1
Classroom Management and Student Behavior
The Periphery or The Tunnel
Lawrence P. Creedon
Without question classroom management and student behavior are primary issues of critical concern to
practitioners. Beginning teachers are cautioned to get on top of behavior issues by being firm from day
one on. Sometimes senior teachers will caution beginners: “Don’t smile until the end of the first
marking period.” Classroom management is often inadequately viewed as strategies and tactics for
getting control of the classroom and maintaining an environment where compliance reigns.
It is hard to argue with the logic of the need to be in control. However, “control” needs to be defined.
What can be challenged is a conscious deliberate repetition of strategies and tactics that in the long
term prove not only ineffective, but can result in making the situation worse as learners respond by
developing a more than youthful dislike for school, but actually come to distain school and in some
instances express that distain through unacceptable behavior. If the tunnel vision of command, control
and comply are the three Cs of your preferred approach to classroom management and learner behavior
then one among many of the programs you may wish to consider is that of Craig Segenti
craigsegenti@classroomdiscipline101.com. If you choose to go this way you are by no means alone.
On the periphery of how to approach classroom management and student behavior in the whole
domain of brain research applied to schooling. In this area there are few “How to” guides as you will
find in a three Cs approach. Rather what is called for is a theory based extrapolation from brain
research findings to education. If you consider yourself as being committed to an exploration of how
young people come to know, you and like minded colleagues can push back the horizons of the
periphery in this regard.
Brain Rules [2008] by John Medina is a resource rich in information about brain function that is
applicable to education. Concerned professionals can extrapolate from Medina’s Brain Rules strategies
and tactics for classroom management and student behavior.
In a separate Creedon monograph related to Medina’s Brain Rules I have summarized the first five of
his 12 brain rules. In most instances I have offered a comment of my own following Medina’s
statement. Frequently my comment includes a series of questions you are to react to in your response.
2
YOUR ASSIGNMENT – What follows is an assignment based on Medina’s Brain Rules. At this time
you are not being required to complete the assignment. If you are required to do so you will receive
further instructions from me. For now simply review the assignment.
The Assignment:
Choose one from among the following alternatives. Be prepared to either submit a written report
for peer review or to engage in an oral presentation. Use Bloom’s six category cognitive domain
taxonomy as an organizing construct for your presentation. See the Creedon monograph on
Bloom.
Alternative One
Working with a partner or a small group of not more than two others your assignment is to
select one of the first five chapters of brain principles taken from Brain Rules and react to it.
Choose one from the five. Follow Bloom.
Alternative Two
Working with a partner or a small group of not more than two others your assignment is to
select five of the twelve principles cited by Medina and without further research beyond
selecting five from among the twelve offer a group opinion as to what they mean to you and
your colleagues and what they imply for classroom management and student behavior. To
fulfill this assignment you will have to think outside of the box [the tunnel] of your existing
situation. You will have to go the periphery and think about what ought to be, rather than
thinking in terms of how you can make the findings of brain research fit within your existing
situation. Creative thinking is done outside the box. Follow Bloom.
Alternative Three
Working with a partner or a small group of not more than two others review Craig Segenti’s
structured program found at craigsegenti@classroomdiscipline101.com. Relate Segenti’s
program to what you do or do not do in your practice related to classroom management and
student behavior. Follow Bloom.
Alternative Four
If you are not comfortable with Segenti’s program but like the idea of a structured approach
similar to Segenti’s,then select from one of those found on found through the Internet or known
to you via another source. Relate the program to what you do or do not do in your practice
related to classroom management and student behavior. Follow Bloom.
Alternative Five
If you prefer to work alone, select anyone of the four alternatives cited above and proceed
alone. Follow Blooom.
Lawrence P. Creedon lpcreedon@aol.com; lpcreedon@gmail.com;
www.larrycreedon.wordpress.com.
October 2008.

1
Cooperative Groups and Collaborative Teams
Definition, Distinction and Application
Lawrence P. Creedon
Those who are affected by a decision ought to be involved in the process of
making, implementing and being held accountable for decisions made.
Involving students in their own learning through activity in groups and teams has been a much
talked about but little practiced instructional strategy for more than half a century. When the
approach is practiced it frequently takes on a single modality of placing learners into groups and
directing them to “discuss” or “brainstorm” a teacher determined topic. Other than to assert: that
the learners are to: “Share their ideas,” “Think of new ideas,” “Listen to others,” “Take turns
speaking,” “Talk softly,” and “Be respectful” it is unlikely that the teacher will give attention to
working with the students in developing an understanding of what it means to discuss or to
brainstorm. Discussing and brainstorming are activities that have structure.
It is not uncommon for initial attempts at working with groups and teams will fail. The teacher will
conclude that:
The kids are just fooling around engaging in non-task related chatter
Groups are seen by kids as fun time
You can’t tell who is working and who is loafing when kids are in groups
How do you give a fair grade to each student when they are in groups?
Little learning takes place when kids work in groups
The teacher can conclude: ”Enough of that! This grouping stuff doesn’t work.”
The reasons for this are many and predictable. Among them are:
1. A lack of understanding of the theory behind cooperative and collaborative learning. (See
Creedon monograph: Cooperative and Collaborative Learning).
2. A failure to understand that cooperative and collaborative learning are not the same.
3. A failure to understand that cooperative and collaborative learning environments much
more structured than a teacher-centered, whole-class approach. (See Creedon
monograph: Bloom – Principles, Modifications and Applications).
The theory behind cooperative and collaborative learning in its simplest terms is that it promotes
the notion that learning is an individual discovery process. Teachers cannot learn for their students.
They are facilitators of learning and not dispensers of knowledge. They may be able to dispense
information, but not knowledge. Learning begins after information has been accumulated. Learning
is an interactive process. Human beings are by nature interactive and interdependent.
Autonomous: Yes, however, each is not a singleton. Each is not the only card in the deck. It takes
two to tango and a whole village to raise a child. Learners learn best when they participate in
determining what needs to be learned, why it needs to be learned, and how it best can be learned
2
Groups and teams are not the same. Groups are cooperative. Teams are collaborative. Group
refers to participants working together cooperatively on an issue not of their own choosing, but
rather that of the instructor or some other external authority. Team refers to participants working
not only cooperatively but also collaboratively. Teams participate in determining the issue to be
considered. They determine amongst themselves how to proceed in addressing the issue and how
they will hold themselves accountable. The activity engaged in by groups is more under teacher
domination than is that of teams. In groups the teacher controls. In teams the teacher facilitates.
Both approaches are valid. The skillful educator determines which to use when and why. It is like a
football coach (United States style) who determines when to run the football or when to pass.
However, the purpose of each is to score a touchdown.
Cooperative groups and collaborative teams are both examples of a constructivist approach to
learning. Both are interactive. Both actively involve the learner determining what ought to be
learned,, why it ought to be learned, how the learning ought to proceed and how the learner ought
to be held accountable. As stated above, a principle difference is that in groups the teacher is the
primary decision maker, while in teams the learners are more directly involved in decision making. .
Characteristics of Constructivism
In constructivism learning is viewed as an interactive process (Dewey). My definition of learning
is that it occurs as the result of the simultaneous and mutual interaction of the learner and the
environment. The characteristics of constructivism cited here are not comprehensive, but they do
suggest major components of a constructivist platform.
1. Learners construct their own knowledge beginning with what they already know,
exploring what needs to be known next and determining the quality and
effectiveness of their pursuit through authentic assessment and application.
2. All learning begins in doubt about the validity of an idea. The goal of doubt is the
restoration of belief. (Pierce, James. As well as Bigge: Positive Relativism, p 56)).
3. Learning takes place in the personal zone of cognitive development between what
is already known, what is not known and what is desired to be known [Vygotsky].
4. Learning is achieved best through a socially interactive process [Dewey,
Vygotsky].
5. Learning is best achieved when the undertaking is consistent with the stages of
human development [Rousseau, Piaget].
6. Learning is an experience based process of inquiring, discovering, exploring,
doing and undergoing [Dewey].
7. The process of coming to know is neither random nor eclectic, it has structure
[Bruner, Bloom].
8. Learning proceeds in spiraling fashion including laddering, scaffolding, weaving,
and dialogism [Bruner, Rogoff].
9. Cognitive development occurs in a socio-cultural context – the social milieu of
individual achievement and the interaction between the learner and adults as well
as his/her peers in culturally valued activities. [Riordan - Karlsson, p.18].
3
10 The interactive process in coming to know needs to be guided by structured
cognitive and affective taxonomies [Bloom, Krathwohl].
Using Groups and Teams in an Interactive Learning Environment
Group involvement in decision making does not mean motion without direction.
It suggests power with people and not over people. It assumes that those who share in the decision
making process are more committed to implementing decisions made. [(Creedon, 1969]
There are twp parts to this monograph. The first identifies interactive tactics used by me in
working with graduate level students affiliated with the Framingham International Education
Program. The second part identifies the many responsibilities that students must assume in order
to orchestrate an effective interaction learning environment.
1. During each session the groups and teams met sequentially
2. Frequently groups or teams do not work on the same issue
3. Each class member belongs to each of the group/team categories cited below
4. Group membership is rotating or permanent depending on the purpose of the
group or team.
5. “Discussion” sessions are structured consistent with Benjamin Bloom’s six
phase cognitive taxonomyi
6. Group and team membership is held to three to four individuals.
7. Each group category is led by a student chair person
Expectations Group and Meaghan’s Queryii – Rotating Membership:
As pre course assignments students develop individual course expectations as well as
offering a response to Meaghan’s Query. Their views are shared with classmates through
participation in randomly selected small groups. As the course progresses their expectations
and responses to Meaghan’s Query are periodically reviewed and, as appropriate, modified.
Personal Odyssey Group – Rotating Membership: As a precourse assignment
participants draft a personal odyssey introducing self. The odyssey is in the form of a “personal
interest” news release rather than a resume. As a member of a randomly selected group
individuals share their odyssey with colleagues. The exercise is repeated during successive
class sessions until each participant has shared his/her odyssey with all other class members. If
class members are well known to each other this exercise ought to be curtailed or omitted.
Text and Monographs Study Group – Permanent Membership: Several times
throughout the course participants meet in a permanent membership group for the purpose of
considering the content of the text and instructor-provided monographs. Bloom’s taxonomy is
used as a guide for discussion.
Content and Issues Group – Rotating Membership: Depending on the subject area of
the course each class member participates as a member of a group that focuses on the content
or issue under considerationiii. Bloom’s taxonomy is used as a guide in discussion.
Reflections and Future Directions Team – Permanent Membership: In this
permanent membership team (in contrast to group) each class member participates with
4
colleagues in reflecting on what has been considered thus far in the course. Each team
participates in the development of suggestions for the future direction of the course. The data
generated is forwarded to the Student Agenda Team..
Peer Rubric Assessment by a Critical Friend – Pairs . In this activity class
members work in pairs. Each pair assesses (in contrast to evaluated) each other as Critical
Friends.[(See Creedon monograph: Self Directed Appraisal]. A rubric is used. The rubric may
be provided by the instructor or developed by participants. After being assessed by a critical
friend the table is turned and the person just assessed assesses his/her critical friend. A special
rubric is used for this purpose. This exercise continues to be development.
Action Research Team – Permanent Membership: A major component of the course is
team based Action Research projects. Approximately twenty-five percent of class time is
devoted to Action Research. The Action research process is outlined in the Creedon
monograph: A Constructivist Approach to Brainstorming, Shared Decision Making and Action
Research.
Facilitation Committee – Rotating Membership: This team met during every
session. It receives input from all class members. The team makes recommendations to the
instructor as to the direction and content of the course including time allocations and expected
outcomes.. Also, it has decision making authority.
Share and Slide – Rotating Pairs : This is an alternative discussion tactic. In Share
and Slide two people share their information about a particular topic. After a period of time,
one person “slides,” moving to a new partner. The second person remains in place and
welcomes a new partner. The procedure is repeated several times.
Daily Diary or Log– Rotating Membership: Two class members, on a rotating
basis, keep a computer based diary of the day’s activities. The next day, the diary entry is read
aloud at the beginning of class. A composite of the log is kept on computer disk.
Daily Climate Exercises – Rotating Pairs . At the beginning and end of each
session all class members participate in class climate exercises. Two students, on a daily
rotating basis, conduct the exercise. At the beginning and end of each session class members
respond to a short written list of climate related questions. The questions at the beginning of
the session have to do with readiness for the day’s activities. The questions asked at the end of
the session solicit individual opinions as to what has been accomplished during the session.
The end of class questions include those focusing on the pedagogical and ethical behavior of
the instructor. The data generated is shared immediately with the class. Also, it is posted on a
cumulative chart. The data on the chart is reviewed each session by the whole class.
Special Assignments for Individuals, Groups and Teams : From time to
time special assignments are given in response to a new course concern or focus..
Individual Assignments: As the course moves along, individual class members are given
special assignments. The assignments either relate to a particular interest or expertise of a class
member or have to do with course management and leadership.
Ipse dixit!
. Creedon/Ross
lpcreedon@aol.com; hross730@aol.com
Honduras, 2003
i Bloom’s six categories modified by Creedon are: Information, Comprehension, Compare and
Contrast, Synthesize, Evaluate and Apply. See Creedon monograph: Bloom – Principles,
Modifications and Applications.
ii Meaghan’s Query is an exercise where each participant is asked to respond in three sentences as to
what in his/her opinion is the purpose and significance of education.
5
iii In this case there were two Framingham IEP courses offered at Escuela International, San Pedro
Sula, Honduras.
Individual Assignments
Who Is Responsible For What?
In order for a learning program, characterized by extensive involvement of
participants, to function efficiently and effectively many tasks need to be managed.
The tasks are identified below. Each of you will be asked to assume responsibility for
one or more of these tasks.
1. Framingham Site Coordinator____________________
2. Agenda Committee____________________________
3. Climate Exercise Manager________________________
4. Instructional Objectives ________________________________
5. Pre Course Exercises Manager ______________________
6. Reflective Practitioner Three Part Series Manager _______
7. Action Research Reports: Supplies, Collating Printing___________________
8. Classroom Supplies __________________________________
9. Daily Log Manager _____________________________________
10. Time Keeper___________________________________________
11. Share/Slide Manager _____________________________________________
12. Individual Appointments With Larry “SEE ME”______________________
13. Photocopying Facilitator_________________________________
14. Collector of Instructor Requested Photocopies “PC” ___________________
15. Personal Information 3 X 5 Cards _____________________________
16. Power Point, Overhead Projector Technician _______________________
17. Computer Availability Manager __________________________________
18. Computer Resource Person _______________________________________
19. Video Technician ____________________________________________
20. Web Site Yahoo & CCI Manager _________________________________
21. Special Presentations Manager _____________________________________
22. Classroom Clean Up Manager _____________________________________.
Your Personal Calendar of Responsibilities
1. My assignment from the above list is _________________________
2. I am responsible for Objective _____________________________
3. My session to do the log is ________________________________
4. My session for the Climate Exercise is______________________
5. My Personal appointment with Larry is for ___________________
6. My session for Classroom clean up is _______________________
7. My session to provide for snack, coffee, etc is ________________
8. Pink Envelope__________________________________________
9. Special Assignment ______________________________________
10. Special Assignment______________________________________
6
. CreedonRoss, El Salvador, November 2003
.

