Domain E: TPE 2.

1 Artifact’s Supporting Documentation

Domain E: TPE 2.1 Artifact’s Supporting Documentation

Aaron Mancilla

National University

023060682

Capstone 690

Professor Clifton E. Johnson

February 22, 2021

Domain E: TPE 2.1 Artifact’s Supporting Documentation

Abstract
An introduction is included of how I demonstrated competency for TPE 2.1 by using a paper
review. In this paper, I will also include research evidence on how I demonstrated competency.
Lastly, a reflection and how it has changed my teaching strategies and perception as a teacher.
Domain E: TPE 2.1 Artifact’s Supporting Documentation

Introduction

Competency for TPE 2.1 was demonstrated by presenting a paper review about

classroom management practices that foster a caring community. The paper review is a paper

that I wrote down during the course TED 626 Classroom Management back in 2015. On the

paper review I presented models to promote social-emotional growth and intervention methods.

On this paper I present four Discipline Models: Barbara Colorosco’s Backbone classroom

management and discipline, Kagan & Scott’s Win-Win Philosophy Discipline, Curwin &

Mendler’s Discipline with Dignity and Dianne Chelsom Gossen’s Restitution self-discipline.

The four Discipline models are student centered, promote the following disciplines; treat

students with dignity, make responsibility more important than obedience, model and teach the

behaviors you expect from your students, and make sure the discipline strategies are practical. I

demonstrate competency for TPE 2.1 by reflecting how each discipline model supports and

fosters a caring community.

Explanation

The models of classroom management disciplines provide foundations that enable

teachers to have access and control to a classroom. Research based classroom management

discipline strategies encourage teachers to act ahead of time by designing a prevention plan. It

also encourages teachers to design an effective reaction plan. Without the implementation of an

effective classroom management discipline plan, teachers will lose teaching instruction time to

disciplining students during lessons. Marzano and colleagues believe that “effective teaching and

learning cannot take place in a poorly managed classroom” (Marzano, Marzano, & Pickering,

2003, p.1), for that reason is important to go over the rules of the class at the beginning of the

semester. I have not had a chance to implement this strategy. I have only substitute, but it is
Domain E: TPE 2.1 Artifact’s Supporting Documentation

fundamental for students to understand the consequences of breaking the rules. In my philosophy

as an educator is to use research based positive interventions that will prevent the students from

making the rules. When the students break the rules, they will know what to expect. One strategy

that will adjust students to the school routines is suggested by Blossom Nissman, “while sitting

in a circle with students, ask them to share their ideas of favorite activities in school. This

information can be used to set up the routine” (Nissman, 2009, p. 5). The focus of this strategy is

to help students discuss and analyze why the rules and procedures are and are not effective for

that class. This will also create self-awareness of issues and problems that students need to

address individually; this strategy demonstrate competency for TPE 2.1 as it fosters a caring

community.

Reflection

As a future teacher, I will implement the four discipline models. I believe that the

discipline models that focus on intervention are the most effective models. During my first year

as a teacher, I will research more research-based discipline models that promote self-discipline

and fosters a community. I once said that the same way we differentiating instruction, that the

same way we need to differentiate the methods of classroom management rules and procedures.

This to meet the needs of individual students, every need is different and therefore, addressing

them independently will have a positive affect for the entire classroom.

Reference

Nissman, B. (2009).  Teacher-tested Classroom Management Strategies (3rd ed.). Boston, MA:

Pearson.
Domain E: TPE 2.1 Artifact’s Supporting Documentation

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:
Research-based strategies for every teacher. Alexandria, VA: ASCD.