Which one will we adopt?

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Part2 The next case study will cover the following questions about school-wide classroom management plans, “How do teachers come to a consensus when asked to implement a school-wide classroom management plan?” As you can imagine, it can be difficult to come to a decision. The following case study can help you imagine the different factors that go into reaching an agreement. Case Study Grover Cleveland High School was an inner-city secondary school that had gained a reputation for its high number of discipline referrals and for its students’ rowdy behavior. At the beginning of the year, the principal asked for volunteers to help determine whether the faculty should adopt a school-wide classroom management program. Committee members knew they faced at least two major obstacles. First, although all teachers agreed that student behavior was bad, some cringed at the thought of any school-wide management or discipline plan. “Classroom management and discipline is my responsibility and my choice; no one should tell me how to run my classroom,” social studies teacher Brad Dayag declared. Second, the committee knew that reaching a decision on a specific classroom management model would be controversial, take considerable time, and perhaps be impossible. The committee members were right; there were problems. Mr. Dayag, as well as several other teachers, met with the committee to voice their concerns about any school-wide effort. Unfortunately, this issue was not settled to the dissenters’ satisfaction because several committee members spoke as though the decision to adopt such a plan already had been made. The committee also heard other concerns. Jackie Dela Ossa summarized the feeling of many teachers when she said: Let’s just assume we adopt one management plan, and I say adopt because the administration has probably already made the decision without consulting us first. Which one will we adopt? How will we know what’s best for our school? You know, we have a unique school here. As the committee continued to meet, they examined many plans, including the classroom management models of Glasser, Marshall, Morrish, and Seganti. The committee also considered PBIS. Rather than discussing the strengths and weaknesses of each theory or model, the committee just talked randomly about tidbits of information they knew or had heard from other teachers. No one on the committee had enough knowledge of a classroom management model to talk intelligently about it. Finally, at one meeting, an exasperated teacher made a suggestion. “Midyear break is almost here. Why don’t we wait until next semester to meet again? That will give us time to think about specific models. Plus, it will give the teachers who don’t like a school-wide effort time to settle down.” The committee agreed and scheduled their next meeting for the following semester. After a semester of talk and debate, the committee had almost nothing to show for its work. 1.How should the committee respond to the teachers who object to a school-wide management plan? 2.Suppose you were asked to make a presentation to the committee on one of the discussed models. Which model would you choose to present and what key points would you include in your presentation? 3.Imagine you are a teacher who is surprised that no one is suggesting a combination of models. You think it’s an important consideration. How would you state your opinion to the committee?

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