Legal and Ethical Implications in Classroom Management

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Yvette Jones Grand Canyon University: Professor Erika Hopson . . Today’s classroom is a lot different from what we have seen before. Teachers were in the classroom because they wanted to be and not because they had to in order to make a living. Today’s teacher is frustrated thus classroom management becomes an issue that needs mention under many forms. Behavioral issues ensue and parents lose trust in the educational system. Parents are also at the helm of this problem and our classrooms are faced with ever changing methods of discipline and classroom management. Teachers are given lists of ways to organize their classroom at the beginning and throughout the year. What are the legal implications as it applies to teachers? What are the…show more content…
That is why teachers must be sure to step up and make sure that the classroom is a happy and safe environment where the parents and teachers can work together. In my special education classroom I would use an article to remind me that along with the parents I am the voice of my students and when they come in to my room there are procedures set in place for a well managed classroom to avoid incidents and for parent understanding. Article III: A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent-Teacher Relationship This article discusses how parent teacher partnerships make a difference in the classroom environment. Parents of children with problem behaviors are very helpful when they work closely with the teacher. Basically, a parent has not only the right but a moral or ethical obligation to be an intricate part of their child’s learning. Teachers who communicate rules and procedures to the parents should expect for them to go over these at home with their children so that students know and understand that the parent and the teacher will be working together to make sure that there will be a structured environment for all students. This article entailed how the group used showed that when teachers and parents communicated the student’s success rates were much higher than when they did not communicate at all. This is
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