Dangerous Minds TEFB 471

Works Cited

Dangerous Minds. Dir. John N. Smith. Hollywood Pictures, 1995. Film.

Reglin, Gary L. "Project Reading And Writing (R.A.W.): Home

Visitations And The School Involvement Of High-Risk Families." Education 123.1 (2002): 153-106. Education Source. Web. 23 Mar. 2015.

Relationships and Class Dynamics

Teacher-teacher relationship

• Mr. Griffith was a friend to Ms. Johnson, got her the job, and offered her encouragement

Teacher-administration relationship

• The administration did not agree with Ms. Johnson and they did not believe in the students the way she did

Teacher-student relationship

• Disrespectful and uninterested involved and engaged

Classroom Dynamics

Before: Little to no learning, no opportunities, loud and chaotic, little to no parental involvement, traditional classroom layout and setup

After: Interested, personal relationship with students, made some home visits, the teacher had the dominant role and was respected, the students were free to voice their thoughts in class

Dangerous Minds

Haley Yeager, Bethany Bell, Cameron Shoffner, & Jazmin Jensen

Motivational Strategies

Rules, Procedures, and Expectations

Captured the students attention!

Procedures

• Knocking (the principal's procedure for students)

Rules

• No posted classroom rules
• Students began the term with an A and were challenged to keep it

• Challenged the students
• Had competitions
• Assigned relevant material
• "A"

Rewards:

• Candy
• Field Trip
• Dinner

Expectations

• Be engaged
• The only way to keep your A was to try

Models of Discipline

Degree of Control

Strategies to Prevent Misbehavior

Medium Level: Interacting Model

• Students develop from internal and external forces
• Environment plays a big role
• The class acts as a democracy with the teacher having the last say

Low Level: Guiding Model

• Ms. J really steps in to help students recognize and build on their own potential
• Strong teacher-student relations
• Does a great job trying to relate to her students, and activates their prior knowledge before teaching new material

Behavior Modification

• Ms. J uses positive reinforcers like candy bars, a trip to the amusement park, and a fancy dinner to motivate the students

Inner Discipline

• She guides students to make better choices like when she sits with Emilio and talks with him about how to respond to the threat of being killed

Assertive Discipline

• She tried using assertive discipline on the first day as she wrote students' names on the board as a warning, but then she quickly realized it would not work with her students and she needed to think of a new approach

• Ms. Johnson attempts to relate to the students and meet them where they are to control behavior and prevent misbehavior.

Example: She uses their language and she dresses like the students on the second day of class.

• Ms. Johnson also gives each student an "A" and tells them they only have to keep it with the hope of preventing misbehavior and enticing students to give their best in the classroom.

• Ms. Johnson also invests in her students' lives and attempts to connect with them outside of the classroom. Gary Reglin (2002) conducted a study that found 91% of parents agree that home visits would help parents better support their children's education and increase their involvement in the school.

Example: She goes to some of the students' homes to establish a school-home relationship. This shows the students she cares.

• Ms. Johnson uses rewards such as candy bars, field trips, and competition prizes to capture students' attention and prevent misbehavior.

Example: Students quiet down and begin to participate when Ms. Johnson begins handing out candy bars to the students who answer questions.