Response To Text Response Analysis

Once these rules and consequences are developed they will be posted around the school to serve as a continues reminder for all students and staff. All staff will be trained on the rules and consequences and they will be revisited throughout the year. We will also complete a book study on Discipline with Dignity by Curwin, Mendler, and Mendler. This will allow the staff to become well versed in dealing with discipline situations. During the book study, we will role play and model discipline situations as well. This will give all staff members the necessary tools to deal with a discipline situation when one

During the first few weeks of school teachers should focus on teaching students appropriate classroom behavior, expectations and consequences. If they notice a student not interested in learning about the rules of the classroom, the teacher can take a little extra time with teaching the rules and its best that the teacher review the expectations each month, allowing the students to remember them. Following these guidelines will ensure a positive learning environment for every

However, students have described feelings of being in a learning environment which is not safe, consistent, or calm. Additionally, normally well behaved students, are displaying anger, frustration, and are shouting out distasteful remarks towards the students who are causing the interruption. In an effort to combat problems in their classrooms teachers regularly create on the spot consequence which are intended to serve as a means of deterring other students from exhibiting the same inappropriate behaviors. Some of these consequences include a loss of recess, or a phone call home to parents. Since these consequences are not deterring students from discontinuing their disruptive behavior, teachers feel inclined to react to every infraction in an effort to stop all violations of the rules and to bring consistency to the classroom, and reduce interruptions. However, implementing inconsistent punitive discipline approaches to curtail disruptions (Nuoffer, 2011) to the school day impacts the teacher and student relationship by diminishing trust, and thus creating additional discipline problems. Unfortunately, this constant and growing problem is causing tension in the classroom between students and

With the rules and consequences, I will know if the child is used to following rules. In a classroom there has to be rules to follow or there will be complete chaos in the room. If I know that a child is not used to following rules at home then it will be a struggle for them to adjust to following them in a classroom setting. I will pay more attention to helping that child to adjust and learn to follow the rules. Plus, with knowing what consequences the parents use at home, I can try to incorporate them into the consequences that they received in the classroom. If I am struggling with coming up with a consequence that seems to work with the child, I could go to the parent and ask for suggestions.

The ability to respond in an effective way can be challenging for me at times. There are times when I say something, but by the tone I said it people take it the wrong way. I find myself having to explain myself more than I should. This class has helped me express myself in a way that I do not have to explain myself as much. The two responding styles that I find myself using more after reading chapter 8 are evaluative and supportive.

It is important for a classroom teacher to set behavior goals for his or her students. Behavior goals should be directly related to the classroom management plan. Students should be expected to treat their peers and teachers with respect, show respect for classroom property, are kind and courteous in all speech and actions, work diligently to accomplish assigned tasks, and demonstrate self-respect and honesty. Establishing clear and consistent goals for the operation of the classroom helps to provide an atmosphere that is conducive to learning and lends itself to alleviating opportunities for misbehavior. As a teacher I will work to provide my students with positive goals for appropriate behavior. I will also clearly define the consequences for misbehavior so that students understand fully the repercussions for failing to act in accordance with the guidelines outlined in the classroom management plan.

Response: I chose this passage because it shows the role that math has in this book. Science and math have very big part in this book. This ranges from the geometry used to calculate the height of the branch to identifying different types of plants and their uses. This passage relates to the real world because it is true and if the reader was on an island like this family, it would be smart to put this knowledge to

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.

Large class size often leads to increased student activity and certain students become accustomed to this inactivity. To increase the level of student activity, traditional game rules can be modified to allow play to be sped up and shared among the group. An example of this would be baseball or softball games changed to allow for the rotation of defensive players among the field to change after each batter, or by having each offensive player bat per inning instead of using the three out rule. Educators can keep students more active by recycling them throughout games so that no one student or group gets used to minimum participation, rather it is very much more equal among the students.

Some of these consequences are more harsh than others and should be used in situations that require harsh consequences. Warnings could be used if students are talking in class and if they do not stop, they would be required to change their color card. Changing their color card requires them to get up in front of the entire class and walk to the front of the room. This instill a small sense of embarrassment, making the students not want to talk in class when they are not supposed to be talking. Consequences after the changing of their color card could be used for more serious situations.

The rules of the game are simple and can be taught in about 20 minutes. Within five easy steps, students can be taught to play the Good Student Game. Step 1: Define student appropriate behaviors (such as listening, following directions, paying attention and trying their best). Step 2: Have students role-play examples and non-examples of good student behavior (such as “thumbs up” or “thumbs down”). Step 3: Have student’s model examples of acceptable and non-acceptable behaviors (such as talking out of turn, getting out of their seat without permission, etc). While the students are modeling such behaviors, the teacher will monitor good student behaviors (those who were doing as they were asked). Step 4: Practice playing the Good Student Game. Divide the class into two teams. Write team names on the chalkboard. If any student breaks a rule while the game is going on, the teacher makes a mark by the name of the team in which the disruptive student is a member. When the end of time (teacher instruction) is complete, the team who has the fewest marks are the winners. Step 5: Reward the team with the fewest marks, for meeting the criteria required (Tankersley, 1995).

How coaches react to conduct issues can create a positive learning opportunity for character development and an opportunity to apply all the tenets of SLT. It is beneficial to begin with fair and clearly defined guidelines and consequences which the team has had a hand in forming. But when issues arise, discuss the wrongness or rightness of an action, encourage moral reasoning and imagery before an action is taken, and present an altruistic concern for what is best for everyone involved. Next, allowing the student to explain what they thought they did wrong and why they broke the rule, be fair and impartial with the consequences, don’t make the issue a source of embarrassment, use something valued for the penalty, and do not hold a grudge (Smith & Smoll, 2012); instead, start each day with a clean slate. If you are fair with your athletes, they will model your behavior in

Initial thoughts: There is many technique Ms. Rollison can use to help with her students behaving appropriately in the classroom. One technique she could use is at the beginning of the year ask the students what type of rule they would like to have in the classroom. The student will more likely obey the class rules because they had a part in

I am going to make sure there is only a handful of rules. It is important for students to not to have so many rules they will not remember them. A few rules I may have is, “raise your hand to ask a question” or “no talking when the teacher is talking”. I will make sure I have the consequences displayed around the room too. They may be something like, “First warning – teacher talks to you about what happen. Second warning – note sent home/call home. Third warning – principal’s office.” This will let the students know exactly what is going to happen. I am going to have a reward system that is based on individual bevaior. Each student will not be given points if they have the teacher talk to them throughout the day. This will go with any of the warnings the teacher gives. The students will have a month to get a certain amount of good days. After each month is over, the students will be given a prize that is determined at the beginning of the month. For the students who may not be doing so well, I may have a system that if you get so many good days you get a prize. This will help all the students

After this consequence was communicated to my students in the reading groups, I observed a substantial change in behavior. This was the first instance that challenged my ability as a teacher to enforce procedures and expectations. There were several other instances that arose following this one concerning undesired behavior, and I was able to enact knowledge gained from my classroom management course to appropriately handle those instances. For example, our professor informed us that there are specific logicial consequences that can be applied to mutliple different situations that arise in the classroom. These consequences include loss of privilege, “you break it you fix it”, and a positive time out. I