1
Cooperative Groups and Collaborative Teams
Definition, Distinction and Application
Lawrence P. Creedon/ Helen L. Ross
Those who are affected by a decision ought to be involved in the process of
making, implementing and being held accountable for decisions made.
Involving students in their own learning through activity in groups and teams has been a much
talked about but little practiced instructional strategy for more than half a century. When the
approach is practiced it frequently takes on a single modality of placing learners into groups and
directing them to “discuss” or “brainstorm” a teacher determined topic. Other than to assert: that
the learners are to: “Share their ideas,” “Think of new ideas,” “Listen to others,” “Take turns
speaking,” “Talk softly,” and “Be respectful” it is unlikely that the teacher will give attention to
working with the students in developing an understanding of what it means to discuss or to
brainstorm. Discussing and brainstorming are activities that have structure.
It is not uncommon for initial attempts at working with groups and teams will fail. The teacher will
conclude that:
The kids are just fooling around engaging in non-task related chatter
Groups are seen by kids as fun time
You can’t tell who is working and who is loafing when kids are in groups
How do you give a fair grade to each student when they are in groups?
Little learning takes place when kids work in groups
The teacher can conclude: ”Enough of that! This grouping stuff doesn’t work.”
The reasons for this are many and predictable. Among them are:
1. A lack of understanding of the theory behind cooperative and collaborative learning. (See
Creedon monograph: Cooperative and Collaborative Learning).
2. A failure to understand that cooperative and collaborative learning are not the same.
3. A failure to understand that cooperative and collaborative learning environments much
more structured than a teacher-centered, whole-class approach. (See Creedon
monograph: Bloom – Principles, Modifications and Applications).
The theory behind cooperative and collaborative learning in its simplest terms is that it promotes
the notion that learning is an individual discovery process. Teachers cannot learn for their students.
They are facilitators of learning and not dispensers of knowledge. They may be able to dispense
information, but not knowledge. Learning begins after information has been accumulated. Learning
is an interactive process. Human beings are by nature interactive and interdependent.
Autonomous: Yes, however, each is not a singleton. Each is not the only card in the deck. It takes
two to tango and a whole village to raise a child. Learners learn best when they participate in
determining what needs to be learned, why it needs to be learned, and how it best can be learned
2
Groups and teams are not the same. Groups are cooperative. Teams are collaborative. Group
refers to participants working together cooperatively on an issue not of their own choosing, but
rather that of the instructor or some other external authority. Team refers to participants working
not only cooperatively but also collaboratively. Teams participate in determining the issue to be
considered. They determine amongst themselves how to proceed in addressing the issue and how
they will hold themselves accountable. The activity engaged in by groups is more under teacher
domination than is that of teams. In groups the teacher controls. In teams the teacher facilitates.
Both approaches are valid. The skillful educator determines which to use when and why. It is like a
football coach (United States style) who determines when to run the football or when to pass.
However, the purpose of each is to score a touchdown.
Cooperative groups and collaborative teams are both examples of a constructivist approach to
learning. Both are interactive. Both actively involve the learner determining what ought to be
learned,, why it ought to be learned, how the learning ought to proceed and how the learner ought
to be held accountable. As stated above, a principle difference is that in groups the teacher is the
primary decision maker, while in teams the learners are more directly involved in decision making. .
Characteristics of Constructivism
In constructivism learning is viewed as an interactive process (Dewey). My definition of learning
is that it occurs as the result of the simultaneous and mutual interaction of the learner and the
environment. The characteristics of constructivism cited here are not comprehensive, but they do
suggest major components of a constructivist platform.
1. Learners construct their own knowledge beginning with what they already know,
exploring what needs to be known next and determining the quality and
effectiveness of their pursuit through authentic assessment and application.
2. All learning begins in doubt about the validity of an idea. The goal of doubt is the
restoration of belief. (Pierce, James. As well as Bigge: Positive Relativism, p 56)).
3. Learning takes place in the personal zone of cognitive development between what
is already known, what is not known and what is desired to be known (Vygotsky).
4. Learning is achieved best through a socially interactive process (Dewey,
Vygotsky).
5. Learning is best achieved when the undertaking is consistent with the stages of
human development (Rousseau, Piaget).
6. Learning is an experience based process of inquiring, discovering, exploring,
doing and undergoing (Dewey).
7. The process of coming to know is neither random nor eclectic, it has structure
(Bruner, Bloom).
8. Learning proceeds in spiraling fashion including laddering, scaffolding, weaving,
and dialogism (Bruner, Rogoff).
9. Cognitive development occurs in a socio-cultural context – the social milieu of
individual achievement and the interaction between the learner and adults as well
as his/her peers in culturally valued activities. (Riordan – Karlsson, p.18).
10 The interactive process in coming to know needs to be guided by structured
cognitive and affective taxonomies (Bloom, Krathwohl).
3
A Practical Application of Groups and Teams at the Graduate School College Level
Group involvement in decision making does not mean motion without direction.
It suggests power with people and not over people. It assumes that those who share in the decision
making process are more committed to implementing decisions made. (Creedon, 1969)
There are twp parts to this monograph. The first identifies interactive tactis used by me in
working with graduate level students affiliated with the Framingham International Education
Program. The second part identifies the many responsibilities that students must assume in order
to orchestrate an effective interaction learning environment.
1. During each session the groups and teams met sequentially
2. Frequently groups or teams do not work on the same issue
3. Each class member belongs to each of the group/team categories cited below
4. Group membership is rotating or permanent depending on the purpose of the
group or team.
5. “Discussion” sessions are structured consistent with Benjamin Bloom’s six
phase cognitive taxonomyi
6. Group and team membership is held to three to four individuals.
7. Each group category is led by a student chair person
Expectations Group and Meaghan’s Queryii – Rotating Membership:
As pre course assignments students develop individual course expectations as well as
offering a response to Meaghan’s Query. Their views are shared with classmates through
participation in randomly selected small groups. As the course progresses their expectations
and responses to Meaghan’s Query are periodically reviewed and, as appropriate, modified.
Personal Odyssey Group – Rotating Membership: As a precourse assignment
participants draft a personal odyssey introducing self. The odyssey is in the form of a “personal
interest” news release rather than a resume. As a member of a randomly selected group
individuals share their odyssey with colleagues. The exercise is repeated during successive
class sessions until each participant has shared his/her odyssey with all other class members. If
class members are well known to each other this exercise ought to be curtailed or omitted.
Text and Monographs Study Group – Permanent Membership: Several
times throughout the course participants meet in a permanent membership group for the
purpose of considering the content of the text and instructor-provided monographs. Bloom’s
taxonomy is used as a guide for discussion.
Content and Issues Group – Rotating Membership: Depending on the
subject area of the course each class member participates as a member of a group that focuses
on the content or issue under considerationiii. Bloom’s taxonomy is used as a guide in
discussion.
Reflections and Future Directions Team – Permanent Membership: In
this permanent membership team (in contrast to group) each class member participates with
4
colleagues in reflecting on what has been considered thus far in the course. Each team
participates in the development of suggestions for the future direction of the course. The data
generated is forwarded to the Student Agenda Team..
Peer Rubric Assessment by a Critical Friend – Pairs . In this activity class
members work in pairs. Each pair assesses (in contrast to evaluated) each other as Critical
Friends. (See Creedon monograph: Self Directed Appraisal). A rubric is used. The rubric may
be provided by the instructor or developed by participants. After being assessed by a critical
friend the table is turned and the person just assessed assesses his/her critical friend. A special
rubric is used for this purpose. This exercise continues to be development.
Action Research Team – Permanent Membership: A major component of the
course is team based Action Research projects. Approximately twenty-five percent of class
time is devoted to Action Research. The Action research process is outlined in the Creedon
monograph: A Constructivist Approach to Brainstorming, Shared Decision Making and Action
Research.
Facilitation Committee – Rotating Membership: This team met during every
session. It receives input from all class members. The team makes recommendations to the
instructor as to the direction and content of the course including time allocations and expected
outcomes.. Also, it has decision making authority.
Share and Slide – Rotating Pairs : This is an alternative discussion tactic. In Share
and Slide two people share their information about a particular topic. After a period of time,
one person “slides,” moving to a new partner. The second person remains in place and
welcomes a new partner. The procedure is repeated several times.
Daily Log – Rotating Membership: Two class members, on a rotating basis, keep a
computer based diary of the day’s activities. The next day, the diary entry is read aloud at the
beginning of class. A composite of the log is kept on computer disk.
Daily Climate Exercises – Rotating Pairs . At the beginning and end of each
session all class members participate in class climate exercises. Two students, on a daily
rotating basis, conduct the exercise. At the beginning and end of each session class members
respond to a short written list of climate related questions. The questions at the beginning of
the session have to do with readiness for the day’s activities. The questions asked at the end of
the session solicit individual opinions as to what has been accomplished during the session.
The end of class questions include those focusing on the pedagogical and ethical behavior of
the instructor. The data generated is shared immediately with the class. Also, it is posted on a
cumulative chart. The data on the chart is reviewed each session by the whole class.
Special Assignments for Individuals, Groups and Teams : From time to
time special assignments are given in response to a new course concern or focus..
Individual Assignments: As the course moves along, individual class members are given
special assignments. The assignments either relate to a particular interest or expertise of a class
member or have to do with course management and leadership.
Ipse dixit!
. Creedon/Ross
lpcreedon@aol.com; hross730@aol.com
Honduras, 2003
i Bloom’s six categories modified by Creedon are: Information, Comprehension, Compare and
Contrast, Synthesize, Evaluate and Apply. See Creedon monograph: Bloom – Principles,
Modifications and Applications.
ii Meaghan’s Query is an exercise where each participant is asked to respond in three sentences as to
what in his/her opinion is the purpose and significance of education.
5
iii In this case there were two Framingham IEP courses offered at Escuela International, San Pedro
Sula, Honduras.
Individual Assignments
Who Is Responsible For What?
In order for a learning program, characterized by extensive involvement of
participants, to function efficiently and effectively many tasks need to be managed.
The tasks are identified below. Each of you will be asked to assume responsibility for
one or more of these tasks.
1. Framingham Site Coordinator____________________
2. Agenda Committee____________________________
3. Climate Exercise Manager________________________
4. Instructional Objectives ________________________________
5. Pre Course Exercises Manager ______________________
6. Reflective Practitioner Three Part Series Manager _______
7. Action Research Reports: Supplies, Collating Printing___________________
8. Classroom Supplies __________________________________
9. Daily Log Manager _____________________________________
10. Time Keeper___________________________________________
11. Share/Slide Manager _____________________________________________
12. Individual Appointments With Larry “SEE ME”______________________
13. Photocopying Facilitator_________________________________
14. Collector of Instructor Requested Photocopies “PC” ___________________
15. Personal Information 3 X 5 Cards _____________________________
16. Power Point, Overhead Projector Technician _______________________
17. Computer Availability Manager __________________________________
18. Computer Resource Person _______________________________________
19. Video Technician ____________________________________________
20. Web Site Yahoo & CCI Manager _________________________________
21. Special Presentations Manager _____________________________________
22. Classroom Clean Up Manager _____________________________________.
Your Personal Calendar of Responsibilities
1. My assignment from the above list is _________________________
2. I am responsible for Objective _____________________________
3. My session to do the log is ________________________________
4. My session for the Climate Exercise is______________________
5. My Personal appointment with Larry is for ___________________
6. My session for Classroom clean up is _______________________
7. My session to provide for snack, coffee, etc is ________________
8. Pink Envelope__________________________________________
9. Special Assignment ______________________________________
10. Special Assignment______________________________________
Larence P. Creedon/ Helen L. Ross
El Salvador, November 2003
6
.

