Ms. Clubson Case Study

We must report any inappropriate behaviour to the class teacher and take action where appropriate. We must be fair and consistent when applying the school procedures to ensure that the pupils are treated equally. If pupils who behave badly are treated differently, or in their eyes unfairly, they will become confused of their boundaries and unsure of what is expected of them. Treating misbehaving children differently will have a negative impact on future behaviour.

She told me about her classroom rules which are mutual respect, attentive listening and appreciations no put downs. She spent the first three weeks of school going over these three rules and afterwards she had each student write their name on colored paper which is their contract, their signature on that paper means they will follow those rules throughout the year. She has another rule in her classroom called “Kelso’s Choices”. Kelso’s Choices are nine different choices they can make on how to solve their problems in class. When the students come to an issue they have to choose two of the choices on the poster before going to the teacher. Some of the choices on there include, walking away, talking it out, apologizing, telling them to stop, etc. I really liked the idea of Kelso’s Choices because it teaches them problem solving as well as social skills. Instead of being unfair or going to the teacher they have the opportunity to solve the issues and be fair towards each other.

Punishment. Mr. Matherson kept her in from recess, shaking his head, and scolding her. I believe there should be some type of punishment for students. If not students will fill like its okay to do anything they want to without getting into trouble over it.

During the 2016-2017 school year, a student at Covington High School who is battling cancer gain support from students, faculty, and staff. To help support her during her battle with cancer the FCCLA club developed a way for everyone at the school to get involved. In our efforts, the students, faculty, and staff were able to purchase a t-shirt and make a small monetary donation. The proceeds from the shirts goes to the student to assist her family with expenses that are necessary to get the student to and from the doctor. The t-shirts were created with we fight for the “student’s name” on the back of the shirt and a heart on the front. Teachers were able to wear the shirt on a Thursday this year and was able to take a picture in the shirt.

Honor codes and systems are proudly displayed by high schools and colleges alike. These collections of rules are proposed with the hope of achieving the ideal of education: producing productive citizens with integrity. While these systems do provide incentive to follow the clearly stated rules and assist in lessening the effects of favoritism on student punishment for violating rules, they are also open to interpretation as they do not qualify situations based on the severity of the infringement or take into consideration the he-said-she-said aspect of reporting cheating. At my school, Union High School, we do not have an official honor code which leads to extreme crackdowns of authority at the first glimpse of a broken rule in some classrooms and a near absence of rules in others. Because of these disparities in punishment by teachers, a system of increased punishment severity should be created by each teacher and approved by the principle to help promote equitable treatment and provide incentives to follow school guidelines.

If students fail to listen to these rules, then they will be removed from the class and possibly the

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

Mrs. Harmony a 10th grade Government/Law teacher at Solid Rock High School in Athens, Georgia talked to Principal Wright about sponsoring the senior class field trip to Washington, Dc. Mrs. Harmony thought the law class would benefit by witnessing President Barack Obama's inauguration ceremony. Principal Wright agreed with Mrs. Harmony on the significance of the educational event but denied field trip approval based on the timeliness of the proceeding. With a spirit of ingenuity and zealous fervor, Mrs. Harmony addressed an appeal to prominent school donors to solicit funds for the school trip on her personal Facebook page and accepted monies to fund the Washington trip. Three weeks later, Mrs. Concerned, the school nutritionist questioned

I plan to establish discipline by warning those students who misbehave at first giving them two chances to act appropriately. If a student still misbehaves, I will cut their privilege to go outside down by five or ten minutes according to the severity of their inappropriate behavior. If a child still misbehaves, I will take the issue to

A teacher should teach, demonstrate, establish, and enforce classroom procedures and routines at the start of the year to manage the classroom behaviors. Rules and procedures support teaching and learning and provide students with clear expectations and well-defined norms. Teachers can create a respectful, supportive learning environment when they have an understanding of the diverse learning in the

This is a response to the post by Adrienne Urwick. Adrienne, I like what you said in your post about the importance of making your expectations and consequences available and clear to the students. I find it very challenging though to stay consistent and deliver consequences every time situation requires me to do so. I know how important it is to make sure rules apply to all the students in the same manner and teacher is fair to everybody. Another fact I agree with, it is so easy to lose control of the class during the games, especially when I myself get carried away during the games.

There are many ethical dilemmas within schools in the United States that require constant attention in the hopes that someday, they may be eliminated in the best interest of the students. One of the most prominent dilemmas schools in society face is that of proper disciplinary action and student conduct codes. Finding a fair punishment for certain prohibited conduct within schools is difficult because what is far to some, may not be fair to others. These discrepancies can be based on, but are not limited to: cultural background, ethnicity, gender, sex and religion. Many progressive age school districts are beginning to adopt strict disciplinary policies to hold their students accountable and prevent various behaviors that are not acceptable within our modern society. The most profound of these conduct codes are districts that employ “Zero Tolerance” policies. School systems with these strict rules are in the heat of a debate regarding which disciplinary actions are beneficial to students and which are actually harmful. There is a fine line when it comes to disciplinary enforcement. An overreaction and an unnecessary punishment may set students up for failure, recidivism, and even has the power to ruin their lives. Conversely, a restorative approach to discipline that allows for learning the difference between right and wrong through a customized program for each individual will be the most beneficial to students around the world.

Because I feel that he seeks attention and that he might not know how to express himself all of the time, the expectations will include keeping his hands to himself, not destroying other’s work, no throwing items, and no yelling. The consequences to these expectations would be based on a “three strikes and you’re out” plan. If during the day Marvin does not follow the expectations, the first two times will be known as “warnings”. I will try to find out why he acted in that specific manner. To do this, I will ask him questions regarding the situation to find out what triggered his behavior. During this time, I will also pose the questions to Marvin how he should have handled this situation and what he will do the next time the situation arises. If Marvin breaks one of the expectations a third time, he will lose classroom responsibility and serve a time-out for five minutes. After the five minutes, he will be allowed to join the class, but he will not be given his classroom responsibility

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

In my attempt to avoid misbehavior in the classroom is let the students know verbally and in writing that disrespectful language will not be tolerated and the consequences if it happens on the first day of class. One of the consequences is punishment, such as no free time, visit the principal’s office, after school detention, in –school suspension and possibly suspension from the school. Because Susan said that she did not think it was disrespectful the language she used with me, I will remind her what was said verbally and in writing about the unacceptable behaviors the first day of class. Also, she will not be allowed to have free time with her friends on the same day of the incident. As Chapter 11 states, it’s important for teachers to keep firm when following through with consequences previously mentioned, (Ormrod,