Identifying The Problem Of A Third Grade English Classroom At A Middle School

7. Lack of learning motivation and low levels of attention: It may cause problems if one or more of class have a short attention span and/or lack of motivation to learn. Help to prevent this by make lessons interesting & relevant; increase student involvement & interaction. Include multiple sources of learning - multi-sensory, practicals, field trips, hands on, project work, activities.

What have you noticed in your students to make you want to address this problem?

With that being said, I do understand that our policies are different than public schools. I fully support the notion of progressive penalties for late assignments. However, I believe we may want to readdress what those penalties are. As it's currently constructed, a student could be suspended until they turn in an assignment they are going to get a zero on anyway. Therefore, the student may choose to put very little effort into that

I teach in an eighth grade classroom that is set in a Jr-Sr. High school. It is located in the Jr. High hallway, near the rear of our high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. I painted my room a turquoise beach blue and it is decorated with various beach themed paraphernalia. I also have many inspirational quote posters up around my room, hoping to engage my students into deeper thinking. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Many computer applications suited for 1:1 schools are used in our building. We begin our day at 7:40am with a zero period for professional development and meetings. The students have seven, forty-five minute periods beginning at 8:20am and continuing until 3:15pm. My classes include four “regular” English classes, one “Honors” class, an Essential Skills class that rotates every week with two other teachers, and a prep period. My duties throughout the year consist of sponsoring the Jr. High Student Council as well as parking lot duty for two weeks during second semester. We adhere closely to the Indiana State Standards and use the ISTEP and NWEA mandated assessments. We, as teachers, are given free rein to teach how we see fit; however, we were asked to submit curriculum mapping outlining the content/topics, key terms, sources/resources, assessments

|assignments in class that are required. This behavior also causes other students to get off-task which makes it harder for classroom management. |

Carolyn Foster Segal sarcastically discussed the numerous reasons students came to her in need of turning in assignments late. Most reasons were so redundant and absurd that she had to title her essay about her experiences as a college professor, "The Dog Ate My Disk, and Other Tells of Woe." However, as a student, I can understand why a student face so many obstacles while seeking success in their overall education and, specifically, seeking punctuality in their assignments. Whether it is from their home situation, overall well-being, the work itself, or their life outside of school and family, there are several excuses that can justify the late submission of an assignment.

I will make parents partners in the process, by sending home the acceptable use policy. I will make technology use contracts that parent and students will sign, that will bind them to use technology appropriately. The contract will explain both the acceptable use of technology and also what unacceptable use of technology is considered, and what the consequence are to violators. Alongside contract I will also ensure that students understand how to use the internet, and how to find quality academic websites. I will help students understand copywriter laws, and when necessary I will check the history on my student’s digital devices if I ever suspect a student is in

I teach eighth grade Language Arts in a Jr-Sr. High school that is located in a predominantly farming community. My classroom is located in the Jr. High hallway, in the rear of the high school. Within my classroom, there are thirty student desks situated in groups of 6 with two small tables at the front of my room that are used for paper pick up. My desk and a computer desk are in the rear corner of the room. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Which allows for a lot more diverse learning. Google Classroom is used daily as well as many other applications suited for 1:1 schools. In addition to my computer I have a projector hanging

Hernando County has a technology initiative; however, within the each classroom it can be hard to obtain, due to lack of technology. Within Challenger K8 most classrooms have about 2 working computers in the elementary grade levels. In middle school there are classrooms with no computers. We have 5 computer labs that can be scheduled for daily use and then scheduled for testing. Through our community partners the school has received 4 smart boards, and an iMac Lab. Our media person just received a grant for a class set of ipads. Some teacher have bought there own for students to utilize within the class. Hernando County also provided a Bring Your Own Device (BYOD) policy for schools to use at their discretion. The middle school uses BYOD on a daily bases for informal formative assessments, games, and engagement. Teachers also conduct surveys at the beginning of the year to understand what technology is at the student finger tips at home. O’Neal suggests, “it is critical that we look at the use

In 1998, I began working as a kindergarten teacher’s assistant. Pat was teaching Spanish and French enrichment classes to our elementary students’. Briefly, she taught Spanish to first through third graders and French to fourth and fifth graders. When the school day ended, and the school building was quiet, she would come by my room and teach me new “tricks” she had learned for teaching colors, numbers, and sight words to kindergarten students. She made learning a game for me and in turn, I was able to share the joy using our school’s technology equipment. However, with an ever increasing student population born literally with a technology device in their hands, this appeared to be more of a “sneaky passage into learning” for the students rather than a tough day digging into books. The information was presented in a format conducive to their 21st Century learning style.

know when it is appropriate to use technology and when it is not. Students will not be

The dreaded English 102. Could this be my final English course in my career as a student? I don’t know for sure. I still need to decide what my major will be in. There is something that I know for sure, that is, needing to take this class to move on. I am not certain how my time in this class will go, but I plan to work hard to get the best grade that I can. Hence, I have decided to get this out of the way now, I look to fine-tune my writing skills, and I expect this course to help me understand my writing style.

Interventions may include behavioral and cognitive strategies. “Behavioral interventions are means making certain that rewarding consequence follows desirable behavior and that either no consequence or punishing consequences follow undesirable behavior” (Kauffman 2005). Other intervention may include token reinforcement, response cost, and time out. Giving students choices in assignment can also be helpful.

It becomes a problem to manage time effectively and distribute it to have balance. A lot of students are used to leaving all the work for the last minute. They follow a false idea that everything can be done before the deadline. However, it is not the case with education. Procrastination makes students do things halfway and not retain all needed information.

In addition to both teacher and student experiencing low levels of motivation, little to no attention is paid to the