1
The Reflective Practitioner – A Three Part Exercise
Lawrence P. Creedon
The Reflective Practitioner Exercise [hereafter RP] is in three parts with three separate due dates. Part 1 is
the only part that is a pre course exercise. Parts 2 and 3 will be completed when class is in session.
Part One [RP 1]
RP 1 asks you to identify and describe a current issue that is impacting on your practice. Below are
examples that are drawn from several different areas and courses. You are not being asked to respond to
these examples, but rather to view them as examples. You task is to identify an issue from your practice
that is related to the subject area of the course you are taking: Curriculum Theory and Development.
Examples from other courses are:
Supervision:
Describe the actual process by which you are supervised, including not being formally supervised
at all.
Curriculum: Theory and Practice. Three Examples are:
1. Describe what is the foundation, the basis of the curriculum where you practice?
2. In your practice is there a difference between the curriculum and the instructional
program?
3. To what extent are you involved in the development of the curriculum?
Note: You are not being asked to use one of these examples. Cite your own issue.
Classroom management
What is the system of classroom management (CM) in your classroom, in your school? In
describing it go beyond discipline. Discipline is a dimension of CM. It is not the whole thing.
Issues and Influences
Describe an issue in education that is impacting on your practice? Is it helpful or harmful?
Research
Is your practice guided by the findings of research in education? What impact do the findings of
research have on your practice?
RP Exercise Related to the Course You are Enrolled In.
In this exercise you are not being asked to react to each of the course areas cited above. Your assignment is
to focus on the course you are currently enrolled in or are about to take. You are not being asked to
comment on all the course areas cited above. Cite your own concern. You are not being asked to comment
on one of the examples cited above.
Same Topic for all Three Parts of RP
Be careful in the issue you choose to describe in RP 1. It will be the topic you consider in RP 2 and RP 3.
Just Describe, Nothing Else
Your assignment is to just describe a situation, practice or issue that you are engaged in or that has had an
impact on your practice. You are not being asked to critique the situation, praise it, endorse it, or offer your
opinion relative to it. Just describe it. However, do not submit a report that is more fitting as a promotional
or marketing piece. You are not being asked to give “spin” or perpetuate a “myth” related to a situation.
Make your description real and not fiction or wishful thinking. Competent colleagues can recognize fact
from fiction as well as spin and myth from reality.
Length of Your RP 1 Report
Begin when you have something to say and end when you have said it. However, in order to give you some
explicit guidance please limit you report to approximately 500 words. I offer this advice because you are
receiving this assignment over the Internet and possibly your prior experience has been that some
instructors you have worked with have placed a length factor on reports you are asked to submit. I do not.
However, in the absence of personal contact between us, if you are more comfortable with a standard
relative to length, 500 words, arbitrarily arrived at by me, will suffice. Single spaced using WORD.
Format of Report:
1. Your name, date, location, grade or subject specialization, and name of the course
2. Identify your report as RP 1.
3. Give your report a descriptive title
4. Single space
2
5. Processing using WORD
Submitting Your Report:.
1. Submit you RP 1 report to me no later than three weeks [21 calendar days] before the first meeting of the
course.
2. Submit it to me directly to me [lpcreedon@aol.com]. Also upload to the appropriate folder on
FraminghamMaracaibo. If the nature of your report is confidential indicate that to me and do not upload it
on the Framingham Yahoo website.. Send it directly to me at lpcreedon@aol.com. It will be kept
confidential.
3. Submit as early as possible after you receive this assignment
Instructor Response: ASK ME, SEE ME
I will respond to your RP 1 report by “Reply e mail.” In my response I might ask you questions and direct
you to ASK ME or SEE ME. Do not gloss over or ignore this request. There is something in your report that
I wish to discuss with you. It is not an indication that I have found fault with what you have reported. It is
an invitation for a more personal dialogue. You are responsible for arranging to ASK ME or for you to SEE
ME. Do not assume that I will ask you. A classmate will have as a duty to keep a calendar of one-on-one
appointments with me. See that person and make an appointment. You do not have to respond via e mail to
me a second or third time in response to questions I ask you. However, please feel free to do so if you wish
to engage in such a dialogue.
Your Grade on RP 1
Your RP 1 report is not graded. It is your opinion. I will not be assessing it. It will not receive a grade.
Final Caution: Rejecting Your RP 1 Report
While your RP 1 report will not be graded I will reject it if it reads as if it is was copied or summarized
from a piece of promotional literature promulgated by your school or by a publisher. These are readily
identifiable.
Reflective Practitioner Part 2
Your RP 2 report is directly related to your RP 1 report. In RP 2 you are being asked to engage in an
Internet search related to what you described in RP 1. RP 2 is a continuation of RP 1. RP 1 cannot be about
one thing and RP 2 something else. If you have not clearly described a situation, practice or issue in RP 1,
you will find it extremely difficult to proceed with RP 2. And, it will unacceptable to me.
Three Research articles: In RP 2 you are to search the Internet, or other source, for a minimum of at least
three articles or sources that are related to what you have described in your RP1 report. A personal
interview with a competent person on the issue you describe in RP 1 can count as one article. Reporting on
a program on radio, TV or from a conference you attended can also count as an article. Reporting on more
than 3 articles is encouraged.
Only Research Findings
In RP 2 you report on the results of your Internet search. Do not interpret, support, or compare your
research findings to RP 1. Just report what the research says. This is an example of a Bloom low order
cognitive exercise: Information and Comprehension. See the Creedon monograph on Bloom.
Develop a Rubric for Self Assessment.
Using the Creedon monographs on rubric development and self assessment as part of this exercise you are
to develop a rubric indicating how you will hold your self accountable for engaging in and completing Part
2 of the RP exercise. You will be assessed by a peer [Your critical friend] using the rubric you have
developed as the assessment instrument. All of this will be reviewed in class.
Format of Report
1. You do not need to follow a specific format. Use a format that is comfortable for you.
2. Begin with the heading information called for in RP 1. Identify the report as RP 2.
3. Include a complete bibliographical reference for each article reviewed
Upload Your Report onto the Framingham Yahoo Site.
Upload your report including your rubric onto the site. If you have difficulty uploading consult with the
classmate who is responsible for this activity. When your report has been uploaded inform the classmate
responsible for this activity. If you do not do this you WILL NOT receive credit for having completed the
exercise. Do not submit your report directly to the instructor, rather, upload it. The purpose for uploading
your report is so that colleagues can have access to your research and your research can contribute to a
locally developed library of information related to specific topics.
3
Due Date for RP 2: The third Session of Course
Sharing Your RP Research in Class with Classmates
Using an in class interactive exercise you will share your research findings with classmates. The exercise
will be led by your classmate responsible for this activity. Your personally developed rubric will be used in
this exercise.
Your Grade on RP 2.
Your RP 2 report will be rubric assessed using the rubric developed by you
Reflective Practitioner Part 3
It is in RP 3 where you express your point of view. It is here where you indicate what in your point of view
“ought to be.” RP 3 is related to RP1 and RP2. In RP1 your described an issue, in RP 2 you reported on
research related to RP 1. Now in RP 3 you indicate your point of view. Make certain that your point of
view reflects your research. Do you agree or disagree with the research?
Consistent With Bloom
Your RP 3 must reflect Bloom’s higher order cognitive process. See the Creedon monograph on Bloom. It
is here that you compare and contrast, analyze, synthesize and evaluate. It is here that you indicate how you
can apply your findings and point of view to your own practice.
Opinion versus Point of View.
Your RP 3 report is more than your “opinion.” In this context an “opinion” implies that the position taken
is not necessarily supported by research. A “point of view” indicates that your opinion has been enriched
by research.
Format For Your RP 3 Report
Depending upon circumstances as they develop in our course your RP 3 report will be either written or oral.
If written, be guided by the Creedon mantra: Begin when you have something to say. End when you have
said it. Do not ask me how long it should be. Use the format stipulated in RP 1 above.
If oral it will be presented using an interactive small group procedure such as share and slide.
Your Grade on RP 3
You will not be assessed on the point of view you take in your RP 3 report. Assessment will focus on the
extent to which you followed the steps outlined in Bloom’s cognitive taxonomy. This aspect of your RP 3
will be colleague assessed by a “Critical Friend.” using Bloom as a guide.
Due Date for RP 3: Eighth Session of the Course or as announced.
ALTERNATIVE TO PARTS TWO AND THREE OF THE RP EXERCISE.
DEPENDING ON THE STRUCTURE OF THE CLASS IT IS POSSIBLE THAT PARTS
TWO AND THREE OF THE RP EXERCISE WILL BECOMPLETED USING AN
ALTERNATIVE PROCEDURE THAN THAT OUTLINED HERE. IF THAT IS THE
CASE THE ALTERNATIVER PROCEDURE WILL BE SHARED WITH YOU IN AN E
MAI, OR POSTED ON THE FRAMINGHAM YAHOO SITE BEFORE THE COURSE
BEGINS, OR IMMEDIATELYY AT THE BEGINNING OF THE COURSE WHEN WE
MEET IN CLASS. BE CERTAIN YOU ARE FOLLOWING THE RECOMMENDED
PROCEDURE.
Summary of RP Exercise
The whole RP process is a limited example of teacher initiated action research. The
exercise is intended to be suggestive of how a community of educators can identify an
issue that impacts on their practice, engage in research related to it and offer a resolution.
You will note that it does not suggest a plan of action. That comes next and is considered
in more detail in the Creedon monograph on Brainstorming and Action Research.
4
Ipse dixit!
Lawrence P. Creedon
www,larrycreedon.info
April 2004, January, 2007, October 2007.

