One of the most functioning classroom management approaches; is the development of a quality relationship amongst the teacher and the students in the classroom. Teachers who implement a relationship-building approach to classroom management by concentrating on emerging the whole student are more likely to help their students socially appropriate behaviors. Although these strategies, though helpful, they still leave teachers struggling with the most difficult students such as Ms. D's case. When parents send their children off to school each morning, they trust teachers as well as other school officials to care for their children's wellbeing. Teachers must maintain a wide range of responsibilities to students that come from a variety of federal, …show more content…
D violated the NAEYC Code of Ethical Conduct. Don't get me wrong; consulting confidentially with colleagues about your most challenging and difficult students, is smart and a good plan to come up with ways to help improve their behavior, but never should you consult with your next-door neighbor about a difficult student in your classroom. Although Ms. D thought complaining to her next-door neighbor was harmless, this harmless conversation may have made it more difficult in managing her classroom environment. Ms. D might have talked recklessly about the wrong child; thus, the situation can get out of hand and the parent could even come to the school to retaliate. As public school educators, you are held to high standards of behavior because you're entrusted with the well-being of students. As a teacher, the public expects that your behavior typifies ethical and moral …show more content…
D teaches this may have a detrimental effect on the student for years to come. Although it doesn't mention it in the paragraph, Ms. D may have talked down to the student directly in front of other students daily. If I were in this situation I would first reflect on my relationship with the student to see if there is any way I can relate to the student. Some of the questions I will ask will be; Does the student play sports? In the Band? Have a sibling? Then I will build on that and see what progress next. From this point, I will then talk to my colleagues about the child; Was anyone able to reach this student, by helping him? If so, my next step will be to set up a meeting with the student and the parent. Working with the child one on one is the teachers best step in solving any issues. Hopefully, Ms. D learned from this situation and next time learns how to take the issue to the principle instead of her next-door
The Alabama Educator Code of Ethics is designed for every educator in the state of Alabama. The Code must be implemented for the safety of students and educators. The goal of the Alabama Code of Ethics can be accomplished as long as all educators value the worth and dignity of all students, parents, and staff. There are nine Alabama Educator Code of Ethics and Standard 1: Professional Conduct, Standard 4: Teacher/Student Relationship and Standard 5: Alcohol, Drug and Tobacco Use of Possession are the most important standards.
Her statement had spread throughout the school; all her co-workers had adverse reactions thinking that her ability of being a teacher would interfere due to her racial comment. Her principal decided that it would be better to have her dismissed.
One of the issues that were brought up was an upset parent who mentioned that his child suffers from narcolepsy. He was addressing that he wants the school board to help him because he feels as if the principal is penalizing his daughter. He mentioned that the principal mentioned that he will penalize the girl because of her lateness. He also mentioned that the principal refused to acknowledge his daughter’s sickness and how the principal bullied him. Following this one of the members from the board address this issue by mentioning that this issue that the parent has addressed is a personal issue that really should not be mentioned in this meeting. The school board member also mentioned that this should not be acceptable from a principal to be uninvolved. And how no child should be treated like this. He would also mention that this issue will be
Her action to not reveal how the student was performing in the class to the legal guardian can be seen as a duty of her job. She has the will to make the right decision and she did the thing that was the best for her and for the student. By not revealing the truth about the student to legal guardians, she follows the categorical imperative, which is that duty needs to be followed without exception. Additionally, we can look at her situation through the compliance program as well. A compliance program is defined as a formal program specifying an organization’s policies within a process to help prevent and detect violations of laws and regulations by going further than the company’s code-of-conduct. As she has to comply with the compliance program to continue to teach as a professor, she could not reveal the student’s performance to the guardians. The compliance program of being a professor goes further than the code-of-conduct of being a professor by applying the code to the specific risks of an organization and integrating measures to address those risks. As the Dean had to intervene to prevent any harm to both parties, she did break the compliance program, a little. However, the information she revealed had no effect on either the student or the legal
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
Rimm-Kaufman, Sara. “Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning.” American Psychological Association. May 2012. Web.
(I would be happy to share the other student's name with you since it is extremely relevant to the situation.) I have never seen this student hit him or any other student. I told Yann that he needs to stop asking that student for stuff, because it has become a common thing where they're asking this student for gum, paper, and pencils. This student does not speak and is not able to verbalize her consent. I have told the students in my class that this needs to stop. I also told him to just avoid her, don't talk to her, don't ask for her stuff, and to just stay away from her. Near the end of first block, as Ms. G and I were helping individual students with their projects, the female student stood up and began hitting and kicking Yann. Ms. G and I quickly reacted and the female student returned to her desk and put her head down and began to loudly cry. Yann then began to continue yelling about the situation, and say that we were not handling the situation. At this point the female student got up and ran out of the classroom. Ms. G left with the female
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
The student chosen will be referred to as student A. Student A is a seventh grade African American male. He excels at working independently once on track and gives quality answers in discussion. I listed some of the problem behaviors that the student displayed such as fidgeting and leaving their seat without permission, verbal outbursts, and eye rolling. From there, I completed a prioritizing behavior checklist. I determined that the speaking out in class was the highest ranked behavior for this student, close to off task socializing.
Met with a student to discuss consequences another teacher set for his actions in the bathroom.
She is forced to have uncomfortable conversations at times. For most students, they have not had many jobs before this one, or the jobs they did have were not professional, or for whatever reason they are not aware of some rules this job entails. She has had conversations with students regarding their cleanliness and work attire. One discussion was with a foreign male relating to his body odor, he continuously came in smelling terrible, in a workplace environment where you are making and selling food, that is inappropriate. I believe she handled the situation in the correct manner, as it can be a sensitive subject.
Classroom management has the largest effect on student achievement, so students cannot learn in poorly managed classroom. Additionally, research has pointed out that the quality of teacher-student relationships is the main aspect of classroom management.(…2). Furthermore, when teachers set classroom management plan, the plan will give structure to everything from seating to lessons to grading to the relationship between students. Teachers should incorporate strategies for addressing student behavior into classroom
In developing relationships with learners, Freire suggested spending time talking and listening to students in order to get to know them and to gain their participation in class. That admonition has been incorporated into practice by numerous other educators. While many of the strategies in Tom Daly’s book were simple classroom management tips (2013)...
One of the most effective ways teachers are able to manage a classroom is through developing positive relationships with students (Emmer & Evertson, 2013). When students feel they are valued and cared for by their teacher, they are much more likely to comply with rules and procedures. A classroom teacher has the great responsibility and privilege to be around students for up to seven hours per day, five days per week for around nine months and during that time, teachers must work to develop positive teacher-student relationships with each student (Boynton & Boynton, 2005). When students are able to experience healthy relationships with their teachers, they grow personally and are self-motivated and achieve academic success (Tassione & Inlay, 2014). There are a number of ways to enrich these relationships and they are all initiated by the teacher. While there are many ways teachers will find to develop teacher-student relationships, only a select number of them will be discussed here.
Hello I just wanted to inform all of you about an incident that took place at my placement school this past week at LA Matheson. I am sorry it is quite long but I wanted to share what took place with you all. Also I am sorry if there are writing errors I am supposed to be working on my lesson plan right now but I wanted to get this off my chest.