Reflection On Morning Work

The principal does not have sufficient grounds to recommend insubordination. "School officials should be knowledgeable of their state's statutory definition of insubordination and ensure that cases involving insubordination are well documented". It is stated that insubordination is "viewed as the willful failure or inability to obey a reasonable and valid administrative directive"(Essex, 2012, p.

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.

During doing activity student A started to play and chatting to other students. A few times I asked him to stop and concentrate on her sheet but he didn’t listen. It was near lunch time and I told him you should finish and hand it to me. I asked him Would you like to finish it on time or come back on your lunch time. He said “oh no Mrs. F I like to finish it on time I don’t want to lose my play time.” I said “OK then please don’t disturb your classmates and focus on your sheet and if you need help please tell me.

My artifacts focus on being fair and honest to all students and staff. My school has developed a system that applies to all students and no one is treated different in this situation. Student referral sheet is a form designed to inform parents and teachers of the bad decision student have made. It is a form that is given to all students who break the rules. This form is sent home and a parent must follow the necessary steps. The parents have then been made aware that we are holding students accountable for their actions and teaching the life skills at the same

After school, my mentor called me down to talk to one of our building union representatives. At first, I thought she wanted to discuss how she schedules café duty for the guidance department, since they have one lunch wave a day instead of an entire period every other day. Instead, the building rep had received a complaint by, as she described, “one of our more grumpy” staff members, who was concerned that I was “assigning” duties and that is the job of the administrator and not a teacher. She asked me to send out a clarifying email explaining that I was collecting data related to the teacher preferences and that the administrative team is scheduling the duties. As Diana, the union building rep and I were wrapping up our meeting one of the special education teachers popped her head in Diana’s office and said, “That was a great idea Shannon.” Perfect timing!

The class is a Year four, five, six composite class and is made up of twenty-nine students; twelve girls and seventeen boys. There are six Year four students, eight Year five students and fifteen Year six students. The variance of intellectual ability within this class is significant with students’ capability ranging from a Year one level to above Year six level and includes students with special / complex needs. The class includes five students who are verified as having Autism Spectrum Disorder, two students who are verified with Intellectual Disability and four students who have been diagnosed with ADHD. Two students are also diagnosed with visual impairment. The class also includes four students who display very challenging behaviours including one student who is under Juvenile Justice for causing grievous bodily harm. This student is on reduced attendance and has a teacher’s aide assigned to him who must supervise him at all times. My mentor teacher emphasised that there are ongoing behaviour issues

Tommy, an agitated 14-year-old high school student in Oakland, California was in the hallway cursing out his teacher at the top of his lungs. A few minutes earlier, in the classroom, he’d called the teacher a derogatory name after she twice asked him to remove his head from the desk and sit up straight. Eric Butler, the school coordinator for Restorative Justice (RJ) for Oakland Youth heard the commotion and rushed to the scene. The principle also heard it and rushed to address the issue. Though Butler tried to engage the young man in conversation, Tommy was in an uproar and would not respond. He even tried to hit Butler but missed. Immediately the principle lividly called for security while disclosing to Tommy he would be suspended.

According to news reports, three teachers and an assistant principal in this district participated in activities that ranged from physically hurting students, cursing in front of students, and abusing paid leave time. Each of the employees involved was suspended for 30 days. Overall, the actions that the administrator and teachers partook in negatively impacted students and showed little regard for upholding the professionalism of education.

On July 14th at 9:50 am, Jayden was working on an activity sheet about penguins. Jayden’s summer project was to gather facts about different penguins. Each child was given an iPad to research information about their topic to answer the questions. Jayden worked in an appropriate manner with his paraprofessional. Once Jayden was finished with his research project, he was allowed to play on the iPad. Jayden and his paraprofessional played air hockey. Jayden cheated most of the time, but the paraprofessional did not make a big deal about the situation. At times, Jayden started to get a little rowdy becoming very disruptive to the class. The paraprofessional reminded Jayden that students are still working. She also explained that the iPad would be removed if he did not lower his voice. Jayden complied and simmered down.

Upon my investigation, the allegation of a verbal misconduct by Mr. Guilbeaux towards the youth was found to be unsubstantiated. Mr. Guilbeaux stated that in the classroom area, he never told the youth to shut up, but did redirect her to discontinue talking. The educational staff present in the classroom reported that she did hear Mr. Guilbeaux redirect the youth for talking, however could not recall the exact words used. During the investigation, Mr. Guilbeaux denied that at any time has he ever directed profanity directed towards the youth. Mr. Guilbeaux did admit to this writer, of cursing out of frustration during a separate situation when redirecting Kiah’s behavior, however expressed that the curse word was not directed towards the youth. Mr. Guilbeaux provided the example where Kiah was having issues following the directions given to her by unit and educational staff and after multiple redirections; out of frustration he stated the word, “Damn” to himself.

The teacher next door to my CT has been teaching for a long time and says her class is one of the most difficult she has ever had. There are two students inarticulate who she thinks have real unaddressed medical issues. These students are constantly a disruption to her class. During my visit the teachers were celebrating Halloween with their classrooms. The teacher next door provided her students with Oreos for snack. One of the boys shoved both of his Oreos in his mouth and began screaming and crying that he was still hungry. She was out of Oreos and tried to offer him something else but he refused, still screaming and crying that he was hungry. The student was pushing his desk and trying to trip other students while doing so. It was time

Throughout the course of my workplace practices class I have participated in a consisted of completing assignments and work experience regarding my career pathways. As I look back and reflect on my time at this course, I am able to explore the graduate qualities and capabilities I have achieved over the duration of this study period, as well as the skills and abilities I need to improve on. Graduate qualities are skills that have been learned by students throughout the course of their schooling life, for example, it is a learning outcome of a program specifically stating the things that's been learned by students who have completed that program of study. In this reflection, I will be discussing about my strength and weakness personal

Student behavior and discipline in the classroom have been impacted by legislation and litigation as was discussed in an article written by Mitchell Yell and Michael Rozalski, The Impact of Legislation and Litigation on Disciple and Student Behavior in the Classroom. The authors believe that all students should receive their education in safe, orderly, and well-disciplined schools but maintaining these environments has become a major challenge for educators (Yell, M & Rozalski, M, 2008). Most states have laws that govern discipline in schools which also protect the rights of students in public education (Yell, et.al, 2008). These state laws control the actions of school officials when they carry out certain discipline-related functions, such as gathering evidence (e.g., searching students, their lockers, or their personal property), seizing contraband from students’ backpacks, or conducting any administrative actions that restrict a student’s property interest to attend school (e.g., suspension, expulsion) (Yell, et.al, 2008). A student’s entitlement under state law to a public education is

Beginning the writing process, I established for myself a mental roadmap. I asked myself what I was trying to say, and what the goal or intent of the writing would be. Was I attempting to persuade my readers, or to be didactic instead? I considered the "how" part of the equation later, and honed each sentence word for word. The how part of the writing process was relatively simple compared to the question of what to say, and why. I had to imbue the paper with social commentary, for there was much to say about these readings.

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)