Classroom Management: Five Approaches to Student Behavior
By
Lawrence P. Creedon
Second of two monographs devoted to classroom management.
In his book Classroom Management [1999] Robert Tauber summarizes five approaches to student behavior ranging from
a behaviorist to a humanist orientation. A brief, selective synopsis of each of Tauber’s five is cited here. Reader caution
must be exercised here, as separate book length volumes have been devoted to each. In contrast, this brief synopsis
numbers approximately 3500 words.
1. A Place for Discipline – Dr. James Dobson [born 1936] http://www.family.org/
Dr. Dobson is a well known conservative and spokesperson for the religious right in American politics and its influence in
public education. He is an outspoken critic of what he terms as “permissive parents,” and says it is a result of the influence
of John Dewey based pragmatism. Dobson is the founder of the conservative organization Focus on the Family. The
organization employs over 1300 people. Focus on the Family has its own syndicated radio network. His book Dare to
Discipline [1970] and The New Dare to Discipline [1992], as of the publication of Tauber [1999], had sold more than 3
million copies. Dobson has a doctorate in child development and has served as a clinical professor of pediatrics.
Dr. Dobson is an advocate of punishment in child-rearing. He points to a “strong” Biblical foundation as the justification
for his views such as Solomon’s admonition “Spare the rod and spoil the child.” He cites Proverbs, to wit:
􀀁 “Withhold not correction from the child – for it thou beatest him with a rod, you will save his life from Hell.” [23:
13-14].
􀀁 “He who spares the rod hates his son, but he loves him is diligent to discipline him.” [23: 24].
Children, Dobson believes, do not have an innate desire to learn. Therefore, at times, punishment is in order if they resist
learning what is determined by those in authority they need to learn. He advocates that some strong willed children need
to be “spanked” and that spanking is neither optional nor old-fashioned. He scorns scientific inquiry related to childrearing.
By no means is Dobson alone in his beliefs. A cadre of others echo and promote in their own spheres of influence the
same or similar views. While a school or school system may not identify with Dobson’s views, individual teachers may
personally subscribe to his beliefs. .Individual teachers will gravitate to their core beliefs about the basic nature of
humankind and those beliefs will influence their approach to classroom management and discipline.
2. Assertive Discipline – Lee and Marlene Canter [born 1947, 1948 respectively].
Lee and Marlene Canter are a husband and wife team. Together they have written over 40 books and numerous video
programs. They assert that their Assertive Discipline approach has been shared with over one million people.
They promote the concept of praise as the most significant factor in getting children to respond positively. A mantra of
Assertive Discipline is that: Teachers have the right to teach, and students have the right to learn. The basic features of
Assertive Discipline are coercion, control and reward. The teacher is clearly in control, is in a “take charge” position and
is empowered to act accordingly. Another feature of Assertive Discipline is that of praising students. The slogan of “Catch
students doing something and reward that action” is associated with the Canters.
The Canters claim that their approach is research based. However, critics challenge that assertion.
To the Canters, teachers fall into three categories:
1. Assertive – Assertive teachers get their needs met first, and then go on to act in the best interests of their students.
Teachers make their expectations known to students in a calm and businesslike manner, and then go on to
address the interests of students in a similar way. The language of Assertive Discipline speaks of developing
expectations for learners; however, critics say the expectations are more akin to demands.
2
2. Hostile – Hostile teachers get their needs met first, but do not go on to act in the best interests of their students.
Sarcasm and threats might characterize the behavior of the teacher toward students.
3. Non-assertive – Teachers do not get their needs met and do not go on to act in the best interests of their students.
They might be passive, often inconsistent, and reluctant to place behavior demands on students.
In an Assertive Discipline approach discipline comes first. First the teacher must establish who is in charge and in control,
and then instruction can follow. The teacher is the “sage on stage” and not “the guide on the side.”
In dealing directly with a student or a group of students “I messaging” is encouraged. In “I messages” the communicator
(the teacher) informs those he/she is communication with how their behavior or action has made the teacher feel.
Projections can then be made as to how that feeling can manifest in behavior by the teacher and the student. This is in
contrast to a more traditional approach where the teacher might ask a student why they are acting in a certain way thus
inviting the student to respond and possibly create the conditions for a confrontation between teacher and student.
Praise, prompt and leave are three teacher behaviors associated Assertive Discipline:
Praise the learner
Prompt the learner on what to do next
Leave and allow the learner to “get to work.”
3. Social Discipline – Rudolf Dreikurs [1897-1972]
Rudolf Dreikurs is the person most associated with Social Discipline. Dreikurs’ theory is rooted in his optimistic view of
the basic nature of humankind and his belief that people are capable of changing and that human problems are
interpersonal and socially embedded. Dreikurs reflects the individual psychology of Alfred Adler (1870-1937). [In his
psychological theory known as Individual Psychology Adler focused on the whole person as a functioning entity reacting
to the environment, rather than as a summation of instincts and drives. To Adler coming to know rested on doubting the
conventional wisdom. Adler's classic book on Understanding Human Nature was used as a high school text for decades].
Both Dreikurs and Adler were born and raised in Vienna, Austria at approximately the same time. Dreikurs emphasized
the values of respect, cooperation, and self-discipline. These are consistent with a contemporary approach to
constructivism.
Dreikurs believed that children are social beings and have a need to know that they belong. They need interaction with
other human beings and have a need to be recognized. If unable to achieve these personal goals/needs children will tend to
engage in antisocial behavior and will act out in order to gain recognition.
Dreikurs cited four reasons, or goals, in the thinking of the transgressor, for misbehavior:
1. To gain attention
2. A struggle to gain and maintain power
3. For revenge
4. To submerge and mask a feeling of inadequacy.
The mantra that seems to apply is:
If you can’t be the best at being the best, be the best at being the worst.
In the Dreikurs concept of Social Discipline there are three types of response to misbehavior:
1. Natural – Consequences of an action not imposed by anyone. They flow naturally from the behavior. For
example, if the student does not study for a test then the natural result of failure or poor performance results.
2. Logical – Consequences supplied by someone else such as the teacher. However, consequences must be logical
and appropriate versus hasty, rendered in anger, arbitrary, and punitive. Logical consequences ought to be related
to the issue, respectful toward the person affected and reasonable.
3. Contrived – Invented or contrived by the person in authority. Little or no logical connection between the
misbehavior and the consequence. Punishment is the intent.
3
In contrast to the notion of praise as asserted by Lee and Marlene Canter, Dreikurs advocated encouragement. In Social
Discipline, encouragement is an important part of child rearing. Lack of it is a major cause of misbehavior. Lack of
encouragement and the resulting discouragement is the most important obstacle to learning. To Dreikurs encouragement
not praise held the potential for motivating students, and for building individual self-esteem, self-confidence and selfdiscipline.
Advocates of Social Discipline assert that research does show negative long term affects of praise, but not of
encouragement. In a Social Discipline approach not all persons and actions are praiseworthy.
4. Reality Therapy – William Glasser [born 1925] http://www.wglasser.com/
William Glasser is the founder of the Institute of Reality Therapy now known as the William Glasser Institute. The basic
premise of reality therapy is that it is most important for a person to confront inappropriate behavior by dealing with the
present rather than the past. Glasser’s views codified for application in schools took shape in his book Schools Without
Failure [1969]. In the 1990s Glasser and W. EdwardsDeming, the guru of Total Quality Management, began working
together in the common interest of schools. [See Creedon monographs on Total Quality Management
www.larrycreedon.info]. To Glasser there was no point in focusing on the past since it can’t be changed; therefore, the
focus should be on the present, or as he stated it: “The reality of the human condition.”
Glasser identified five elements of the reality therapy as it related to schools.
1. School ought to be a good and fair place. It ought to begin with rule formation and students ought to be
involved in determining the rules. School ought to be a good place to be. This notion s developed further by
Ted Sizer in his book: School – A Place of Learning , A Place of Joy (1973). In such a good and fair place
where the needs of students are being met, discipline problems will be kept to a minimum. Glasser defined a
good school as a place where:
􀀁People are courteous, especially the adults
􀀁Laughter springs forth from genuine joy brought about by involvement with caring people engaged in
relevant work
􀀁Communication is practiced and not just preached. People talk with, not at, one another.
􀀁Reasonable rules are beneficial to both individuals and the group
􀀁Administrators actively support and participate in an approach to discipline that teaches selfresponsibility.
2. Forming rules – Reasonable rules do not just happen they come about as the result of reasonable people
reasoning. Glasser asserted that reasonable rules must be firmly enforced, but not as punishment. Such an
action as separation of someone misbehaving from a program for misbehavior would be reasonable.
3. Reasonable rules are those in which a cause-and-effect relationship is evident. According to Glass if a causeand-
effect relationship cannot be shown, then the question arises as to whether or not the rule was necessary
in the first place.
4. Students are involved in forming the rules.
5. Students are rationale beings and they choose their behaviors.
The steps of Reality Therapy are:
1. Student involvement
2. Identify the problem behavior. Do not focus on the why of the behavior, but rather on: What are you doing?
3. In making value judgments about the behavior there must be a cause-and-effect relationship
4. Develop a plan of action for a new behavior. Let students assume the primary responsibility for their
misbehavior and for developing a plan to change that behavior.
5. Get a commitment from those affected for working toward the implementation of the new plan of behavior.
6. Accept no excuses
7. Don’t punish
8. Never give up – be persistent.
Glasser ultimately labeled his approach as Choice Therapy. Choice Therapy is founded on two assumptions:
1. All of behavior is our best attempt to satisfy one or more of the five basic needs [See Abraham Maslow's
Needs Therapy. Maslow's Needs Theory is related to Alfred Adler's Individual Psychology which in turn is
related to Rudolph Dreikurs theory of Social Discipline].
4
2. All we can do is behave. This is in contrast to the stimulus/response theory of Behaviorism. Choice theory
asserts that all of our behavior is internally motivated.
In Choice Theory learning is promoted as the basic tool for meeting all of an individual’s basic human needs as
understood by Maslow. Knowledge is viewed as power, but not power over people. Rather power that allows successful
learners to have more freedom and more choices than unsuccessful learners. Fun is viewed as what is taking place when
the learner successfully learns something. I interpret that to mean that learning comes about as a result of the simultaneous
and mutual interaction between the learner and the environment. The acronym is SMILE and true to form the learner
smiles when learning takes place.
In Glasser’s work with Total Quality Management guru W. Edwards Deming, the quest was to develop a template for
quality schools without resorting to coercion. Such an action is in sharp contrast to what critics assert about the US federal
No Child Left Behind legislation.
5. Teacher Effectiveness Training – Thomas Gordon [born 1918]. http://www.gordontraining.com/
Thomas Gordon is the founder of the Teacher Effectiveness Institute commonly known as TET – Teacher Effectiveness
Training. TET programs are offered in over 30 countries worldwide. Gordon was greatly influenced by the work of Carl
Rogers
TET is best understood as a model for effective communications between persons and in this case between teacher and
student. Tauber makes the point that it translates ideology into practical skills. The ideology has to do with the recognized
worth of every individual. The practical skills relate to effective classroom management, dialogue and discipline.
The focus of TET is on acceptable behavior. Acceptable behavior is that which does not interfere with the legitimate
interests and needs of another. It does not be assent to the behavior as no moral judgment is made. Resistance to
interference does not result in assent to a given behavior. Unacceptable means that a behavior interferes with another
meeting his or her needs. As acceptable does not mean assent, unacceptable does not condemnation or a negative
judgment. Acceptable and unacceptable behaviors are fluid, and relative in the light of conditions and circumstances.
TET is concerned with equality. However, equality does mean a one-size-fits-all approach. Equality has more to do with
the needs of each individual being met in a manner that does not interfere with needs of others.[A hasty but false
conclusion could be drawn that this understanding of equally echoes the communist mantra of: To each in
accordance with his needs.]
As understood by Gordon, teachers can be more accepting of the behavior of one student versus another. Gordon contents
that is unrealistic to expect teachers to be equally accepting of all students. Factors that influence acceptance include
dress, behavior, role in class, personal hygiene, etc.
In TET programs teachers learn effective responding skills and role play how and when to apply them. If the behavior is
acceptable, then no responding skill is required. If it is unacceptable effective responding skills are necessary. The teacher
does not solve the problem for the “owner,” but rather functions as a facilitator as the “owner” of the problem solves it.
TET focuses on what it identifies as Roadblocks to Communication. Roadblocks can emerge when a person with a
problem seeks the advice of a colleague and rather than getting help with the problem the person seeking advice is
subjected to input that aggravates the problem. Gordon cites 12 major roadblocks to effective communication. They are
1. Ordering, directing 7. Praising, agreeing, ‘me-tooing’
2. Admonishing, threatening 8. Ridiculing, shaming
3. Moralizing, preaching 9. Analyzing, diagnosing
4. Advising, giving solutions 10. Sympathizing, consoling
5. Lecturing, giving logical arguments 11. Probing, questioning, interrogating
6. Judging, criticizing 12. Withdrawing, humoring
5
In TET there are alternatives to Roadblocking. Gordon identifies at least six. They are:
1. Attentive silence 4. Decoding the feelings oriented message behind the words spoken.
2. Active listening . 5. I-Messaging (Not identical with that of the Canters).
3. Noncommittal responses 6. Straightforward, conversational “Door Openers.”
TET is interested in conflict resolution and proposes a six step approach that is compatible with the long established
scientific method. It is:
1. Define the problem 4. Choose a solution
2. Generate possible solutions 5. Implement the solution
3. Evaluate solutions 6. Evaluate the solution
Conflict resolution programs have gained considerable support in secondary schools across the United States. The
Institute for Conflict Analysis and Resolution at George Mason University, Virginia, USA is among the prominent
organizations dealing with schools on this issue. The institute has been working with the Fairfax County Public Schools in
this regard since 1988. In 2004 the school district referred 784 cases to conflict mediation culminating in a successful
result and thus avoiding confrontation.
Successful conflict mediation depends on the parties involved being skilled in the process. In Fairfax County conflict
resolution classes are offered as part of the regular curriculum. Topics considered include communication skills, the
nature of conflict, ethics, and diversity. A 1999 evaluation of the process conducted by George Mason University showed
that conflict resolution training reduced staff time dealing with conflicts, lessened the number of verbal and physical
confrontations, and lowered the suspension rates. [Washington Post, September 14, 2005, letter-to-the-editor, Sara Cobb,
Institute for Conflict Analysis and Resolution, George Mason University, Virginia, USA.]
An Action Plan
Some proponents of one approach versus another advocate that the whole program of a given system must be adopted.
They assert that a cafeteria approach will not give the benefits of the program. I believe that assumption is subject to
challenge. However, I do agree that a random potpourri approach will not be effective. Rather, a systemic approach needs
to be taken and it needs to be rooted in the reality of a specific environment. Among the things that needs to be considered
in developing a systemic approach call to mind the scholarship of such individuals as M.L. Bigge, Benjamin Bloom, and
Jerome Bruner. A systemic approach implies a need for a specific comprehensive design for learning. [See the Creedon
monograph on a Ten Component Design for Learning www.larrycreedon.info]
The development of a plan for action ought to begin with the entire faculty, staff, parents, student body, and other stake
holders striving to reach a common understanding of what they consider to be the basic nature of humankind and of
reality. Granted these are philosophical questions. And, some may conclude at the outset that they have little practical
application. On the contrary, I consider questions such as these to be at the rooted of everything that follows. Belief about
these matters provides the foundation upon which everything else is built. For the serious minded there is no shortcut.
Consensus on these points focuses the learning community toward a common purpose and identifiable goals. This is more
philosophical in nature than the traditional and often innocuous regurgitation of values. Indeed values are important and
need to be identified. However, there are prerequisites to a direct focus on values. Consideration must be given to the
foundation upon which the values are based. A consideration of this question can certainly take a full school year or more
of dialogue. Consensus built on understanding takes a long time. It is a never ending process.
Once exhaustive consideration has been given to considering the questions posed immediately above, alternative
approaches to classroom management, behavior and discipline ought to be considered. A process vehicle for such a
consideration is Benjamin Bloom’s Six Category Cognitive Taxonomy.[See the Creedon monographs on Bloom
www.larrycreedon.info]. Each approach to classroom management and discipline ought to analyzed through the lens of
Bloom’s taxonomy.
6
Jerome Bruner’s notion of the spiral curriculum with its provision for scaffolding and weaving is applicable to building a
plan of action.
A place to begin is devoting an extensive amount of time and effort to seeking consensus on what the beliefs are locally
about the basic human nature of human beings. In this case the “human beings” are the learners who are being served. A
consideration of this question goes far beyond that proposed by question one of Creedon Four Questions (What do we
know about how our learners come to know and how do we implement what we know)? In my experience seldom, if ever,
is this question formally and openly considered in professional development programs.. However, what goes on behind
the classroom door is significantly influenced by what teachers believe about this metaphysical question. In his book
Learning Theory for Teachers [1992], Morris Bigge addressed this question. The following Bigge chart succinctly
summarizes five views related to the question: What is the basic nature of humankind? The phrase categorizing each has
been inserted by me.
The Basic Nature of Humankind
Generic Behavioral
Good___________________________________Active
“I’m OK – You’re OK”
Bad___________________________________Active
Fagin’s School – Oliver Twist
Neutral________________________________Active
“As the twig is bent so grows the tree”
Neutral________________________________Passive
Grass doesn’t grow on a busy street
Neutral__________________________________Interactive
SMILE: Simultaneous, Mutual Interaction between the Learner and Environment
The views held by teachers on this issue influences how they function in the classroom. It influences their views about
classroom management and discipline. Before attempting to move ahead in developing a classroom management and
discipline program educators need to strive to reach consensus on the question of: What is the basic nature of humankind?
Certainly with the current public debate casting advocates of Darwin based human evolution against proponents of
Intelligent Design the question is relevant.
Ipsi dixit
Lawrence P Creedon
www.larrycreedon.info
Arlington, VA
September 2005

