1. Describe the influence of classroom practices on motivation.
2. Analyze the underlying differences among discipline approaches.
3. State the components of their personal philosophy of education
4. List the characteristics of teachers as change agents.
5. Provide examples of teacher leadership behaviors.

OUTLINE 

• See figure 11.1 on page 363 - educational theories.

Using philosophy in the classroom, pages 364-377

• A teacher's practices in the classroom reflect his or her personal philosophy. 
• The best goal for beginning educators is to become comfortable with a variety of classroom practices that address the needs of learners. 

Classroom organization

• Classroom organization is a multifaceted dimension of teaching that includes the content, methods, and values that infuse the classroom environment. 
• Lesson planning is mandatory if effective teaching and learning is to follow. 
• Every lesson should be built from a basic set of objectives that correspond to the overall goals of the lesson. 
• The Physical Setting: the arrangement of classroom furniture and the use of classroom materials may be predicated on the teacher's perceptions of the learners as passive or active. 
• Student Assessment and evaluation: most teachers use a variety of techniques including exams, term papers, projects, group participation, etc.
• Read the debate on pages 366-367 regarding school uniforms.
  

Motivation

• See figure 11.2 on page 369.
• Motivation: internal emotion, desire, or impulse acting as an incitement to action.

Discipline

• See figure 11.3 on page 370 - Teacher-Student Control Continuum. 
• Educators must help students to learn to become decision makers and critical thinkers about their own actions. "Discipline with Dignity".
• Control theory: a theory of discipline that contends that people choose most of their behaviors to gain control of other people or of themselves.
  
• Read about assertive discipline and discipline with dignity on pages 372-373.
  

Conflict resolution

• Focuses on the process of teaching students how to recognize problems and then solve them constructively. 
• Peer mediation programs.

Classroom Climate

• Research shows that successful schools are ones with favorable conditions for learning, parent interest in and knowledge of the schools, and positive relationships between principals and teachers and teachers and students. 
• Voice refers to the multifaceted and interlocking set of meanings through which students and teachers actively engage in dialogue with one another. 
• Space that permits students to explore, take risks, make mistakes, and take corrective action is an authentic space.

USING PHILOSOPHY BEYOND THE CLASSROOM, pages 377-380
Teachers as change agents

• Change agent: a person who actively endeavors to mobilize change in a group, institution, or society.
• Adaptation: in the context of social change, an educational approach that favors the promotion of a stable climate in schools to enable students to obtain an unbiased picture of changes that are occurring in society and thus to adapt to those changes.

Teachers as leaders

• Vision: a mental construction that synthesizes and clarifies what a person values or considers to be of highest worth.  Linda Shelve and marian Schoebelt offer five steps to help leaders put their visions into action:
1. Value your vision.
2. Be reflective and plan a course of action.
3. Articulate the vision to colleagues.
4. Develop a planning stage and an action stage.
5. Have students become partners in the vision.

• Modeling 
• Empowerment