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Distractions in classroom and student performance
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Have you ever been intimidated by a teacher? Perhaps a boss even? If so, then you might have an idea of what Mr.Schaidle is like when students mess around in his classroom. He uses those students as examples of what not to do in the classroom environment. It works for most but some are still causing trouble in his, and other teacher’s classrooms. These students need to learn that they are not only hurting themselves academically, but they are hurting everyone else around them. These distracting students are like a roadblock to the students who came to school to listen and to learn.
When Mr.Schaidle intimidates a student who is not doing what they are supposed to, he is indirectly helping them. The intimidation might lead to making better choices in the future to avoid being embarrassed again. But the sad reality is that some, if not most students, believe they can do whatever they feel if fun or enjoyable in the classroom, but the students around them are majorly affected by the care-free students’ actions. Because of those students who divert others from doing work, many might not be able to fully listen and understand what is happening in class, and as a result, they won't know how to answer questions on a homework assignment or maybe even a test. This might become a pattern and eventually the good students grades might suffer. And it might get to the point where they might even fail a class, all because of one student
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And many students suffer as a result of that. Students might start to feel pressured to have “more fun” by these distracting students. The student who wants to learn might even fear any classes he has with a potential distracting bully. They might not be able to focus in class, and that means they aren’t learning what they need to succeed in life. That can lead to a whole chain of events, that if serious enough, might seriously damage a person’s
Firstly, if there are no more troublemakers in the school, the students that want to learn will be able to learn without any distractions; also, there would be no one to bully them, and there would be no interference in their ability to learn. If we permanently ban such students from school, educators could focus more on the students who want to learn instead of focusing on troublemakers. Secondly, the students that doesn`t want to be in schools wouldn’t be wasting their time anymore. Troublemakers do not learn anything by attending the school because they have no interest in studies, and all they are doing is wasting their time. They could use this time for doing something that they want to do, or something that they are interested in. Lastly, their absence will provide a safer school environment. Troublemakers always try to get into fights against others; in fact, they have no fear of security. By their actions, they could put other students into big troubles. Their mind is always seeking for attention, and they could do anything to attain others` attention; as a result, the environment of the school gets disturbed. By not letting them into the school, we could provide a safer environment for the students that really wants to learn. Overall, banning troublemakers would be helpful for students that are serious about their
By yelling at the student, the teacher may be causing them to have anxiety, which can cause any student to want to look away. Students sometimes think if a situation is stressful or causes anxiety that if they don’t look at the person causing it that they won’t be able to see them and will leave them alone. In the case of having a student like John Elder in the classroom, one would need to make accommodations to the standards for him, accommodations simply means the add to or enhance the standards for his learning. If I had a student like John Elder in my classroom I would, depending on the subject, find a way to challenge him so that he doesn’t feel bored and hopefully by challenging him it will motivate him to do better.
George disrupts the class by conversing with other and not raising his hand. This behavior is prominent form the beginning of the day to the end. He constantly disrupts the class by shouting out at inappropriate times. This lack of self-control causes a halt in the lesson. The teacher typically relies on the classroom aide to resolve the issue, but his behavior is only corrected for five minutes. If George doesn’t have a 1:1 approach, he is unable to complete any of his work and inevitably gets himself into
The text cautions us to not label poor choices as misbehavior. “For me, the cultural baggage of this term causes teachers to make a moral judgement about a behavior and then make another moral judgement about the child” (6). By using morals to create judgements, this means that a teacher is directly connecting the behavior to the child. This is also why the author does not agree with using patience to address children 's behavior. When we are quick to judge a situation without taking all components into consideration, it clouds our thinking and does not offer a full picture of what the child could be possibly trying to tell us. This is not a respectful way to handle these situations and can harm the relationship between a teacher and their
Garland argues that when trouble makers are in school to bully others and if the school system withdraws troublemakers from school it will be a more peaceful environment (694). However, if the educational system withdraws these troublemakers from schools, not just will it be a quiet learning environment, but also other individuals will not figure out how to negotiate successfully towards those troublemakers who are dissimilar to them. Environment. For instance, throughout high school my classroom learning environment had many troublemakers disrupting the classroom.
Response: “If a student is disruptive and says the work is stupid, I mark anecdotal notes on the behavior and make sure the student an...