Prerequisites to a Focus on Behavior and Classroom Management
Proper Preparation Prevents Poor Performance
Lawrence P. Creedon
To begin with behavior and classroom management are not the same thing. Try a word
association game among colleagues and my guess is you will find that many of them see
a strong relationship between the terms behavior and classroom management. However,
The Edinburgh Word Association Thesaurus does not list a single pairing between the
terms behavior or discipline and classroom management. [www.eat.rl.ac.uk/].
The thesaurus does cite four categories of “Behavior”: Common, Moral, Orderly, and
Discipline. And, a search of the term “Discipline” reveals 51 pairings including school,
army, order, strict, punish, hard, strap, whip, cruel and rules. One group of professionals
was associated with the term Discipline, you guessed it: It is teaching. The terms school,
teacher and faculty were associated with Discipline.
How does this square with the often market oriented promotion of schools in their own
words and publications as warm, caring, loving places where each learner is treated with
respect and dignity, and valued as an individual with personalized learning needs and
styles?
Harry Wong, a noted contemporary authority on matters related to education, is among
the many who have observed many times that behavior and classroom management are
two different things. [www.teachers.net]. Wong identifies behavior as having to do with
discipline, while classroom management has to do with procedures and routines. He has
remarked that:
Ineffective teachers discipline their classrooms with consequences and punishments
whereas effective teachers manage their classrooms with procedures and routines.
Before you exclude yourself from the ranks of the ineffective by this criterion of Wong’s,
many prerequisite questions need to be asked. Among the first questions are:
􀀁Whose procedures and routines are being enforced? In authoritarian fashion do
they come from the top down to be adhered to without question?
􀀁Who is at the top, who is the law giver, is it you or higher authority?
􀀁To what extent are those who are to be affected by a procedure or routine
involved in developing, implementing and being held accountable for the
procedure or routine?
􀀁Are the procedures and routines consistent throughout the school [orthodoxy] or
does each practitioner develop and implement his/her own [orthodaxy]?
􀀁To what extent is procedure and routine making viewed as an opportunity for
involving the learners in an exercise related to developing a responsibility of
citizenship in a democratic society?
2
Prerequisites.
The prerequisite considerations identified here are among those that transcend a concern
for classroom management, behavior or discipline. They relate to the purpose and
significance of the school and its mission in assisting young people in coming to know.
They go beyond self-serving descriptions that schools often promote about themselves.
For example, in one international school where I facilitated a professional development
program the “mission statement” of the school was unknown to many staff members.
One faculty member made the remark: That “stuff” about the mission of the school is for
parent consumption and has little to do with reality. How does that square with mission
statement of your school?
In elementary schools in particular it is common place to post “Our Classroom Rules”
somewhere in the classroom. Early in the school year teachers will go through the
charade of developing “our rules.” But in reality they are the teachers. In conducting the
charade a “moral” lesson had been taught. Such an action on the part of the teacher strains
credulity and is demeaning to the students. Teachers and students alike know full well
whose rules they are. And the students know that they had little or nothing to do with the
development of “Our Classroom Rules.”
Among the prerequisites to a concern for behavior and classroom management that
needed to be considered by the school community is:
􀀁 What is the purpose and significance of education?
􀀁 What is the position of the school as to the genetic and behavioral nature of
humankind?
􀀁 What are the axioms upon which the platform for education rests in the school?
Purpose and Significance of Education
In simple language, everyone associated with a school needs to be on the same page.
Orthodoxy in belief relative to the purpose and significance of education needs to be a
shared value and belief. However, in practice orthodaxy ought to be valued. While
orthodoxy has to do with a shared belief, orthodaxy honors diversity in implementation.
Learners should not be expected to carry with them as they travel from class to class
throughout the school day an understanding of alternative teacher views as to the purpose
and significance of education as well as individual teacher’s views as to the fundamental
genetic and behavioral nature of humankind. In common language this translates to the
learner as Discipline.
A search of the Internet reveals a countless number of school mission statements. In
everyone that I have reviewed the school identifies itself as a place of learning and a
place of joy. I have yet to find one that likens itself to “Fagin’s School” in Charles
Dickens’ 1838 novel Oliver Twist.
3
By way of illustration I have included the descriptive promotional information from one
school I found while cruising the Internet. For purposes of privacy I have changed the
name of the school to the Joyful Learning School. The school says of itself:
The Joyful Learning School promotes a balance of mind and heart, of
contemplation and action, of individuality and commitment to community….
Dedicated teachers care about our students, encourage self-expression, and enjoy
sharing multiple approaches to academic excellence. Classroom lessons are
enhanced by field trips, as well as instruction in Spanish, music, physical
education, library skills, and computer science….
Integrity, compassion and responsibility are essential to the mission of the Joyful
Learning School. We help students develop a positive self-image and confident
attitudes toward learning. By integrating curriculum, citizenship and community
we provide a foundation for well-rounded students.
Certainly the mission statement of the Joyful Learning School is commendable. The
question is: Is it for real? Or, as indicated above is it “stuff” for parent consumption? For
our purposes, it is not important if what Joyful Learning says about itself is real or not.
What is important is what does your school say about itself and is that real?
A consistent and complete systemic approach to behavior and classroom management
begins with accord within the faculty and school community as to what is the purpose
and significance of education. The statement need not be cloaked in the pseudo
intellectual trappings of a statement of philosophy of education. To get into developing a
philosophical statement that is consistent with the basic academic requirements of such
an undertaking includes a consideration of the three components of philosophy, namely:
metaphysics [ontology and cosmology], epistemology and axiology. In my experience
educators seldom develop statements of a philosophy of education that rise to that level.
Early in my own practice I developed a personal statement as to the purpose and
significance of education. It has been a plank in my personal platform for education ever
since. It is as follows:
The purpose of education in a democratic society is to assist young people in
becoming self fulfilling individuals, good citizens, and competent workers in a
world that is maximally effective for all. A goal of education is the elimination of
ignorance [Barzun]. Among its purposes is to facilitate in the young an
understanding, appreciation and embracing of the values upon which this nation
[USA] was founded; therefore, it ought to be a microcosm of a democratic
society. Learning in a democratic society is understood to be an interactive
process taking place in the zone of proximal development [Vygotsky], and it
comes about as a result of the simultaneous and mutual interaction between the
learner and the environment [SMILE] [Dewey].
4
As it stands the statement signals fundamental assumptions about what ought to be an
approach to classroom management including behavior.
In my practice today at the beginning of every course I facilitate I continue to ask each of
the graduate students I work with: What do you understand to be the purpose and
significance of education?
Genetic and Behavioral nature of Humankind
It is generally accepted as a truth that each of us has a belief, or at least an inclination, as
to what is the basic genetic and behavioral nature of humankind. It is a belief that is
influenced by the views of our parents and other adults in our early formative years, the
teachings of our religious community and personal experience.
Teachers bring their views on this matter into the classroom. The climate in their
classrooms and their approach to classroom management, behavior and discipline are
influenced by their beliefs as to the basic genetic nature as well as the basic behavior
nature of children. Seldom are those views formally expressed in professional
development sessions. They are more likely to come out as colleague chat in the teachers
lounge and certainly in individual practice behind the classroom door.
Individual views can and do vary. They can be compatible or contrary. When compatible
the school’s approach to classroom management and behavior can be orthodox in belief
while orthodax in implementation. That is: Common in belief while honoring diversity in
personal style relative to implementation. Views in this area can run the gamut alluded to
by Robert Tauber in his book: Classroom Management – Theory and Pratice. Tauber
addresses five approaches to classroom management. The five are:
A Place for Discipline, James Dobson
Assertive Discipline, Lee and Marlene Canter
Social Discipline, Rudolph Dreikurs
Reality Therapy, William Glasser
Teacher Effectiveness Training, Thomas Gordon
I am not suggesting that teachers consciously select one of Tauber’s five approaches, or
even a synthesis of aspects from several. However, there is a strong possibility that
teachers, once familiar with all five, will find that they can personally relate to some of
the points associated with each. In the final analysis teachers will more than likely devise
their own approach? If it turns out that they are compatible then the school can move
forward in unison. If in contrast one with another then the school has set up a dynamic for
conflict, discord and lack of harmony not only with students but faculty as well
A Place to begin in addressing this is to devote a significant amount of professional
development activity to an in depth consideration of individual teacher views in this area.
It is much more meaningful than the endless hand-ringing that repeatedly goes on related
to “poor discipline.”
5
The basic question a faculty needs consider is: What are our beliefs regarding the basic
genetic and behavioral nature of humankind? What goes on behind the door of each
classroom is impacted by this. In his book Learning Theory for Teachers [1976], Morris
Bigge addressed that question. The following Bigge chart succinctly summarizes five views
related to the question: What is the basic nature of humankind? The phrase between the two
categories of Genetic and Behavioral has been inserted by me.
The Basic Nature of Humankind
Generic Behavioral
Good___________________________________Active
“I’m OK – You’re OK”
Bad___________________________________Active
Fagin’s School – Oliver Twist
Neutral________________________________Active
“As the twig is bent so grows the tree”
Neutral________________________________Passive
Grass doesn’t grow on a busy street
Neutral__________________________________Interactive
SMILE: Simultaneous, Mutual Interaction between the Learner and Environment
The views held by teachers on this issue influences how they function in the classroom. It
influences their views about classroom management, behavior and discipline. Before
attempting to move ahead in developing a classroom management and behavior program
educators need to strive to reach consensus on the question of: What is the basic nature of
humankind?
Axioms
Axioms are statements of postulates or principles that guide an individual, group or
organization on a desired path. An axiom is a proposition regarded as a self-evident true
without need of proof. Postulate is a frequent synonym for axiom. The term is in common
usage as mathematics such as “Euclid’s Axioms.”
Axioms ought not to be simply static statements of lofty intentions with little or no
evidence of application. In Buddhism it is taught that We open the path by walking the
path. The path is laid out in the axioms and as the educational philosopher John Dewey
asserted is it by doing and undergoing experience. The notion that an axiom is a selfevident
truth has been turned into a business logo and mission statement such as: Talent
plus opportunity equals growth. Certainly the slogan fits for education.
The path followed by every educator and of every learning community ought to be
guided by a set of axioms. In my experience I know of few that are. A reason might be
that they are viewed as redundant to mission statements and are not seen as relevant to
the reality of what really goes on in school. Some school people may proclaim that they
are too busy teaching and keeping school to wonder about such things as why are they
doing what they are doing, how valuable it is, and so what – to what end?
6
A statement of axioms ought not be couched in obscure, academic or lengthy discourse.
The shorter and more direct the better. For example the essence of the United States
Declaration of Independence [1776] is summed up in its first paragraph of approximately
100 words. The brief Nicean Creed [325] of approximately 150 words remains as the
foremost statement of Christian faith.FN
In my own practice I developed a list of seven axioms in 1975 and they have guided my
practice ever since. When serving as a public school superintendent and required to
submit an annual report of my stewardship to the local elected school board I chose to do
so in the context of my seven axioms. My report indicated the extent to which I had
walked the path laid out in the axioms that past year. The seven are:
1. Among the purposes of the public school is the transmission to the young of the
ideals upon which this nation was founded;
therefore,
the school ought to be a microcosm of a democratic society.
􀀁
2. Participation in the decision making process characterizes a democratic society;
therefore,
those who are to be affected by a decision ought to be involved in the process of
making, implementing and being held accountable for decisions made.
􀀁
3. Learning is more than a random process;
therefore,
how human beings come to know ought to be the most basic question of inquiry
challenging educators.
􀀁
4. Schools are for learners;
therefore,
the instructional program ought to be student centered and responsive.
􀀁
5. Educators have an obligation to assist all learners in becoming self-fulfilling
individuals, good citizens and competent workers;
therefore,
consistent with individual potential and capacity, opportunities must be provided
for each person to realize these goals.
􀀁
6. Knowledge is conceptually based and has structure;
therefore,
in the curriculum the concepts ought to be identified and the instructional program
so ordered as to provide for an interactive process through which each individual
in orderly and developmental fashion can inquire into, discover, construct, learn,
evaluate, and apply that which needs to be known and can be learned.
􀀁
7
7. Educators serve the public interest and are not in private practice at public
expense;
therefore,
a management system needs to be developed and implemented that provides for
such areas as professional competence and development, curriculum and
pedagogical relevance, information systems, business acumen, fiscal
responsibility, facility maintenance and development, and institutional
transparency.
Conclusion
Classroom management and behavior are critical concerns in the day-to-day operation of
schools. Without an efficient and effective procedure for classroom management and a
positive focus on behavior little of merit will happen. Proper preparation in this area can
help to prevent poor performance. When the learner comes home from school each day
and is asked by his/her parents: What happened in the school today? The response might
well be especially by teenagers: Nothin. I hate that place and the teachers are jerks.
Thankfully, the younger ones might still see school as a place of learning and a place of
joy.
The research literature has indicated that many practitioners leave the profession each
year over issues related to classroom management and behavior. The issue is critically
important and in my experience teachers are eager to address it. However, all too often
they are prematurely over eager to look for the silver bullet that will turn their classrooms
into places of learning and places of joy for their learners and themselves. The reality is
that the shortest path to practicing in a learning community where learning and joy are
self-evident is through a journey along the path leading to a systemic consideration of the
purpose and significance of education, the basic genetic and behavioral nature of
humankind and the building and application of a set of axioms to guide the sojourner
along the way.
The road to wisdom is plain and simple to express,
to err, and err, and err again
but less, and, less and less.
Piet Hein
Ipse dixit!
Lawrence P. Creedon
Nicaragua
January, 2007.
8
Appendix
First paragraph of the United States Declaration of Independence.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by
their Creator with certain unalienable rights, that among these are Life, Liberty and the pursuit of
Happiness. — That to secure these rights, Governments are instituted among Men, deriving their
just powers from the consent of the governed, — That whenever any Form of Government
becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to
institute new Government, laying its foundation on such principles and organizing its powers in
such form, as to them shall seem most likely to effect their Safety and Happiness
The Nicene Creed
We believe in one God, the Father, the Almighty, maker of
heaven and earth, of all that is, seen and unseen.
We believe in one Lord, Jesus Christ, the only Son of God,
eternally begotten of the Father, God from God, Light from
Light, true God from true God, begotten, not made, of one
Being with the Father; through him all things were made.
For us and for our salvation he came down from heaven,
was incarnate of the Holy Spirit and the Virgin Mary
and became truly human. For our sake he was crucified
under Pontius Pilate; he suffered death and was buried.
On the third day he rose again in accordance with the
Scriptures; he ascended into heaven and is seated at the right
hand of the Father
He will come again in glory to judge the living and the dead,
and his kingdom will have no end.
We believe in the Holy Spirit, the Lord, and the giver of life,
who proceeds from the Father and the Son, who with the
Father and the Son is worshiped and glorified, who has
spoken through the prophets. We believe in the one holy
catholic (Christian) and apostolic church. We acknowledge
one baptism for the forgiveness of sins. We look for the
resurrection of the dead, and the life of the world to come.
Amen.
Development of the Nicene creed began in 325 a.d. at the
Council of Nicea. The Council was arranged by Emperor
Constantine to get some unity of faith in the Christian
Church by having a standardized creed.
9

