Referral Observation

Recently, I witnessed a pupil at my setting using inappropriate language during a music lesson, where the class teacher was not present. I took the pupil to one side and bent to their level. I informed the pupil that the language they had used was both inappropriate and unacceptable. I told the pupil that I would be informing the class teacher of the incident and that should it happen again, I would be sending them straight to the head teacher’s office. Another child had overheard the inappropriate language and copied it. I took the same action with the second child, and then separated them, moving one child to the other side of the classroom. After the music lesson, I informed the class teacher of both incidents, who thanked me for my input and said that the pupils would need to be closely monitored for the rest of the day.

Ronald Morrish notes that, “we have to teach students how to behave properly because many of them do not learn how to do so at home” (Charles, 2014, p. 72). This means as educators, it then becomes our duty to not only foster a supportive environment, but also teach students about self-control as well; which goes hand-in-hand with Morrish’s phase theory of “Managing Student Choice” (p. 81). Establishing authority is extremely important in this case, meaning that the teacher must be consistent with their disciplinary actions and use this opportunity to produce desirable results. For example, Chris and his teacher can review homework assignments together and go over questions that Chris might struggle

The guidance counselor stated that the other three teacher could not attend the meeting however they provided a report about Shonquasia’s grades and behavior in each of their class. Ms. Witkers stated, that the other teaches reported that Shonquasia is not doing well in their class, and that she is often caught sleeping and that she has an aggressive attitude toward the teacher and her peers. MS. Witkers stated, that the other teacher reported that Shonquasia is not complete assignment and homework. RORC teacher reported that Shonquasia is fail his class because she refuse to wear her uniform. Ms. Witkers, recommended that Shonquasia should be encourage to participate in her class, and to be more respectful to other. Ms. Witkers suggested that consequences for behavior and accountability should be reinforced in the classroom and at home. Per mom Shonquasia does not like to be told what to do and that Shonquasia is capable of getting better grades, however she do not want to put in the work required to get better grades. Per mom Shonquasia likes to do her own thing and it is very difficult for her to punish Shonquasia for bad behavior. Per mom, since last CFT meeting Shonquasia s behavior at home and in school has not

As principal of TWH, I feel it is vital to keep the urgency focused on academics. It is my belief that if we set students up for challenging and engaging classroom instruction, discipline issues will start to lessen. However, my teachers will feel supported and respected, and that will be communicated regularly to our students and school community. “…leaders treat others fairly, equitably, and with dignity and respect—and they establish the expectation that others in the school community act in a similar manner” (Murphy, 2006).

School data suggests that the decision to suspend or excel a student depends on several factors including prior history of the student, particulars of the situation, and the teacher’s ability to manager classroom behavior (Skiba, 2003). However observations of classroom behavior show that the majority of students removed from urban classrooms were not primarily due to dangerous or major infractions of disciplinary policies and usually they weren’t even the worst offenders.

I observed a fourth grade classroom during a science lesson. Bob is an intelligent ten year old child, but he has a difficult time paying attention to his teacher. He likes to get a lot of attention and when he gets bored he turns his focus to other destructive matters, such as throwing pencils up into the ceiling. Throwing pencils at the ceiling has gotten him in trouble many times. The teacher told me that once he was kicked out of the classroom for it. From the general disruption of the class, I can see why. Bob is the "class clown." He likes to get the other children involved in the disruption of the class along with him. In the 45 minute class time, the teacher did not get get much done due the need to punish Bob. This included sending him to the principal's office and then a good amount of time (10-15 minutes) to get the class calmed down.

Ms. Rollinson needs to understand that her actions and going to affect how the students in her class react. She needs to make it clear that her rules are to be followed by her whole class and that everyone will equally and fairly receive a consequence if a rule is not followed. It is also important that the punishments be fair and not too severe. There must be clear guidelines that are easy for the class to understand and a system of reward and punishment so than students don’t misbehave in the classroom. Ms. Rollison also needs to understand that she will have to get to know her students over time and that her rules and consequences might need some adjusting later in the year.

Authoritative teachers will often “try to catch their students being good” and will reinforce the good behavior, rather than focusing on the bad. (Iannelli, 2004). It is critical that teachers praise their students for their efforts. A teacher can teach the entire classroom by recognizing one child’s positive action. Children desire praise and they will learn appropriate behavior when their fellow students receive praise. When teachers focus on bad behavior and make an example of a particular student to the entire classroom, it only makes the child that is being reprimanded feel alienated, ashamed, embarrassed, or possibly revengeful.

We hope his letter finds you well. Per Christina's email sent on November 12, 2015, CARD's services are no longer a fit for Dillon, due to his health issues being a priority. Also, Dillon's scheduled activities will overlap with his therapy sessions; this means he is no longer available for CARD therapy. Cristina also mentioned not being able to attend clinics, due to not being able to take time off of work. Clinic attendance is a crucial aspect of a successful CARD therapy program; and by not attending clinics, Dillon's progress and CARD's clinical recommendations will be hindered. Angelica and I have tried to discuss accommodations with Cristina via phone and in person on November 12, 2015, and again on November 13, 2015, to help continue

Jim was referred for a learning disabilities evaluation, vocational evaluation, and a general personality assessment to aid him in making plans for his future following his honorable discharge from the military.

What factors led to the incidents in Mr. Sylvester’s classroom, and what disciplinary consequences should be administered?

A specialist who is not prepared to give the thought and organizations required by patients with HIV/AIDS should make a fitting referral to those specialists or workplaces that are set up to give such organizations. Unless or until the point when the referral can be capable, the specialist must regulate to the patient to the best of his or her capacity. Summarize the overall associations between patients' rights and patients' subsequent duties concerning HIV/AIDS. Decide the essential routes in which the expert parts that doctors and attendants play are influenced as they treat patients with HIV/AIDS.As parts were isolated out of nursing and restorative specialists began to acknowledge more specialist commitments, the cover really busy nursing

will review the classroom expectations with the disruptive student, and then with the rest of the

The current referral process expectation is that whenever a teacher sends a student to the office with a referral for classroom misconduct, not a pass for timeout or a snapshot but a referral, the teacher is to call home and inform the parent/guardian of what happened in their class. The administration then calls the student down to discuss the incident (due process) and decide on what consequence should be given. The administration then calls the student’s parent/guardian to let them know the student was in the office and what consequence was given for their student’s inappropriate behavior. However, the only time that teachers do not have to call home is when sending a referral where the infraction is AWOL or TRUANT. If a student

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went