Bon Lin's 3 R Rule

There is a lot to dissect throughout this information, however, I believe that I can say confidently that throughout the classes the biggest factor on how students behaved was the age of the student. Throughout the first two observations (both 9th grade classes) the students were very difficult to maintain but in different ways. In the first class much of the back half of the class and the section farther away from where the teacher was standing at her fixed platform were not paying attention especially if they had already read for class and knew they were not going to be called upon. On the other hand, in the second observation (also freshmen), the students were incredibly rowdy. The students were loud and completely off task. The teacher

In his book, Leman writes that at times the youngest child feels the only way they will receive attention is if they make a mess (172). He goes on to write that because youngest children are often not taken seriously they act out and it leads to these children turning into the class clown (Leman, 168). In a study done by Zweigenhaf and Von Ammon, they tested to see if youngest born are more rebellious than firstborns. They looked at 20 college students who had been arrested for engaging in civil disobedience in a labor dispute. Some of these students had been arrested more than once (Zweigenhaf and Von 625). After the study was completed, it was determined that majority of the arrested students were youngest born and all the students who were arrested multiple times were youngest born (Zweigenhaf and Von, 626). This study supports the theory that youngest children tend to be more rebellious.

Between grades one through six, which is approximately 6 years of age to eleven years of age, children place priority and importance of popularity, which increases over the elementary school years, this reaches its peak in late middle school and in the early high school years. Studies show that children in grades one through four consider popularity more important than friendship. It was also found that early and middle adolescents generally place more emphasis on conforming and being part of a popular group than younger or older children do. The low-status group, which hope for acceptance into the high-status groups may get some attention, however, rarely do they obtain full acceptance. Erikson, Piaget, Vygotsky, Bandura, and Kohlberg all have theories that address the

These rules are displayed throughout the school and are referred to continuously by staff and children equally. We also have class rules that have been developed by the children themselves and are a positive device for encouraging good behaviour. The children can then monitor their own behaviour as well as the behaviour of other children in the class.

As behavior is manifested daily in classrooms, teachers are frequently asked to make quick judgements while under tremendous stress. Teachers who feel prepared and confident will have already prepared their myriad of responses for the complexities of student behavior, especially from students who show the greatest diversity, and rely on objective reasoning when making behavioral decisions. (Bryan, Day-Vines, Griffin, & Moore-Thomas, 2012). Conversely, teachers who are overwhelmed and have feelings of inadequacy will fuel their decision making and behavioral judgements form a source of anxiety, fear, and control, and quickly turn to subjective reasoning when making behavioral decisions (Bryan et al., 2012). In addition, subjective reasoning can draw on and fuel implicit biases and manifest itself inappropriately to minor behavior (Forsyth, Biggar, Forsyth, & Howat, 2015).

Fritz Redl and William Wattenberg are two of the most influential psychologists and educators in the history of psycho education. Their work is centered around understanding youth behaviors and integrating proactive strategies to positively influence group behavior. Together, they altered the way many teachers view their role inside the classroom. Their unique ideas and principles helped open the eyes of many educators to ways of managing classroom behavior while strengthening individuals emotional and psychological development. Together, they created a model for managing classroom behaviors by focusing on the concept of group dynamics.

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

Through the last two weeks I noticed some behavioral changes in my first grade class; to be more specific I noticed increased rate of violence, increased rate of conflicts, increased rate of complains from two students, increased rate of bulling and increased rate of crying and screaming.

Table 1 provides the results from 6,631 respondents of how 12th graders describe themselves. Based on the results the majority of

Throughout my senior block experience, I have been in three different classrooms, with many different students. Each student possessed unique qualities that have taught me better communication skills and relationship building. Three specific students were John, Jacob, and Justin (for the confidentiality of the students, I have changed their names). These students’ different behaviors have caused an effect on either their learning or social interactions.

for students ages 12-18 generally declined both at school and away from school; that the patterns

The author mentions a new study conducted by Indiana University that is to be published in the American Sociological Review in October 2015. This study was based on students who attend a large elementary school for three years specifically in the third to fifth grade. Assistant Professor of Sociology at Indiana

This does not take into consideration that they must be looked at differently for students in elementary school in comparison to the secondary levels, which also differ. Students across the K-12 continuum vary greatly in terms of development. The differences in cognitive thinking, social interactions, and the amount of experiences a five-year-old has is far different than a teenager in high school (Eggen & Kauchak, 2016). Although, many could argue that the display of egocentric behaviors at both ends of the spectrum, suggest that all students have a desire to have their personal needs fulfilled. PBSS ensure that all students, educators, leaders and families contribute to a climate and culture that fosters personal and academic

                Another theory that clarifies my perspective is Canter’s Assertive Discipline. The focus of this theory is to show teachers how to establish a classroom climate in which needs are met by maintaining a calm, productive classroom environment. To achieve this goal the teacher must attend to students’ needs, establish understandable class rules for behavior, and establishing a climate of understanding and trust. I believe that when students and teachers respect one another the climate of the classroom is more pleasant than in classrooms where there is no respect from both the students and the teacher. Canter says that this type of relationship is developed through speaking respectfully to students, a true sense of fairness, and giving

Initial thoughts: Ms. Rollison needs to understand that students behave differently which will require a different way to approach their behavior. In most cases, when a student is acting out it is due to something stressful they are experiencing. A young student does not communicate their wants and needs well, this causes them to express their emotion is not the best manner. When children need are not met they will misbehave more frequently. Therefore, Ms. Rollison will need to understand and have patience with the student because there is always a reason behind why the student is misbehaving.