Analysis Of Holler If You Hear Me

The issues in this case study involve Melinda Smith, a veteran special education teacher, Derrick Yate, a student with behavioral disorder, Greg, the school principal, Barba Cole, the school social worker, Mrs. Yates, Derrick’s mom and Mr. Douglas, a general education teacher. Besides being a student with behavioral disorder, Derrick was low achieving and had developed a notorious reputation around school. According to Karen, one of the fifth-grade teachers, “Derrick has terrorized everyone”. Despites all the putdowns on Derrick, Mrs. Smith decides to take on the challenge to straighten his behavior.

This is just some of them. Teachers will learn much that is applicable about the general characteristics of children at particular ages, stages and grade levels; but are effective with each child, additional information is needed. Each child comes to the classroom with a history-year of reactions, experiences, and characteristics styles of behaving that are unique. Teachers who blind effective communication with families are less likely to be frustrated while working with the many unknowns in children and are more likely to meet realistic goals for each child and support each family in reaching their own particular goals. When teachers are open to learning from families there is much knowledge about the particular aspects of living with children that can be learned. Because it is the children that bring families and teachers together, the benefits for children alone should be motivation enough to work to create effective partnerships. (Chapter 9: Informal Communication with Families)

Upon completing the novel I realized I will be frustrated with my students at times and will need to remember that there is always a reason for a behavior. My reaction to the behavior will be a very important piece in the relationship I build with my student.

Harvey always listens to the students, attempts to understand what they are saying. The only weakness is the staff do not always address the children in a respectful manner and will sometimes call them names like brat to another staff member. On page 215 the readers are told fostering resiliency in a person and showing respect are approaches that share the same goal of healthy emotional development. The teachers not always being respectful may have an effect on the children’s emotional development. When it comes to interaction children are always supervised during play. The children interact with each other nicely. The Mrs. Harvey and her teaching assistant are sometimes quick to put a child in time out when their behavior is the same as everyone else’s as a way to calm the class. The interaction with the parents is good too, the parents are constantly informed about their child and what is going on in the

With personal matters it is important not to given preferential treatment to one or a group of learners and to treat everyone equally. Teachers should not give out personal information or get personally involved with a student e.g. not join social networking sites etc. You should avoid touching students inappropriately or give preferential treatment to some students and not others.

At Hazelwood High School, they do things differently than at my school. At Hazelwood, most of the people worry about themselves and nobody else. Most of the school doesn’t get good grades and the school does not do anything about it. One day in English class Andy walked out when they were reading Macbeth because it was too emotional for Andy to handle. His friends were concerned and told the school counselor. They said, “But… but… it seems like… like… he needs help or somethin’.” Then the counselor said, “Well, I probably shouldn’t tell you boys this, but he is getting some outside counseling… So you boys can relax and be assured that he is getting whatever help he needs”(100). At Harrisburg High School, if someone had an issue like that, the counselors and teachers would be concerned, even if the person was getting outside help. Another thing about education that is different than mine is the school. In Ronda’s English homework, she wrote, “Our school building must have been built about a million years ago, because it was brown and tall and raggedy-looking, but it fit right in with the rest of the day”(16). At my high school, we are very fortunate to have a very new building to learn inside of. At Hazelwood High, they were not fortunate enough to have a new high school be built. Culture and education are very important pieces of people’s

The life outcome that Wes Moore, the author, had was different from the other Wes More. He was doing bad in his education as well with his interactions with the family. Every teacher declared that Wes was a poor student and was unmotivated to pay attention in class. The teachers came to conclusion that Wes had a problem socializing, however; Wes “was a victim of a monocultural educational environment that alienates and denigrates him” (Sue, 230). The school staff was unable to see that the problem existed within the institution/ environment and not on Wes, because they were focusing only in one culture which made Wes feel as an outsider. The

“I won’t learn from you” is a classic and powerful group of essays written by Herbert Kohl. The first three chapters “I won’t learn from you”, “The tattooed man”, and “Excellence, Equality, and Equity” all explore ideas that students are more in charge of their learning than most individuals believe. With these theories, students and teachers can help improve each other in every way. Kohl writes a variety of humorous stories, lessons on teaching, and inspirations to be a teacher to any child, regardless of their race, gender, religion or abilities. He addresses serious issues in the public school system, such as reforming to the demands of the school district, adapting the curriculum, and the many pressures as an educator. Kohl helps the

It is important to establish appropriate behaviour and respect for others in order to fully realise the potential of all within and to ensure each student is safe from both physical and psychological harm. Appropriate behaviour must apply to both student and teacher. I, as a teacher, must follow a Code of Practice in order foster individual growth and learning. The principles of Good Practice are to treat people with care, respect and dignity. To recognise that I, as a teacher, am a trusted representative of my work place. I must ensure communication with students is open and clear and assess the risks to my students of the activities by carrying out a thorough risk assessment before each session.

Within this scenario, Mark is a pre-service teacher that aspires to make an impact on his students’ lives. On this note, Mark builds a connection with a reclusive student named Laurel. This sparks controversy amongst the school community as Laurel insists that Mark is her ‘friend’ and begins to share inappropriate information with him. With good intentions, Mark does not want to diminish Laurel’s newfound confidence. Conversely, Mark is unsure of his professional responsibilities in this situation.

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

In this assignment I will explore my role, responsibilities and boundaries as a teacher within the teacher training cycle and will analyse the different ways in which I would establish ground rules with students which may promote good behaviour and respect for other students who are participating within the same learning environment (Gravells, 2010).

Authoritative teachers will often “try to catch their students being good” and will reinforce the good behavior, rather than focusing on the bad. (Iannelli, 2004). It is critical that teachers praise their students for their efforts. A teacher can teach the entire classroom by recognizing one child’s positive action. Children desire praise and they will learn appropriate behavior when their fellow students receive praise. When teachers focus on bad behavior and make an example of a particular student to the entire classroom, it only makes the child that is being reprimanded feel alienated, ashamed, embarrassed, or possibly revengeful.

Establishing rapport with students is extremely important. Students should feel like a teacher genuinely cares about their well-being. Trust is an important component of the classroom learning environment. A student should respect and trust his or her teacher and the teacher should be respectful of his or her students and their families. This will encourage a nurturing learning environment and decrease behavioral problems in the classroom. When the teacher is consistently supporting the rules, and allowing the students to feel safe in the classroom, trust begins to develop. Teachers have to work to develop trust and respect in the classroom due to the fact that children in today’s world are often mistrusting because of society’s messages of the world being dangerous (world-view) as well as their own direct experiences (self-view) with abuse, violence, and neglect.

When I think about my role as a teacher, one of the most important things I consider is the relationships I build with my students, parents, colleagues, and community members. In the classroom, I need to ensure that I create a safe, loving, and positive learning environment. In order to make all students feel welcome, I get to know their names, the correct pronunciation and spellings, learning their culture and background, and their