Cooperative and Collaborative Learning
Apples and Oranges or Two Peas in a Pod
Lawrence P. Creedon
In common use among educators the terms cooperative and collaborative are frequently
synonymous and that it fine. Fine because terms such as these take on their meaning from the
context in which they are used. However, if the purpose is to be clear and distinct in language
then the terms do have mean explicit meanings and educators have an obligation to be cleaqr
and distinct.
Copperative and collaborative have a common a common root in theory learning. Both are
expressions of the pragmatic, experimentalist, or instrumentalist theory [Synonyms] about
learning that learning is an interactive process among learners. In this view learning is not a
solitary, quiet activity where the learner acts alone using textbooks and worksheets provided by
the teacher as his/her principal source. In contrast to the Ado-it-alone-quietly@ approach to
learning both cooperative and collaborative learning promote simultaneous and mutual
interaction of the learner and the environment [SMILE]. This implies cooperative and
collaborative learning.
In user context a clear and distinct meaning can distinguish cooperative from collaborative
learning. While not akin to an apple and an orange, they can be as two peas in a pod.
Cooperative Learning occurs within a group. Learners come together to consider an issue or task
that has been predetermined for the group by an external source. The external source can be the
teacher, the textbook or some other point of origin. Each person in the group has an assigned task
in the search for a resolution. Each member of the group does his/her own research and then
contributes his/her findings to the group. The resolution is a synthesis of the contributions made
by individuals. To begin with, the issue originated by an authority outside of the group. And,
interaction within the group is at a minimum as each person pursues his/her segment of the issue.
In this approach is it a simple matter to award a rubric based grade to each member of the group.
Collaborative Learning occurs within a team. Team members decide the problem, issue or task to
be considered. However, the issue must be limited to a field or category such as if the topic is
United States history during the period of the Civil War then the issue must be related. to that
field or category. Members of the team working interactively determine what the issues are that
they will consider and how they will go about it. Individual team members may be assigned
separate tasks by the team as a whole but the whole team keeps focused on the critical path
beginning with issue identification and ending with issue resolution. Interaction is a hallmark of
collaborative learning. In this approach it is more difficult to award separate rubric based grade
to each individual in that the effort is that of a team. The maxim: learning takes place as the
result of the Simultaneous and Mutual Interaction of the Learner and the Environment [SMILE]
fits like two peas in the pod with collaborative learning.
Lawrence P. Creedon
Pompano Beach Florida, February 2003

