Explain How You Handled Or To Handle The Situation

With each chemistry lab, there were math problems or extended response questions to answer. If a student did not show all of their work--including all labels and every step to the problem--they would fail the entire lab and assignment. One student and her lab partner got back the lab report that they had worked on, only to realize that they had forgotten to show part of their work. The zero dropped their grade drastically. Both girls started crying in their classroom, and one student was pulled out of the class by her teacher. The teacher shouted at her, told her to drop the class, and made her feel like she was stupid. This teacher has caused entire classrooms to cry, and students have even complained of feeling physically sick before attending her class. When students went to the principal to seek help, the teacher retaliated by greatly increasing the work that the students had in an effort to scare students into accepting unfair treatment (Cassie Lewis). Over exhausting the students as a way to prevent them from going to the principle is a tactic that should be unacceptable. This teacher has, on multiple occasions, used fear as a way to push her students to meet her unfairly high

I walked into classes several times to witness teachers with their head in their hands, stressed from the previous class. They shake their heads when the next class begins, collecting themselves and doing their best to not let their frustrations show. Students don’t cooperate. They are unwilling to learn because they are aware that the teacher will pass them anyways. There is no real incentive for them to work hard for a high grade. The students know the teacher has to pass them or risk their job. This is an all too common scene in today’s public high schools. Unfortunately, the efforts of teachers are shoved aside and covered by pressures to churn out passing students and high test scores.

It is important to keep your own feelings in check and not to get frustrated or upset because that might be the reaction the young person is trying to get. If you feel yourself losing your temper then it may be time for you to take a break from the situation. Also, by modeling how to deal with being upset and disappointed in an appropriate way, you are teaching the young person that everyone has those feelings but they still have to be dealt with in an acceptable way.

Students tend to take some class for granted yet they don't realize the value of being in the class. One can know the material but do not understand it; for example, I had "D" on my first essay writing; I was not discourage I knew I could do better on the next paper. Psychology of personal effectiveness class helps us to see how to act, cooperate in a different perspective and students take it as a joke. We tend to avoid the critical thinking classes because we're afraid of not passing these class helps us to see things differently. I would rather a teacher that pushes me to excellence than a teacher that does not care if I pass or

Many students grew up with instructors teaching to the test. As the shift in education moved from learning for posterity towards learning to ace an exam, the instructors were being hounded by the administration to increase positive test scores in their students. The negative reinforcement brought on by the instructors has triggered test anxiety in students well into college (von der Embse, 2015). Add the type A personalities found in the college setting to the learned behavior and anxiety has been a rising problem in college (Beiter et al., 2015).

There are environmental and internal factors that could have an impact on a student’s behavior. Students with challenging behaviors are communicating to their teachers that their needs are not being met and something is not right. This communication is often in the form of problem behaviors.

Ronald Morrish notes that, “we have to teach students how to behave properly because many of them do not learn how to do so at home” (Charles, 2014, p. 72). This means as educators, it then becomes our duty to not only foster a supportive environment, but also teach students about self-control as well; which goes hand-in-hand with Morrish’s phase theory of “Managing Student Choice” (p. 81). Establishing authority is extremely important in this case, meaning that the teacher must be consistent with their disciplinary actions and use this opportunity to produce desirable results. For example, Chris and his teacher can review homework assignments together and go over questions that Chris might struggle

The article provides many examples of the teacher's cruel nature including, "I'd head off to class, where the teacher would hold my corrected paperwork high above her head, shouting, 'Here's proof that David is an ignorant and uninspired ensigiejsokhjx'"(Sedaris 86). It would have been easier to give up and try again with a different instructor or even switch instructors. The author shows just how cruel this teacher could be and how she insulted her students from day one. This shows how determined the narrator and the other students in the class to keep dealing with this cruel teacher. Only the students determination to succeed in the class made them return each day. It's easy to return to a class where the teacher is supportive and nice. It is not easy to deal with a cruel teacher. Many other people would have given

Being distressed or exasperated in their first few classes is something that does not go unnoticed by students and their teachers. Students are often up late into the night completing tasks assigned

Students are often told that the path to success tends to be a lonely one because only they can get themselves there. For the most part that is true, they must be self-motivated and passionate about their future, but along the way they get to meet special people that want to see them to accomplish their goals. From an early age the relationship built between students and teachers has molded and impacted the student’s life. The relationship they have with a teacher can define the attitude that student has with the subject being taught. A lot of emphasis is put on students when they fail a course and they question their effort. Although, the root of the problem is not always the student, but the method the instructor is using to teach the student.

I would not give preferential treatment to a student that does not want to attempt their best. So I would have Kari remain in the group that was put together for her. If she does not want to take the initiative to gain the knowledge that would benefit her I would not attempt to help her. But I might have made an attempt to move her to a different group as soon as I deliberated with the other students to see if anyone else would be inclined to alter their group if she would not have demanded me to rearrange the groups just for her. If she would have been motivated and made an inquiry to be moved as well as would have attended more classes I would have been more inclined to move

“No number of classroom observations will enable a teacher to demonstrate the skills of maintaining records, communicating with families, or engaging in professional growth.” (Danielson, C. (n.d.). Handbook for Enhancing Professional Practice.) Domain four of Danielson’s Framework of Teaching represents the “behind the scene” work of teaching. Mrs. Clevinger was gracious enough to share some of the elements that she encounters in this domain.

How did it develop? What are the details of what happened? Ask for the student's advice for the future on avoiding this problem in the future.

What does today’s society expect from students? A question that can either end with a positive or negative answer. With any kind of education there comes responsibility, commitment, and consequences. As a student, one must develop qualities in him or her to enable him or her to lead a successful life. The older one gets the higher people’s expectations seem to be. Many of the expectations set for students may be the same, but the repercussions of the actions one choses to take are what differs the most.

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.