide suggests 30 procedures to consider.
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Implementing these three practices is necessary to reduce discipline problems, enhance relationships, and increase your effectiveness. They also enhance your personal life as well as your professional life. The critical connection between thinking and feelings is explained along with the importance of how this connection affects learning.
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