Critical Path Revisited and Applied to Education
A management tool for use in planning
by
Lawrence P. Creedon
In the 1950s Critical Path (CP) was among the innovations in vogue in education. CP was adapted to
schools from its application in the private sector and the military. It was intended as a tool for management.
As in business and the military, school officials saw CP as a procedure for making the education enterprise
more efficient and effective.
A CP approach is a procedure for laying out a comprehensive management pathway originating in issue
identification and ending in a desired outcome. Along the route, benchmarks, performance indicators and
restraining forces are identified. Benchmarks are significant landmarks along the path. Each benchmark
indicates accomplishment to that point in the process. Performance indicators identify specific actions that
must be taken if the process is to proceed to fruition. Restraining forces identify those factors that will deter
the process from moving to a successful conclusion.
CP was and remains a good management tool. However, as applied to education, CP has gone the way of
other innovations before it and since then. It has fallen into disuse. Nevertheless, elements of it do survive.
Frequently what does survive does so under new names. A reality is that the tool is at least 50 years old.
What might be somewhat new in education is the application that CP has beyond administration and
management. For example, CP can be applied to curriculum development and planning, as an approach to
unit and lesson planning, in action research efforts, and in the development of individual education plans
[IEPs]
Critical Path Defined
CP is a management tool for charting (mapping) a pathway from a clearly defined beginning to a desired
and measurable outcome or end-in-view (Dewey). CP is value free. It it not a vehicle for identifying what
the issue is that is being addressed or the outcome sought. These are inputs to the process. CP has no
inherent set of expectations for performance. It offers no wisdom related to possible pitfalls. These, too, are
inputs to the process. Other procedures are used for identifying the issue to be considered, the outcomes
sought, performance indicators, restraining forces and benchmarks. A procedure for addressing many of
these content related matters can be found in the Creedon monograph A Constructivist Approach to
Action Research and Shared Decision Making. This monograph is also identified as A Brainstorming
Approach to Shared Decision Making. Go to www.larrycreedon.com for access to this monograph.
The Components of Critical Path
The components of a CP approach are laid out on the line graph. The left end of the line graph indicates the
beginning and it cites the issue under consideration. The point farthest to the right indicates the desired and
sought after end. Performance indicators and benchmarks are signposts along the line graph in the same
way that road signs are posted along a highway. Restraining forces are those factors that left unattended
can derail the effort with the undertaking resulting in failure. Characteristics of a CP approach in education
are expressed below. They are:
1. In curriculum development and instructional matters CP is an example of spiraling by laddering,
weaving and integrating (Jerome Bruner). As the learner progresses along the pathway of coming to
master (learn) the content, or accomplish the task under consideration, the learning process is
recursive. It is like a spiral. While learning moves forward and upward, it dips back to review, modify,
reaffirm and/or stabilize that which has come before. In this way learning and task completion
progresses from simple information to comprehensive knowledge. The components of the
progression are consistent with Bloom’s Six Category Cognitive Domain Taxonomy and Jerome
Bruner, The Process of Education. See Creedon monographs on Bloom: www.larrycreedon.com.
Each step or rung on the ladder is a performance indicator. The step or rung identifies an action that
needs to be taken.
2
2. Each weak or faulty step taken along the path as the spiral progresses forward is an indication of a
danger and a problem. It is a restraining force. It is at this point that forward action stops and attention
must be directed to rectifying the problem. Assessment and correction are ongoing processes.
3. As with an extension ladder, each independent section of the ladder is a whole. Each section can stand
alone. However, each section is not synonymous with the whole. Several sections must be joined
together in order to reach the desired destination. As each cluster of related performance indicators are
completed they are combined together and identified as a benchmark. A benchmark indicates the
completion of a specific subpart or component of the whole. A benchmark is analogous to the signpost
on the road. The signpost indicates that a geographic point in the journey has been successfully
reached. However, it does not indicate that the end sought, the end-in-view has been reached. As with
performance indicators, benchmarks provide an opportunity to stop and consider where you are and to
determine if any corrective action needs to be taken before progressing farther.
4. The number of sections required and benchmarks needed will be determined by what needs to be
accomplished in order to arrive at the desired destination or end-in-view. Successfully reaching the
desired destination is the goal of the CP process. While success is not guaranteed, the CP process does
demonstrate that a rationale, logical, defensible and reproducible process has been followed
Successful completion is a factor of the total quality management criteria of “Fit-for-Use.” Philip
Crosby, The Quest For Quality. If all efforts have not resulted in something that is “Fit-for-Use” then
learning has not taken place and the task has not been successfully completely. The remedy is a
thorough review and analysis of the CP in order to discover what went wrong.
5. Once the CP process has been completed as indicated above, the next step is a plan of action for
implementation. The same CP process can be used for developing and implementing a plan of action.
Issue Identification of Critical Importance
The process of CP begins with issue identification. The most important part of any undertaking is issue
identification. Before attempting to move forward all those involved in the undertaking must be as clear as
possible as to what is the specific task and goal. The task or goal must be clearly stated in terms that are not
mere platitudes and not subject to misinterpretation or multiple interpretations. In the early days of
computer technology the wise witticism of “Garbage in, Garbage out’ was associated with computer
applications. The caution fits for issue identification. See Creedon monograph on Action Research
referred to earlier.
Outcomes Stated in Behavioral Terms
The sought after outcomes of the undertaking must be stated in behavioral or action terms. The same
caution prevails as that cited for issue identification. Outcomes that court failure are those that are
platitudes, not clearly and precisely stated, and that are subject to misinterpretation or multi interpretations..
Action words and terms used ought to be clear and distinct in their meaning. Their clarity ought to be
affirmed through reference to a dictionary, thesaurus or recognized glossary of task related terms.
The Zone of Proximal Development (Vygotsky)
CP is the Zone of Proximal Development (ZPD) between the identified issue at one end of the process and
the end-in-view at the other end. The ZPD indicates the gap between what is known or desired and the
outcome that is sought. It is the zone of the unknown.
Line Graph Indicating the Critical Path
Below is a line graph that indicates the steps in the CP process. For ease in illustration and for
understanding the process, the line graph is depicted here in four separate illustrations. In reality each
illustration is integrated into the whole. Illustration Three integrates all three.
Illustration One features issue identification, performance indicators, benchmarks, and outcomes. Each
performance indicator is followed by a letter designator. Each benchmark by a numeral designator. The
purpose of these is for ease in tracking. Each is identified in the legend below. Note that the performance
indicators are not equal in number between benchmarks. That is because between benchmarks the number
of actions that need to be performed in order to arrive at the next benchmark are not necessarily the same.
Illustration One: Includes Issue and Outcome Statements, Performance Indications and Benchmarks
3
__⁄a__⁄b__⁄c__ 1__⁄d__⁄e__ 2__⁄f __ 3__⁄g__⁄h__⁄i__⁄j_
Legend: The symbols refer to written statements indicating what each means.
At the beginning identifies the issue statement. At the end the outcomes
⁄ Each performance indicator is identified and followed by a letter indicator
Each benchmark is identified and followed by a numerical identifier
Restraining Forces
Progressing along the CP from the issue statement to outcomes will bring with it problems and obstacles to
be overcome. Some of these will be able to be identified at the outset. Others will emerge as the CP process
proceeds. Each restraining force is identified by an “X” and cited below the CP line. It is placed where it is
anticipated that it is most likely to first appear and become apparent.
Illustration Two: Includes All of Illustration One, Plus Restraining Forces.
__⁄a__⁄b__⁄c__ 1__⁄d__⁄e__ 2__⁄f __ 3__⁄g__⁄h__⁄i__⁄j_
x1 x2,x3 x4,x5 x6,x7,x8 x9 10,x11
Legend: Each “X” refers to written statement identifying a restraining force.
X Each restraining force is indicated and followed by a number
Performance Indicators and Restraining Forces
There is not a one-to-one relationship between performance indicators and restraining forces. At any point
along the CP continuum the two may be unequal. Between some performance indicators there may not be
any restraining forces anticipated. Obviously the fewer restraining forces there are the better. However,
they cannot be minimized or over looked. To do so courts failure.
Benchmarks as Indicating a Plateau
For ease in referencing the distance between benchmarks can be identified as a Plateau. Plateaus have no
content function, their purpose is for ease in referencing. For example, it might be noted that everything in
Plateau A has been completed. Or, that Plateau B contains several restraining forces that need to be
addressed. For purposes of illustration here each plateau has been identified by a specific color.
Illustration Three: Contains All of Illustrations One and Two, Plus Plateaus
They are color coded for ease in referencing.
A B C D
__⁄a__⁄b__⁄c__ 1__⁄d__⁄e__ 2__⁄f __ 3__⁄g__⁄h__⁄i__⁄j_
x1 x2.x3 x4, x5 x6. x7.x8 x9 x10, x11
Four Resource Factors.
In analyzing each performance indicator, restraining force and benchmark along the CP, four factors need
to be considered. Each of the four needs to be considered for every specific task and not simply for the
issue as a whole. The four are:
1. Human resources needed including competence, attitude, motivation and commitment.
2. Places and physical or facility resources (space) needed to accomplish the task
3. Things such as learning materials or equipment needed to accomplish the task.
4. Financial resources needed to accomplish the specific task
.
Assess and Modify
4
When reaching each benchmark in the CP process, it is an appropriate time to stop and assess the progress
that has been made. Before proceeding further modifications ought to be made as deemed necessary. It is
dangerously commonplace to continue to push forward toward an outcome only to find that upon arrival
what has been produced is not fit-for-use. Assess and Modify in this manner is applying Bruner’s recursive
concept. In simple terms it is a process for periodic review. Strange as it may seem, this important step is
often minimized or overlooked. Assessment is not for the purpose of reaffirmation of assumptions or
actions taken. It is not an example of having begun an undertaking with assumptions that will lead to a
priori conclusions. It is not an example of the contra positive. It is not that by simply restating the self
evident conclusion, the assumption upon which the conclusion was based is valid. As observed earlier in
this piece, it more like Garbage in, Garbage out. Building this step into the CP process indicates that its
purpose is not one of evaluating the effectiveness or competence of individuals, but rather assessing the
appropriateness and effectiveness of what has been going on.
Modified Critical Path
Each time an Assess and Modify exercise is undertaken a modified CP is projected as a new line graph.
.The new line graph begins directly under the benchmark where the Assess and Modify exercise was
conducted. The CP process continues from that point on the modified CP line. Revised or reaffirmed
performance indicators, restraining forces and benchmarks are cited on each modified CP line.
Illustration Four: A Modified CP is Created After Each Assess and Modify Exercise
A B C D
__⁄a__⁄b__⁄c__ 1__⁄d__⁄e__ 2__⁄f __ 3__⁄g__⁄h__⁄i__⁄j_
x1 x2.x3 x4, x5 x6.x7.x8 x9 x10, x11
B____⁄ _____⁄_______ ___⁄_____⁄____ __⁄ __⁄___⁄__ ___⁄___
x x x x x x x x
C   ⁄ ⁄   ⁄ ⁄
x x
D ⁄ ⁄
An Action Plan
Once all of the dimensions of the CP have been articulated as indicated above it is time to turn attention to
a Plan of Action. A plan of action considers Who will do what, why, when, where and how? No action
toward implementation should be attempted until the CP process has been development, understood and
committed to by all involved. The Four Resource Factors cited above offer a plan for how to proceed. The
approach taken in the action plan depends upon what is being attempted. For example, is it something to do
with administration and management, curriculum development, instructional implementation, action
research or personal professional development? Guidelines for how to proceed depend on what the issue is
and what outcomes are expected. Deming’s or Juran’s approaches to Total Quality Management may be
appropriate in administration and management as well as in other areas. In curriculum development and
instructional implementation it may be Piaget, Tyler, Gagne, Bloom, Bruner, Skinner, Gardner, and a host
of others. In action research and personal professional development, you, the reader and learner, maybe
your own best resource
Open System Closure
All those involved and affected by any outcome reached must understand and accept the fact that whatever
the result is, it is not for all seasons and all times. It is a resolution for now and for as long as that resolution
produces an outcome that continues to be fit-for-use. New needs, insights and circumstances will at some
point in time require that the issue, or a related one, be revisited. When that happens return to the CP
process, review the whole effort, assess what is the state-of-the-art, make modifications as necessary and
then continue on. In doing so the line graph takes on the visual image of a spiral as progress on the task
moves forward and does so recursively.
Possible Applications for Using a CP Approach in Planning.
5
1. Anything related to administration and management from a system for effective communication, or
building a budget, to the development of a new program.
2. For building a program for monitoring, and assessing on a continuing basis the quality of education in
the school.
3. For facilities construction, modification or maintenance.
4. For a program for building a semester length or school year schedule of courses and classes.
5. For Curriculum development and instructional implementation.
6. For preparing syllabi, units of instruction or lesson plans.
7. For building and implementing a standards based program.
8. For writing Individual Education Plans [IEPs].
9. For building a program and schedule for formative approaches to faculty development and assessment
10. For locally initiated action research programs.
11. For designing individual programs for personal professional development.
12. For building and implementing a program for involving parents and community members in the life of
the school.
Ipse dixit!
Lawrence P. Creedon
December, 2004

