The Level Of Tolerance And Classroom Management

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

Sometimes, the SROs programs have negative impacts on student’s life. Before, student misconduct was held by the teachers, but now it is controlled by the law enforcement in school (Beger 2002). For example, “five students were suspended and charged with crime for tossing peanuts at each other on a school bus” (Beger 2002:123). Schools have accepted the strict and high-security measures to protect students, but would result in diminishing the rights of students (Beger 2002). Students are searched without suspicion, especially the minority communities (Beger 2002). The unreasonable searches diminish the rights of students, which protect them from unreasonable search under the Charter of Rights and Freedom. It is clear that police in schools may impact negatively if the police officers conduct an unreasonable search based on class, racism, and gender. The result of zero tolerance in school leads more students’ school-to-prison pipeline, which results in more youth in prison. The zero-tolerance policy accepted in school to expel any students who involved in any illegal or misconduct behavior (Beger 2002). However, if the students feel that the police in schools and rules of school are fair and just, then eventually students will follow the rules and provide safer school surroundings (Beger 2002:127). Because the main reason of SRO is to prevent the drug issue, violence, shooting, threat, and maintaining law in school.

The public school system in America is flawed and only seems to favor those of a higher socio-economic class. American students in poor and high minority schools receive fewer resources, fewer AP classes, and less qualified teachers unlike their white and higher-class counterparts. Which in return has lead to lower high school graduation rates, low-test scores, and less students going to college. Some public policy has been made to fight the inequality for black and Latino students in public schools by starting desegregation plans but little has it helped. High stake state exams have held students back from moving on or receiving their diploma. According to the article in paragraph 2 its estimated 58 percent or more of ninth grade minority students will not graduate high school in

Throughout my classroom experience incivility has been seen on multiple occasions. One instance being when a student tried to argue with the instructor over extra credit in front of the class. This incident was far beyond uncalled for and could have been dealt with in a more private setting after class. Instead this student chose to embarrass themselves in front of a room full of people and they looked like they were rude and had no respect for the instructor or themselves.

The zero tolerance policy has no place in the school system because it has damaged students academically by being directly related to the dropout rate, discriminating against the minority groups, and stripping away students right to privacy and speech. As shown in this article, many students have been affected by this policy. The zero tolerance policy neglects to address the students who are struggling in school. If a student is suspended from school, their is a likely chance he or she will not receive academic help after the fact. This may cause students to become unmotivated and dropout. Furthermore, many of the other complaints about this policy is it is unfair to the minority groups and the students with learning disabilities because they

Absolutely, zero tolerance policies can violate student rights! The 1969, Supreme Court case Tinker v. Des Moines Independent School District set the precedent on First and Fourth Amendment rights. It was decided, “that students in school are still “persons” under the Constitution and are therefore possessed of fundamental rights that the state must respect.” Although schools are responsible for preserving the learning environment, student rights must be respected in the process.

When diving into the world of teaching, there are many important aspects that are essential in order to create a successful classroom environment; one in particular being, classroom management. Understanding what classroom management, classroom discipline, teacher characteristics, behavior management, and teacher organization are all crucial components of what makes a successful classroom. Of course, with every grade level comes a different style of classroom management; however, for this particular paper the targeted grade - level is lower elementary school.

Zero tolerance is a great idea however, there needs to be changes made to this program. Zero tolerance has made big changes at schools, some good and some bad. The idea of getting a school safer is great but some of the consequences in the program can be rather excessive.

Disruptive behavior in schools has been a source of concern for school systems for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management. Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests. Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction. School discipline issues such as disruptive behavior and violence also have an increased effect on teacher stress and burnout (Smith & Smith, 2006). There is a significant body of research attesting to the fact that classroom organization and behavior management competencies significantly influence the persistence of new teachers in their teaching careers (Ingersoll & Smith, 2003). New teachers typically express concerns about effective means to handle disruptive behavior (Browers & Tomic, 2000). Teachers who have significant problems with behavior management and classroom discipline often report high levels of stress and symptoms of burnout and are frequently ineffective (Berliner, 1986; Browers & Tomic, 2000; Espin & Yell, 1994). The ability of teachers to organize classrooms and manage the behavior of their students is critical to achieving both positive educational outcomes for students and teacher

                Another theory that clarifies my perspective is Canter’s Assertive Discipline. The focus of this theory is to show teachers how to establish a classroom climate in which needs are met by maintaining a calm, productive classroom environment. To achieve this goal the teacher must attend to students’ needs, establish understandable class rules for behavior, and establishing a climate of understanding and trust. I believe that when students and teachers respect one another the climate of the classroom is more pleasant than in classrooms where there is no respect from both the students and the teacher. Canter says that this type of relationship is developed through speaking respectfully to students, a true sense of fairness, and giving

To develop this artifact I followed the classroom management theories raised by Linda Albert, Frederic Jones, and Jacob Kounin. Whereas I implemented in my classroom Linda’s Cooperative Discipline model when I chose to work cooperatively with my students to develop a set of consequences to be invoked when the classroom code of conduct is transgressed. Consequently, students are more likely to accept them as fair and reasonable. I have also based my plan in the positive discipline model of Jones by rewarding my students for their appropriate behavior and effectively using a body language that includes eye contact, physical proximity, body carriage, facial expressions, and gestures. I also followed Kounin’s preventive discipline theory about

The authoritative orientation of management focuses on control exercised by the teacher. In the authoritative orientation, the teacher demonstrates a lack of personal connection to the students in an atmosphere that can feel fearful and punitive. The classroom environment of an instructor who subscribes to the authoritative orientation is an environment where rules are absolutely enforced, and where the instructor frequently lectures. The authoritative teacher has little interest in student involvement, but does however, insist upon establishing and maintaining high behavioral expectations and classroom rigor. Authoritative teachers are found especially suitable by administrators for “trouble-making” classes as they are efficient in maintaining order. While the authoritative teacher may seem “scary” or undesirable, they are also frequently identified as friendly with established and firm boundaries. Authoritative teachers praise and motivate their students, promote respect in the classroom, engage heavily in cooperative learning and interactive discovery in the classroom.

A teacher must deal with disruptive classroom behavior throughout their career. To do so, they must not only develop their skills in handling these situations but also develop ethical standards for their classroom. These standards set forth by the teacher will help them deal with their students, those students’ parents, the school administrators and their community. There are numerous articles written that could help a teacher when researching any legal or ethical issues that may arise during their teaching career. This paper summarizes four

            The term “respect” has already shown up various times in this piece; that is because it is the key element of classroom management. A classroom founded on respect creates an open and safe environment where the students can have free-exchange of ideas with one another and the teacher. This aspect of management requires constant and consistent enforcement and modeling. Defining what is respectful from the beginning and giving a rationale for treating others with respect is a great way to start.

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.