Hailey Stewart: Behavior In The Classroom

“We need to talk about your daughter's performance,” my homeroom teacher, Mrs. Nelson, baldly admitted to my father. “She, no doubt, is a wonderful student,” she beamed at me, yet her smirk did not seem to reach her black, stern eyes, “she has perfect attendance, always has assignments and homework done, never talks unless called on, and just in whole, a polite and good-natured, young lady. But, she is still struggling immensely. As a result, I deem that it would be

Although the children attend the same school, they were not friends with each other, nor did the other children act friendly towards Danielle. She is easily forgotten and the kids do not care to remember her. Danielle’s introverted personality

As solely a student, I will tell you that Lauren is an amazing student. In a classroom environment, Lauren is knowledgeable about many subjects, participates often, and always seeks to learn more. Specifically in social studies, Lauren has an extensive knowledge of international, historical, dates; events; and people. With every book that we read in English, Lauren is able to find metaphors that I never would have noticed.

To begin, over the course of this semester, I had the opportunity to conduct my history classroom observations at Sierra Vista High. This high school is a public school located in Baldwin Park and is part of the Baldwin Park Unified School District. Sierra Vista High School has a student population of 1,895 students. The student population consists of 90 percent Hispanic, 6 percent Asian, 3 percent Filipino, and 1 percent white. These demographics were shared by the vice principal of the high school. While I was at Sierra Vista High School, I was given the chance to analyze and observe three history teachers. Thus, in this paper I will discuss and share my experiences observing the

|Review a range of factors that may lead to behaviors that disrupt the learning environment |

She didn’t like school at all, she couldn’t seem to make friends, teachers always looked at her as the “problem child” or truancy, and she didn’t have the necessities to feel comfortable in school. With everything going on at home school probably was another thing Liz seen as a problem instead of an outlet. Liz could’ve benefitted from attention at school if she actually cared about it, applied herself and tried her hardest to ignore what people would say or think about what they would say. Liz could’ve used school as another way out. I would’ve went to school to eat, to talk to someone about what was going on at home to see if them was anything somebody could’ve done to help my situation. The resources that she could’ve got could have been helpful.

For confidentiality, I will use pseudonyms for the students I chose to profile. The first student I chose was Emma. When I began my field experience in February, Emma had just started third grade at Washington Elementary. She was from a well-educated family and was said to have been homeschooled. Emma was intriguing to me, because academically she was very behind and barely knew how to spell, use conventions and struggled to read and write. She was very sweet, but it was evident she was timid, which was probably due to being new as well as behind academically. The second student I chose is Connor. Connor was a very sweet student, but at times struggled in school. One of the main reasons why I chose Connor was because he reminded me of how my

I set up an interview with his parents to discuss his progress and find out some information about David. A translator will be needed due to his parents not speaking English. I’ve asked the parents how David’s behavior is at home and how his attitude is towards his school work. I also asked his parents how he reacts when asked about his classmates and school in general. Is he excited to go to school? Does he like learning? Does he have any friends he talks to? After this, I discussed how David is in class including his behavior. He tries to participate sometimes in school and just sits quietly at times. I have noticed him trying to work harder and understand certain material. He will try to reply when spoken to in his best ability. When he is in a group whether it’s playing or working on a project he will attempt to converse with the others.

Zach was probably the kid I connected the most with. He is going into fourth grade and he’s very bright! He got all As and Bs this year but shared with me that he needs to work on his behavior. He finishes his work a lot faster than the rest of the class and gets bored waiting for everyone else to catch up, so he starts talking. His third grade teacher would simply yell and make him sit out at recess the first half of the year. Then she caught on to what was happening. She started giving him tasks to do once he finished his work. Like running errands or going to help the librarian for a few minutes. She discovered a temporary fix that made Zach feel important. But he soon grew bored of the simple, repetitive

Tinasre Fadel is a fifteen year old girl attending Riverdale Collegiate. She was born April 6th 2001 and raised in ontario canada. Her ethnic background is Ethiopian though her mother is half Turkish and her father is half Yemini. Her hobbies include singing and enjoys different aspect of related artistic activities. Some of which are implements in her lifestyle such as makeup and fashion. This is due to her creative mind set that allows her to express herself in visual, or musical ways.Tinasre has introverted and extroverted traits making her hard to understand at times. She is very social around those she knows but doesn't interact well when around groups of people she's not familiar with. She is not the best academically and has difficulty

Education: Youth reported she is doing well in school and is passing all her classes. Youth stated she is in the 11th grade and will be a senior next school year.

Mrs. L shared that he eats alone, but during recess he does have one friend he will play with basketball or soccer. Currently, his friend Daniel is the only student in the school that will play with him. Daniel attend the learning center together and both have Mrs. F as their general education teacher. Mrs. L. mentioned that at times the boys do argue with each other because they spend a long period of time together. Another area of concern Mrs. L has for Richard is his constant need to please others. Richard is an interactive student and wants his peers to welcome him when he tries to play with them. When his peers are welcoming to Richard, he tries to please them as best as he can. Richard will imitate his peers behavior or he will join along to what they are doing. His limited social interaction is a concern that Mrs. L wants Richard to continue to develop and limit bullying situations from occurring

Upon shadowing a fourth grade teacher at Deer Ridge Elementary School, I decided to talk with her about the students in her classroom. Mrs. Riley first set the scene of the school for me by stating that it was in the southwest suburban area of Fort Wayne, Indiana, and this particular school was not hurting for money. She then began to explain the different children in her classroom. There were twenty-eight students from a variety of different backgrounds. There were also two students with ADHD. My first thought was, "What exactly is ADHD?" and, "Would these two children stick out from the rest of the students in the classroom?".

Mrs. Stell decision not to place students in Mrs. Clay’s classroom will have a negative ramification on staff and school community. The professional reputation of Mrs. Stell and Mrs. Clay will also be questioned by colleagues. This decision will lead to teachers losing trust and becoming divided. Ultimately, this will not only create morale issues on the student placement agenda but also on other areas of the school community. In terms of students’ and parents’ wishes in the placement process, this also can lead to negative ramifications on the school community. Parents can become divided amongst each other and also with the school community if they feel they’re not getting the best possible accommodations for their child. Mrs. Stell needs

Disruptive behaviors are conditions that can have a great influence in the teaching environment. Disruptive behaviors unswervingly hinder the ability of the teacher or the capability of a learner to benefit from their classroom experiences. Students attend schools with hopes of being productive citizens of society. I like to think of students as future leaders of tomorrow! For the most part, students attend school because it is the law. A learning environment should have actively engaged students, who are eager to participate and show knowledge is being acquired on a daily basis. However, some students are bored and disengaged with academic struggles, due to non-active lessons. Certain life factors such as family problems, financial difficulties are all factors that distract and contribute to students disruptive behaviors. One of the most detrimental settings for a teacher in a class is classroom management. Classroom management is defined as being "the methods and strategies an educator uses to maintain a classroom environment that is conducive to student success and learning" (McCreary, 2011). Disorderly student conduct is unfavorable to the entire academic process because they impede with the learning process of other classmates and cause teachers not to be able to instruct teachers most effectively.