Theory Precedes Practice

A Foundation Approach to Professional Development

Lawrence P. Creedon

For the most part in professional development activities the focus is on “How To Do” something. A case can be made that many new “How To” efforts are in reality reruns of earlier “How To’s” that have fallen out of favor. Others are tactics that have proven useful to individuals in their practice. While both can have merit, the quip “Old wine in new bottles” often fits.

Seldom is time or effort spent on examining the basic belief system that ought to under gird whatever the learning community is attempting to do. What is postulated here is that  Belief precedes Practice.  Or as Hirsch and Killion assert in the March 2009 issue of Phi Delta Kappan: “ Without a change in beliefs, change in practice will not be sustained.”.

What follows is a listing of several questions alluded to in three categories:

1. Belief statements [Axioms],

2. Four questions in the pursuit of excellence

3. A student centered design for learning.

Taken together the three categories can serve as a platform for examining the belief system upon which a learning community ought to be built. When leaders say to others “Come Follow Me” [See Creedon: “Come Follow Me” at www.larrycreedon.wordpress.com] and practitioners send the same message to their learners the rationale for doing so ought to be embedded in a belief system rooted in theories and assumptions such as those cited here.

Fundamental or First Questions in the Pursuit of Excellence in Education

Of continuing concern to educators and of on-going consideration by them in  professional development activities ought to be fundamental or first questions such as those cited immediately below.

1. What is the purpose and significance of education?
2. How to our learners come to know?
3. Of all the things our learners can come to know what do they need to know now and why?
4. How ought the learning community be organized and man aged so as to affect questions 1-3 above?
5. What is the plan for implementing, assessing, evaluating and modifying as necessary that which has been organized?

Axioms or Belief Statements

A platform for education ought to be based on an operational set of beliefs that goes beyond the common issuance of a school mission statement which all often is an amalgam of lofty ideals seldom seriously considered or implemented. The agreed upon axioms or belief statements ought to be constantly revisited by those associated with the learning community in order to assess and evaluate their appropriateness and efforts at implementation.

Those that have guided my personal practice for decades are as follows:

1. Among the purposes of the public school is the transmission to the young of the ideals upon which this nation was founded;

therefore,

school ought to be a microcosm of a democratic society.

1. Participation in the decision making process characterizes a democratic society;

therefore,

those who are to be affected by a decision ought to be involved in the process of making, implementing and being held accountable for decisions made.

1. Learning is more than a random process;

therefore,

how human beings come to know ought to be the most basic question of inquiry challenging educators.

1. Schools are for learners;

therefore,

the instructional program ought to be student centered and responsive.

5.   Educators have an obligation to assist all learners in becoming self-fulfilling individuals, good citizens and competent workers;

therefore,

consistent with individual potential and capacity, opportunities must be provided for each person to realize these goals.

6.   Knowledge is conceptually based and has structure;

therefore,

in the curriculum the concepts ought to be identified and the instructional program so ordered as to provide for an interactive process through which each individual in orderly and developmental fashion can  inquire into, discover, construct, learn, evaluate, and apply that which needs to be known and can be learned.

7.   Educators serve the public interest and are not in private practice at public      expense;

therefore,

a management system needs to be developed and implemented that provides for such areas as professional competence and development, curriculum and pedagogical relevance, information systems, business acumen, fiscal responsibility, facility maintenance and development, and institutional transparency.

A Student Centered Design for Learning

As stated above learning is more than a random process. Learning ought to be learner centered and characterized by a systemic process in coming to know. That systemic approach has been characterized by Jerome Bruner as one of laddering and scaffolding. Laddering is building in sequential fashion on what has come before and scaffolding is expanding learning in all directions. Consistent with that view a systemic approach to learning can be identified as a ten step student centered design for learning.  The ten steps are:

1. Goals of the Learning Experience

The extent to which the learning experience contributes to assisting each individual in becoming a self-fulfilling individual, a contributing citizen and a competent worker in a world that is maximally effective for all.

2.  Behavioral Projections

Behavioral projections represent an attempt to predict the life styles that will be needed by learners in a constantly changing society. All programs must be assessed in light of their contributions to these behaviors. Identifiable behaviors include:

1. 1. a. Command of fundamental processes
   2. Marketable skills
   3. An understanding of individuality
   4. An  involvement in aesthetic experience
   5. A life style of inquiry
   6. A self-motivated learning style
   7. Individual expression
   8. An ability to cope with and guide change
   9. Worthy use of leisure time
   10. Good physical and mental health
   11. Scientific literacy

1. Rationale for the Discipline

Rationale has to do with “Why?” Why this or that subject? What that particular subject? Why are those instructional strategies or tactics used? Why those resources and learning materials? Why that learning environment? Why that organizational and management structure? Why that procedure for assessment and evaluation of learning?

1. Comprehensive Concepts

The curriculum is the composite of all the comprehensive concepts to be considered in the total learning experience. Taken together the comprehensive concepts compromise the curriculum. A comprehensive concept acts as an organizing element in curriculum development and instructional strategies and tactics. A concept is the big idea. It transcends the narrow and the specific. A concept can serve as an organizing agent. It provides a vehicle for addressing relationships to order to build upon previous learning by way of laddering and scaffolding. Concepts provide a blueprint or a map by which learners can explore a subject more intelligently and in depth. Concepts provide a skeletal with which to address issues within as well as across disciplines or areas of knowledge.

5. Performance Objectives

Performance objectives flow logically from comprehensive concepts. Performance objectives fall into two categories: General and Specific. Each specific objective ties back to the general objective which in turn has grown out of the comprehensive concept. In sequential fashion the comprehensive concepts relate to the behavioral projections which are more explicit characterizations of the initial goals for learning.  Thus, the whole process is systemic. While the comprehensive concepts constitute the curriculum, the performance objectives identify the specific intent of the instructional program.

6. Diagnostic and Prescriptive Assessment and Evaluation Tools and Procedures

Before initiating any instructional program as much as possible ought to known about how each individual learner comes to know. Classes, including groups, do not come to know individuals do. To every extent possible the instructional program must be responsive to what is known about how the learner comes to know. A diagnostic approach to instruction followed by a learner appropriate prescription for learning is called for. Whole class, single approach, lock-step, textbook centered, teacher directed instruction seldom fulfills the requirement of being learner centered. Diagnostic and prescriptive Assessment and evaluative instruments and procedures are tools to be used in the diagnostic and prescriptive process. Educators must become students and practitioners of what neuro scientific brain research, including the impact of the emotional or affective domain,   is revealing about how learning takes place.

7. Student Learning Activities

Learning activities constitute the day-to-day proceedings and occurrences. Tactics will vary from teacher to teacher. The unifying element is to be that all are learner centered to the extent that tactics are utilized in a manner which advances what is known about how learners comes to know. To do otherwise is self defeating. Student learning activities ought to include:

1. 1. The purpose, rationale, and overview of what is to learned
   2. The performance objective
   3. A series of optional learning activities designed to stimulate doubt and to develop a desire to know.
   4. Learner appropriate resources and media for learning
   5. A process and procedure for helping learners to become involved in setting their own learning goals, objectives and outcomes. This includes competence based rubrics for assessment and evaluation as well as a reflective component where the learner considers what comes next in coming to know what needs to be known.

8. Appropriate Multi-Media and Electronic Aids to Learning

Increasingly research and discovery makes available new learning materials and technological approaches to assist learners in coming to know. Such resources need to be identified and applied in the best interests of learners. Caution needs to be exercised in application in that all available tools and procedures may not be conducive to best practice. Newly available does not automatically make something better and more appropriate than what is.

1. Classroom Management

Effective classroom management has to do with establishing and maintaining the most effective learner centered environment for learning that is possible. Learners ought to be directly involved in developing, maintaining and assessing the environment for learning reflected through the classroom management process and procedure. Classroom management is a not a synonym or code word for controlling what has been determined to be deviant or in appropriate learner behavior in the classroom. Learner behavior is one component of classroom management.

1. Learning Environment

The environment for learning must be responsive to the learning needs of learners. The learning environment is the fabric through which all of the components are woven and can be characterized as respectful, personalized, friendly, accepting, supporting, humane, and challenging both for the learner and all those associated with the learning community.

Ipse dixit

Lawrence P. Creedon

lpcreedon@aol.com. lpcreedon@gmail.com

www.larrycreedon.wordpress.com

Updated: San Pedro Sula, Honduras 3-09, Kuwait, 5-09

Rubrics

Ten Points Upon Reflection

Lawrence P Creedon and Helen L. Ross

Several times we have mentioned that an important component in planning for what comes next in your instructional program is during the period of time when you reflect on what most recently occurred in executing your most recent instructional-learning experience with your learners. Next steps are influenced by past actions and behaviors. The case in point here is our consideration of Rubrics: What They Are and What They Are Not.

Among the points made were:
1. Rubrics are measures, indicators of competence and competence is the capacity to do what needs to done.[Jay Hall: The Competency Process].

2. Rubrics best understood and applied ought not to be not measures  related to qualitative or quantitative evaluations.

3. Rubrics can be viewed as statements of outcomes or identified in benchmarks.

4. Rubrics utilized best are not characterized by scales, competitive rankings, quotas and the like in common practice in schools today.

5. The term rubric itself is relatively new in the lexicon of educational vocabulary.

6. An understanding of what constitutes “Best practice and utilization” of rubrics is emerging. Continuing research and application brings with it a better understanding. What was understood to be an appropriate rubric during an earlier period is not necessarily applicable for today.

The road to wisdom is plain and simple to express

To err and err and err again

But less and less and less

Piet Hein

7. A faculty ought to have a common understanding as to: What is a rubric?”

8. Rubrics are best developed by practitioners working collaboratively.

9. Rubrics ought not to be translated or extrapolated from their intended purpose and function to qualitative or quantitative measures.

10. Bloom’s cognitive taxonomy is a good source for building rubrics. However, there are other approaches.

Lawrence P. Creedon   Helen L. Ross

lpcreedon@aol.com,  hross730@aol.com

www.larrycreedon.wordpress.com

Bangkok, April 2009