Pilot Analysis On Classroom Interaction Data Collected From The Researcher 's Ma Project

Re-read lines 1 – 24, what can you tell about the teacher and the speaker.

A.) Explain why it is important to promote appropriate behaviour and respect for others (ref. 2.2) It is important to promote appropriate behaviuor and respect for others in the class to create a safe and comfortable learning environment in which learners feel at ease to express their opinion, participate in classroom discussions and activities and ask questions allowing learners to complete their work to the best of their ability and ultimately achieve their goals. Each learner may have different religious or cultural backgrounds and even different learning needs. Therefore it is important to create a learning atmosphere that promotes the appropriate behavior and respect for others. A good way of achieving this positive learning environment

The author mentions in each rule a game-changer. It is the ways that can students change their bad habits. It is also the reasons why students should follow the rules in the book. The game-changer for rule number one are two. First of all, there is no substitute for your own lectures notes. Even if students are not good note takers, they should attend the class. Each student attends with his own background information and his own organization style, so he will suffer a lot when he tries to use his friends’ lectures notes. Secondly, each class period is a learning session. Students understand the lecture more if they attend the class even if they are not good at note taking. Also, they will get higher grade because they didn’t miss these learning sessions. If a student missed a whole week of class, that mean he missed three hours of learning sessions. That will affect his grade and his understanding of the course. The author adds that you can only miss classes for three reasons. First, if the student suffers from a disease that could kill him. Second, if the student have to donate a vital organ, e.g. kidney to save another person. Third, if the student wife is giving a birth because wives need their husbands at this time. These are the only excuses to skip classes.

This model is centred around principles of rights, rules, respect responsibilities, and relationships. Rogers emphasises the need for teachers to establish a set of student led classroom rights, rules and responsibilities during the establishment period of the year (Killian, Ogden, Shipston, & Facas, 2017). These rights, responsibilities and rules entail the behaviours that are expected in the classroom and protect the student’s rights to; feel safe, be treated with respect and to learn. The rules are to be developed reasonably and provide freedom in the sense students are free to move around the boundaries. As the rules are decided and agreed upon by the students, this develops a sense of understanding and accountability for their own behaviour and learning (Edwards, & Watts, 2008). In order to ensure students are respectful to the rights of students, the teacher must also treat students with respect. The teacher must consider the dignity of the students and their rights in the classroom ensuring they avoid any behaviours they

We hold these truths to be axiomatic: that all students, no matter their background, ethnicity, or rank, are created equal in status and in identity; no student is higher than the other. Each student is equipped with secure and unalienable Rights; that among these rights are Respect, Rightful Identity, and Freedom of Speech. We also believe that rules are formed to protect these certain rights and that the power of these rules comes from the power of the students; whenever any part of the rule fails to protect these rights, it is the right of the students to change it and to form a new rule that follows such principles which organizes its powers to end in Security and Happiness. Fair judgment, as a matter of fact, will ordain to say that long prevailing consequences should not be changed because of trivial, temporary, or fleeting reasons; and, in fact, history proves that students are more likely to suffer the bullying,

A Critical Incident analysis of Symbolic Violence” examines a prevailing theme of symbolic violence within the school system. An important example from the text is when Herr and Anderson examined Mrs. R’s and Mr. Y’s classroom and the environment the students were learning in. To begin, Mrs. R perpetuates that her students cannot be helped, she is authoritative, and operates on this idea of respect, however, fails to give respect back to her students (Herr & Anderson, 2003). The text explains this as she is failing to recognize her students’ abilities, and by doing so created a hostile environment of the students not wanting to be there, or wanting to learn (Herr & Anderson, 2003). Mrs. R was working in a symbolically violent environment that was not working to help her student learn. On the other hand, Herr and Andersons analysis of Mr. Y showed the difference in quality. Mr. Y was respectful to his students. He worked with the students to ensure through their student-teacher relationship was respectful. Through this respect and mutual understanding, Mr. Y was able to push his student to thrive (Herr & Anderson, 2003). Thusly, we can begin to see how schools perpetuate the social hierarchy system (Cruz, 2018). This support for the “dominate” ideology does not allow for others who do not fit into the dominate culture to thrive properly, and as a result has an effect on the level of success people can reach if are

