Teacher-Researcher Review: Questions on May's Case Study

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

Student engagement is the best predictor of academic success in the classroom, but for students with instructional or behavioral deficits, disruptive behaviors and lack of positive interactions

Part of the course to which the task refers: Part 4- Literature, a critical study

A priority for the administration and counseling department at Santa Susan High School is to provide for the emotional, social and academic needs of all students. To determine and address possible gaps between the students and programs offered an informal questionnaire was provided to each teacher with the purpose to gather information. The questionnaire was designed to identify possible gaps, social and emotional issues that may be hindering learning in the classroom and conflicts that may be occurring between staff/students and students/students.

Apart from encouraging student participation another way to hold teachers and students accountable is developing a positive atmosphere to teachers and students. Carol Allred wrote an article on Seven Strategies for Building Positive Classrooms; one of the strategies that Allred list is to teach positive actions. Allred said”  We need to teach students positive behaviors in a thorough, consistent systematic way; we cannot assume that students know them” (Allred, 2008). Allred went on to talk about the concepts like showing students in the classroom what positive actions look like in the classroom. When teachers set standards for students is a way to create a positive learning

It is very important, as teachers, that we guide, correct, and encourage our students to behave correctly in the classroom. In, The Iris Center for Faculty Enhancement, level C, case 1, there are two students, Zach and Patrick, who continue to disrupt the class because of their behavior towards each other. Zach is a relatively quiet student with a learning disability, yet he enjoys his school work. Patrick is the louder of the two students who likes to talk. He is very outgoing and likes to be the center of attention. Their teacher is starting to get frustrated with the behavior between the two boys. Patrick teases Zach regularly, along with other students; then Zack responds in an inappropriate manner. Zack gets angry and yells back; and sometimes he even breaks down to tears. Therefore, with using some of the helpful ideas from the STAR (Strategies And Resources) Sheet, the teacher will be able to encourage appropriate behavior in

Student apathy grows depending on the relationships between teachers and students and student to other students. These relationships prove to have an influence with student apathy at all grade levels, especially elementary. Students either develop closeness or a conflict with their friends and teachers throughout the year. People are social and they prefer to relate to others. Bad relationships hurt the student’s psyche. When conflicts occur, a student’s engagement decline, and they do not feel successful and do not contribute with ideas in the classroom. Teachers, who do not relate and work with their students, fail to keep students interested. Students will not listen to a teacher who is not their friend. When conflict arises with friends, a student will fail to be active with their education. Friction acts as a major distraction for students and increases student apathy (Hosan, Hoglund).

The students would love to build a relationship with their teachers, however they feel victimized or ostracized due to their poor behavior in class. Students hate to be “called out” in front of their peers, even if they’re doing something wrong. Students also complained about the amount of classwork/homework assigned and excessive lectures by teachers.

Education is thought to be an easy major at times because my friends see me making fun activities or playing with materials for a science lesson. However, I have pushed myself so hard this entire year through all of my methods classes. The first thing the documentary talked about was that teaching is not an "easy" job. It is extremely difficult at times because teachers are constantly making decisions through the day about their lesson plans, students, and more. Teachers are constantly moving around, planning, grading, and more every day to prepare for their students.

In the elementary classroom how, do educators maintain a classroom community that involves students’ backgrounds and interests? The overall inquiry of this project focuses on exactly what was analyzed in the previous section through scholarly literature. To build on these ideas, a fieldwork analysis of two classrooms has been ongoing over the past three months to investigate this same query. Throughout the fieldwork, most of the data collected has been done by observation and participation in the two classrooms. Thorough notes have been taken throughout fieldwork and weekly reflections have been written to gather thoughts based on the weeks in the classrooms. Furthermore, brief and informal interviews with the classroom teachers as well as some students have also been used to collect data for the analysis.

Middle school students, also known as adolescents, aged ten through fifteen go through a massive change of life. These students are transitioning from being a child to being a mature adult. Development will range depending on the student. Some fifteen-year-old students may act and look like a ten-year-old student, while some ten-year-old students may act and look like a fifteen-year-old student. The main areas of development at these ages include Intellectual, Emotional, Physical, Sexual, Social, Personal, and Moral Development. While the adolescent develops in these areas, we as the teacher must promote harmony inside and outside of the classroom. Some teachers today tend to promote discord in the classroom. The best ways to promote harmony inside and outside of the classroom is discussed in David Strahan, Mark L’Esperance, and John Van Hoose’s book titled Promoting Harmony: Young Adolescent Development and Classroom Practices Third Edition. The book consists of five chapters. Chapters Two through Four focus on the development areas while Chapters One and Five directly focus on ways to promote harmony inside and outside of the classroom.

This assessment will require the writer to engage with a case study and consider how you would respond as a teacher. While working on this case study, it will work to draw together the theoretical frameworks and models for responding to a range of behaviours displayed in the learning environment. This will be done by creating strategies, and using this case study to describe these for inclusive as well as ethical practices with families, community, and support agencies. Ahmed is seven years old, he always seemed happy and cognitively engaged with learning. He is withdrawn and has become socially isolated and will not play with the other children. He has become reluctant to join group activities and when he does participate he is quiet and not appear to contribute. All students need a connection with their peers. For those on the social fringe, school can bring constant reminder of their feeling rejected status. These include difficulty with finding a partner for group activities, being chosen last for a team activity, and not having anyone to play with at recess. Beyond the effect such isolation has

The first step in classroom management is to create an environment where students feel cared for and valued. To do accomplish this, teachers need to build positive student-teacher relationships. Marazano (2003) reports in his book, Classroom Management That Works, which is cited in the Jones and Jones (2013) book, that “Positive teacher-student relationships were the foundation of effective classroom management” (p.56). I am committed to creating a safe learning environment that is organized, structured and conducive to student learning. While influencing a classroom of community learners, I strive to also build positive teacher-student relationship with all of my

Engaging and motivating students is a challenge that teachers encounter in their classrooms day-to-day. Teachers play a pivotal role when it comes to engaging and motivating their classroom populace. Engagement, as defined by The Glossary of Education Reform (2014), “refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.” Past studies have shown that there is a positive relationship between student engagement and academic success, but there is minimal research that focuses on the intermediate elementary level (grades 3-5). As seen in the research study conducted by (Cobb, 1972) on fourth graders, the findings showed that student’s attention level when working on activities that involved conversations with their peers significantly contributed to their performance in all subject areas. This study, however, is one-dimensional and only focuses on peer-to-peer conversations which is just one category/indicator of engagement. Other studies show similar results but are not specific to intermediate elementary students.

There are many aspects to teaching and as a teacher it is necessary to understand the most important aspects of teaching and how they should be incorporated into the classroom. A teacher’s most important job is not to teach specific material but to build relationships with the students and ensure they feel safe and cared for. Once the teacher is able to ensure this then they should focus on teaching, however teaching is more than listing off facts and sharing information with the students. As teachers it is essential we try to engage our students. There are many ways to engage students and each teacher as a specific way they get their classroom involved in learning. During my field experience I have learned the importance of being able to engage students and I have seen what a classroom looks like when students are not engaged. My field experience has helped to reflect on student engagement and how I would place the experience in my philosophy of education.