Classroom Communication Case

I don’t have a steady classroom. I have different students throughout the day. I usually have between eight and 12 students at a time. The class is small so I can have “eyes in the back of my head” and give students the attention they needs.

Anderson first year of teaching she should understand that students regardless if they have any disabilities or diagnosed are filled with an array of personalities and Howard is no expectation from his peers. It’s vital that she start and end every day with commendation for all students. Ms. Anderson needs to provide a period for customary meeting with the Howard to strengthen and survey behavioral and scholastic advancement. When, she starts to build solid routines for checking advance, for example, conduct outlines or charts that portray progress moving in the direction of an objective. It will provide open doors for Howard to share or illustrate their uncommon aptitudes to cohorts. Communicate is key with any educator so Ms. Anderson should consider to phrase composed remarks in a positive way by starting off simply by giving students basic errands and progress to the more perplexing (North Branford Schools, 2004). Avoid approaching the any student when they seem heedless. Utilization of favored interests, which are every now and again turned, as reinforces for proper conduct and evacuation of reinforces for wrong conduct. Students have their own one of kind hobbies and as educators we can utilize this further bolstering our good fortune as methods for fortification (Hudec, 2015). On the off chance that there is a computer in the classroom that is specifically noteworthy to a kid showing ADHD practices, computer time can be utilized as fortification

Even with the extra help, throughout some parts of his day, Andy still can’t concentrate and focus properly. Both Ms. King and Mr. Baker have noticed a change in Andy in three certain areas: his behavior inside the classroom during seemingly challenging moments, his social skills regarding him interacting and communicating healthily with his peers, and of course, his academic abilities. For example, quite often during a class read-aloud, Andy will often yell out phrases such as, “I don’t understand this book,” “where are we? I’m lost,” “this book is

It is important for the current teacher to talk with the future teacher to suggest some strategies that help and some that have not worked for them regarding classroom arrangement, behavioral support, and instructional support. Since Michael has an IEP I would suggest that the new teacher to read over the IEP. When teaching students with IEP’s it is the teacher’s responsibility for planning, implementing, and monitoring educational plans to help the students succeed in school. The IEP describes the goals set for the students for the school year, as well as any special support the students may need to help them achieve those goals. According to an article “Getting to Know Students”, it informs us that “Before teachers can differentiate instruction to meet students' needs, they must get to know their students' interests, learning profiles and readiness to learn” (WV Department.)

Regarding classroom expectations, teachers should discuss these with pupils and involve them in the decision making process, rather than imposing the policy and classroom expectations. This involves

Pupil B has learnt oppositional and defiant behaviours towards adults who try and enforce school structures. The effect is that during this behaviour B is not expected to engage. On these occasions, behaviour often results in screaming, throwing furniture or running and hiding. The latter is also learnt behaviour from his background. When upset, B will conceal himself in very small places where he will engage in self-harming.

A challenge arises when attempting to meet Marta’s needs and student needs. Making sure that when focusing on the student, it does not distract the attention or alter the learning environment of the classroom. We need to see the cause of the student’s hyperactive levels so we can prevent the effects of them. Mentioned earlier, attention deficit disorder may be common in hyperactive students as the clearest thing to see is their attention being directed elsewhere besides school work. Since this is not a known fact, we focus on other potential causes such as the difficulty of given assignment, clear directions (which often times is the case), stress, or even if the student is in need of certain materials for the assignment to be completed. All of these factors are potential takes and can be easily addressed. Once Mary, the Speech Language Pathologist, can see improvement on her speech and reading comprehension, there will be a difference in how she reacts to her peers and will demonstrate a connection being made to her peers. Mary focuses on her disadvantages to turn them into blessings so that when next year comes, improvement will be shown and the parent is satisfied that the team is putting effort into helping the child grow. Now Marta will beg to go to school since she will be on par with her peers not in a matter of days or

Overall, the students in Mrs. Park’s classes are very well behaved. The main challenge is keeping the students engaged and alert in class. Often times, there will be a student, or several, with their heads down on the desk, asleep. Mrs. Park addresses this issue by quietly walking over to their desk, without disrupting class, and asking the students to complete a particular task. If the issue persists, Mrs. Park will have a discussion with the student to ask them how they think that the issue can be resolved. I have observed that the students are much more alert when they are working in cooperative

To assure that my procedures and expectations are thoroughly known, I plan on continuously practicing my classroom procedures and modeling both them and my behavioral expectations for the students. Providing them with a clear example and backing it up with extensive practice for the first few weeks of school will practically imprint this in my students’ minds. Through building positive relationships and implementing persistent and clear classroom management, I know that my students will have the opportunity to

Have the teacher have at least one conversation with each child, have the child express themselves on the topic that is getting discussed.

If your classroom runs smoothly, learning takes place. I agree that teachers should create rules that specifically define our behaviors expectations. I think rules should be positive. Being positive creates an atmosphere where students want to be positive also. Before we can hold students to high standards we must teach them the rules

Taking this lead, we developed lessons that invited students to apply their intuitive knowledge and

According to a study taken in 2008 about the effect of teacher confirmation on student communication and learning outcomes:

The structure in a classroom requires a child to be attentive and adapt to the situation presented. This can be frustrating

There are several components to getting the classroom ready for the new year. Among the most vital are: teaching rules and procedures, strategies for potential problems, and student accountability. Rules and procedures are essential because when students know what expectations are in place, they will respond better to material being taught and discipline. Rules are general expectations to create expectations of what is and what is not acceptable;