Jerome Freiberg in the Classroom Conclusion Thank you for your attention! For Freiberg's theory to work, it HAS to be adopted by the majority, if not the ENTIRE school. If the students only see this practiced in certain classrooms, then this will only create confusion in how they should act in the classroom. Remember... Freiberg's theory revolves on two ideas: the classroom management implemented is CONSISTENT and the leadership role is a COLLABORATIVE effort between the students and teacher. This leads to students assuming self-discipline and students accepting leadership roles. These two ideas are what allow Freiberg's theory to not embrace rewards and punishments. An entire school must develop a continuity of actions and expectations for staff, teachers, and students and must be committed to giving students messages about self-discipline.

Teachers should provide a sense of continuity of actions and expectations that help students learn to become responsible for their actions and to develop self-discipline.

Teachers should strive for person-centered classrooms rather than teacher-centered classrooms.

Teachers should turn students from tourists to citizens.

The following are the five themes seen in Freiberg's CMCD theory. The following are examples of scenarios

and activities which put Freiberg's

ideas into practice. Key Concepts Applying Freiberg's Consistency Management and Cooperative Discipline Freiberg's theory

in practice Freiberg's theory

applied in the classroom By: Melissa Huerta 1. An entire school must develop a continuity of actions and expectations for staff, teachers, and students ant must be committed to giving students consistent messages about self-discipline. 2. Teachers should provide a sense of continuity of actions and expectations that help students learn to become responsible for their actions and to develop self-discipline. 3. Teachers should strive for person-centered classrooms rather than teacher -oriented classrooms. 4. Teachers should turn students from TOURISTS to CITIZENS According to Frieberg, "messages that are changed every year or are inconsistent for every classroom dimishish discipline and achievement." Therefore, EVERYONE in the school setting must give students the same message about responsibility and self-discipline. This emphasizes the idea that when the teacher is not present, the students can be held responsible for knowing WHAT they have to do. In other words, the teacher does not always have to be there to TELL students what to do. Students themselves will come to learn that they have responsibilities as well. As a result, "teaching and learning become a collaborative effort that extends throughout the entire schools and remains consistent as a student moves through the grades." Here, the teacher is NOT the main focus of the classroom. Although he/she is the HEAD of the classroom, he/she does not make decisions alone. The decision-making process is shared with the students. Therefore, the teacher is not an authoritarian figure. As a result, Freiberg believes that "once students help develop the rules, it is difficult for them to disobey the rules." According to Freiberg, tourists are"passive onlookers who lack feelings of genuine participation." Students who are citizens are those who "are active decision makers who feel they are an integral part of the classroom.

Therefore, Freiberg's theory suggests that the classroom will tranform from a class of passive students into a class of active students who really care and participate in their own learning. 1. CMCD teachers work to prevent classroom management problems.

2. CMCD teachers provide a caring environment where students know teachers care for them.

3. CMCD teachers cooperate with students to help them develop a feeling of ownership, to become involved, and to have opportunities for self-disicpline.

4. CMCD teachers work with students to organize the classroom to increase teaching and learning time and to help students build ownership and self-discipline.

5. CMCD teachers involve parents and community members in school activities and try to link the school with the home. Scenario 1:

The teacher is absent in class, so the classroom has been assigned with a substitute teacher. The subsititute teacher is not well aware of what these students need to do, but the students DO know what they have to do. Therefore, what should the students do? If we consider Freiberg's CMCD theory, the students SHOULD know what they have to do. Even though there is a substitute in the classroom, the students should tell the substitute teacher what they normally do and go forth with their statements. Scenario 2: The teacher wants to create a new bulletin board that reflects the students work. Rather than he/she choose what goes on the wall, the teacher allows each student to choose their best assignment to post on the wall. Scenario 3: The class is covering chapter 3 of the Social Studies book. Rather than him/her teach the ENTIRE chapter, he/she has some students be accountable for presenting a certain section from the chapter. Rather than the teacher solely being resp0nsible for teaching the classroom, the teaching process is now shared between the students and the teacher. Advantages/Disadvantages to the CMCD Model Advantages: the CMCD's emphasis on preventing behavior problems

teaches self-discipline

incorporates the 5 themes previously mentioned

uses progressivly ordered disciplinary management

improves behavior/academic achievement

provides students with leadership roles

Disadvantages the teacher has to be CONSISTENT with this model

at least 70% of the teachers must adopt this management plan because it was not designed to be implemented by ONE teacher. It has to be a schoolwide collaborative effort. Sources L.A. Marcoccio. [Blog] Retrieved from

http://myreadingfacilitator.blogspot.com/p/management.html

Lee Manning, M., & Bucher, K.T. (2007). Classroom management: Models,

applications, and cases. Upper Saddle River, NJ: Hamilton Printing

Company

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