“I do really believe, it had been totally impossible to have made it to submit by violence and force.” If an instructor teaches education with vexation and pressure, the students will only learn to hate it, associating it with anguish, therefore, becoming sluggish and uncaring when in the study room. As seen in schools present and past, children rebel against even the slightest bit of work. The work the students are given is completed in drudgery. From experience, children enjoy the classes that have good and kind teachers. Even if the workload is high, they appreciate how the instructor teaches and want to make them proud putting their best effort into their
Students spend a huge chunk of their lives in classrooms; the type of classroom helps or hinders them in life. Each student and teacher have reciprocal power; "reciprocal power enables teachers and students to undermine any attempt at domination by a single person in the classroom" (Pauly, 57). Students often use reciprocal power when they want to disrupt the class, screaming that they do not want to be in the class or do not want to learn. It is the teachers ' job to take that power back and show the class who is in charge of the classroom before all mayhem breaks
This particular class period consisted of around 3 students, but one student was working particularly just by himself with his teachers aid. Even before it started Ms.Metcalf classroom energy felt a bit off, and come to find out that during lunch one of the students had been teasing the other student. The student that had also been causing trouble had out of nowhere stolen paper clips off of Ms.Metcalf. The other student was not able to stay on task, because he still felt upset from the incident that occurred during lunch. This soon became more of a discipline class rather than the student learning about math, and apparently the "bully" had created pointer with the paper clips that could have actually hurt someone. Soon after Ms. Metcalf had to call the assistant principles to step in to discipline the student, and lost a entire day of instructions due to one student misbehavior. After the misbehaving student had left she went over to the emotional distraught student and began discussing that he should never let people 's words if they weren 't nice and that entire lesson became a lesson on
“I see you Mr. Adza, I see right through you. You think you can charm your way out of any situation with your big smile and smooth way with words, but you can’t just coast through life with this sort of arrogant, nonchalant attitude. One day its really gonna bite you in the ass,” said Mr. Jansen, as he towered over my desk. Most of the class had scurried out at the sound of the school bell. I was simply trying to explain to the man that my random outbursts in class actually did him a favor because it loosened my classmates up, freeing their mind for the learning process. In fact, Mr. Jansen and I were actually a team. We were the dream team! I was the comic relief and he was the scholar. We went hand in hand.
Bullying in school arises as a global issue, and people are becoming more aware of its essence and its consequences. Going to school should be like a second home, a safe, compliant place, but for some student, school can be a social nightmare. Some may view bullying as a harmless act, but it is in fact a dangerous act. Students that have been bullied tend to be emotionally unstable, depressed, loss of interest in school and they have a higher risk of becoming drug addicts and school dropout. Bullying does not only affect the person being bullied, but also the bully himself. Persons who are bullies are usually the ones with the most problems and they use bullying as a mask to hide all their problems. Students who bully are more prone to abuse alcohol and drugs, they usually engage in risky sexual activities and are more likely to grow up as criminal
(2005, Charles) The premise of Assertive Discipline is that both teachers and students have the “need and right” (2005, Charles) to a caring and respectful classroom environment. Teachers are required to facilitate learning and assist students in reaching their full potential. This is accomplished by teachers clearly and confidently articulating class expectations and teaching student’s what behavior is “acceptable and unacceptable” (Marsh 2010 p233). Cooperative behavior is encouraged by “incentives and recognition” (Lyons et al., 2014) whilst unruly behaviour is managed with a “hierarchy of sanctions” (Lyons et al., 2014). Equally, teachers also have the right to facilitate learning in a proficient manner without interruptions from students and have support from administrators and parents. (Berghuis, 2005,
The class was filled with loud, inattentive children. When the school-children became disruptive, the teacher would just continue to teach like nothing happened; she mentioned to me on the side that, “It is their loss if they are not paying attention to the lesson…I am not going to stop the lesson just because of two or three of the children.” Those scholars are an interruption to the other students who are actually paying attention and trying to learn; Ms. Stone could have sent them to the hall for distractions. If the school-children were verbally being preoccupied, they were technologically sidetracked. Some pupils were playing games on their iPads, and diverting the attention from some of the other students. The grades were so bad that Ms. Stone had to throw away the quizzes and prompt the class for “pop quiz” with the same material on it for the next day. My anticipation for the class lessons were also incorrect; homework was submitted online, course notes were given and completed to the pupils via the teacher, and the assignment was online to complete and submit online. The learners accessed the homework AND the required textbook online with the iPad the school provided. Only a handful of the scholars were accepting the mathematical challenge in that classroom, and those scholars were the sophomores of the
This would obviously affect children or teens with disabilities, despite the fact that schools are supposed to be a safe place for young students. Part of a teacher’s job is to help any student when they need it, especially considering they see the student approximately seven hours a day, five days a week. Despite this, “A quarter of young disabled people report feeling discriminated against in school...34% felt they did not get the help and support they needed from teachers and other staff” (Curtis). Students with disabilities do have certain differences from other students and in turn may be more difficult to deal with but, “More than a third (38%) said they had been bullied because of their disabilities, with one in 20 saying their bullies had been teachers” (Curtis). Bullies have to find something different about a person to have a reason to discriminate against them, and people with disabilities have that different quality. The bully may use this disability against the person because stigmas in our society have taught them it’s okay to discriminate against the disabled. Some people don’t experience this bullying, but they still may not get equal or appropriate treatment. Nathan Liu again spoke about his time in school saying, “My teachers acted super antsy around me…[they] didn’t know how to act around me...disabled kids were the ones who got hidden away in ‘special’ classrooms. They
It could also distract the people around them because if the students are on their phones and they are friends the friend is going to want to know what is going on and that then distracts the student next to them. It would also distract the teacher because the teacher is going to need to stop every few minutes to ask the student to put their phone away. Stopping the class to ask one student to get off their phone not only distracts the teacher but the whole class too. Distraction will lead to lower grades because students are distracted by their phone instead of