I see Kohlberg’s Stage 1: “punishment-avoidance and obedience” exhibited quite clearly in the attitudes of the teenagers that disrespected both their peers and the power structure. The same might be said of this behavior in the context of Gilligan’s Stage 1 perception. The old adage that it is not a crime unless you get caught applies quite well here. It appears that the threat of violence dominates the environment, even though the source of this violence is demonstrated by a minority of students. Very little moral reasoning is on display in the hallway of this school and very little is redirection is attempted to enforce a standard of behavior in the hallway. It might be said that the authority figures at this school are also displaying the behavior of Kohlberg and Gilligan’s stage 1 reasoning from a purely defensive standpoint (Hersch, pp. 83–84).

As demonstrated through the experiment involving the 3rd graders, adolescents are told by their teacher who is more morally superior to the other. The students automatically think the educator is right, not questioning or rebelling but instead following her beliefs. She shapes the thoughts of her students by convincing them they should look down

On the other hand, Paulo Friere argues about the authority educators exerts over the students, how educators believe they have more power and knowledge than their students. “His task is to "fill" the students with the contents of his narration” (Frierre 1, paragraph 2). We memorize other people’s information and we think we are doing a great job, but what would happen if one of us unfolds and break the boundaries between authority and communication. What will be the consequences for us; are we going to fail the class for thinking outside of the box. We are not empty receptacles to be filled with recited words; we have the right to express our point of view and listen to our way of thinking. When are going to get the benefit of the doubt, what educational system do we have to follow, we are lost between consumerism and the lack of

Recently, those within education have begun to focus on not only teaching content, but also helping children to develop socially, emotionally and morally. Many teachers use activities in the classroom can help to improve students ability to develop their social identity, their emotional recognition, and their moral values. Furthermore, these types of activities can be useful for teachers in helping to establish an open, safe classroom environment where students can expand on their values and beliefs in a comfortable way. One activity that has commonly been used to improve these abilities is morality based questioning.

That is a valuable and entailed response to the fact that we as the student’s educators, we try to teach what are the school polices, procedures, and requirement’s while in their campus. Yet many times the student’s culture takes a toll on the day to day operation of a student’s day of instruction. When a student is till they need to do a certain responsibility to the polices. They tend to act like they must follow the rule their parents have installed in them. Schools are as well required to hold the students accountable for their actions but reality is in the times of today, parents tell their student that they make the rules and they need to follow them. There is a passage in the book that direct to the parents. Boston Prep students, teachers,

In this assignment I will explore my role, responsibilities and boundaries as a teacher within the teacher training cycle and will analyse the different ways in which I would establish ground rules with students which may promote good behaviour and respect for other students who are participating within the same learning environment (Gravells, 2010).

“The Breakfast Club” characterizes this phenomena by depicting the “jock, the brain, the basketcase, the princess, and the juvenile delinquent”. In the movie each character is representative of the social class to which they belong. The “jock” signifies the sports star that can do no wrong, but the movie character bullies another boy and when caught all he received was detention. Although on the other hand the delinquent who is a dope smoking, foul mouthed punk, received the same punishment for talking back to a teacher. Administrators and teachers are very quick to meet out severe punishment to those students that they have deemed worthless, while good kids get a slap on the wrist. The movie’s jock is placed in Saturday detention, instead of being suspended, so that he may wrestle in an upcoming tournament; a case in which Hollywood makes an accurate depiction. This is the “holding of power” that Wehlage and Rutter spoke about in their study, High School and Beyond. Students who receive better treatment seem to do better in school when subjected to “an orderly environment, a committed and caring faculty, and an emphasis on academic pursuits”(Nieto,100).

The question of morality is objective or subjective has been arguing for centuries. People who hold different perspectives stand on different sides. In this paper, I will exam this issue with my own finding in a University in China. I found lots of college students show lots misbehavior and poor in-class performance on campus in the University I teach. Students show misbehavior such as put trash in the wrong place, smoke in public area, drink alcohol in dorm, physical fighting, and etc. Student show poor in-class activity such as lose attention to their instructor, playing phone during class time, in-class chatting, sleeping, reading (non-course

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.