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Brooke Lantz Forrest Gathercoal
Brooke Lantz Forrest Gathercoal
GATHERCOAL
By: Brooke Lantz
BACKGROUND INFO
THEORY OF JUDICIOUS
DISCIPLINE
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline: Forrest Gathercoal."
Classroom Management: Models, Applications, and Cases. Upper Saddle River, NJ: Pearson /Merrill Prentice Hall,
2007. 179-95. Print
PHILOSOPHICAL AND
PSYCHOLOGICAL FOUNDATIONS
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline: Forrest Gathercoal."
Classroom Management: Models, Applications, and Cases. Upper Saddle River, NJ: Pearson /Merrill Prentice Hall,
2007. 179-95. Print
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline: Forrest Gathercoal."
Classroom Management: Models, Applications, and Cases. Upper Saddle River, NJ: Pearson /Merrill Prentice Hall,
2007. 179-95. Print
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline:
Forrest Gathercoal." Classroom Management: Models, Applications, and Cases. Upper Saddle
River, NJ: Pearson /Merrill Prentice Hall, 2007. 179-95. Print
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline: Forrest
Gathercoal." Classroom Management: Models, Applications, and Cases. Upper Saddle River, NJ: Pearson
/Merrill Prentice Hall, 2007. 179-95. Print
APPLYING JUDICIOUS
DISCIPLINE
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline: Forrest Gathercoal." Classroom
Management: Models, Applications, and Cases. Upper Saddle River, NJ: Pearson /Merrill Prentice Hall, 2007. 179-95. Print
CONSEQUENCES
1.
2.
.
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1.
2.
3.
CLASS MEETINGS
Class meetings, as mentioned earlier, are proposed to give
students the opportunity to sit down and talk about conflict and
hopefully reach a peaceful resolution.
There are some general rules that should be followed during these
meetings:
1. Students should agree to not use names.
2. Teachers should run the meetings, but leave it mostly open to the
students.
3. Everyone should agree to stay on topic and not bring any outside
concerns, like family issues, into the discussion.
. These meetings provide students with a sense of purpose in
the decision-making process.
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline:
Forrest Gathercoal." Classroom Management: Models, Applications, and Cases. Upper Saddle
River, NJ: Pearson /Merrill Prentice Hall, 2007. 179-95. Print
TEACHING TIPS/STRATEGIES
STUDENTS MAY EXPRESS TOO MUCH FREEDOM WHEN THEY TALK IN CLASS. AN
EDUCATOR SHOULD ALWAYS BE ABLE TO GRAB THEIR ATTENTION. HERE ARE SOME
WAYS:
1. Turn the lights on and off.
2. Turn the lights off and wait until the class is quiet before turning them on again.
3. Ring a bell or sound a gong. (Gongs are pretty cool)
4. Raise your hand and have students raise their hands as they become quiet. (????)
5. Count down from 5 to 1. The room should be quiet by 1.
WHILE DOING ANY PROCEDURE, IT IS IMPORTANT TO:
6. Explain the procedure. Ex: When I turn the lights off, I expect you to stop talking, face
me, give me your full attention, and wait until I give you instructions.
7. Demonstrate the procedure.
8. Practice the procedure until the students master it.
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline: Forrest Gathercoal." Classroom
Management: Models, Applications, and Cases. Upper Saddle River, NJ: Pearson /Merrill Prentice Hall, 2007. 179-95. Print
FINAL REMARKS
Good
http://www.dock.net/gathercoal/bioforrest.html