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Means to ensure effective classroom management
Means to ensure effective classroom management
Effective classroom management
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It was transition time in the Indoor Classroom. Sami, Lorelei, and Amaris got dismissed from shared-book reading to go get ready for Snack Time. When Sami was walking to the sink he had calm eyebrows, and his mouth was slightly opened. Sami with his eyes wide open kept looking back to the Block Area as teacher Hannah was addressing the other children. As Sami arrived at the sink area, he turned on the water and was looking around the classroom. I reminder Sami that I was turning on the clock and that he was going to have one minute to finish washing his hands. I was washing my hands next to Sami and reminded him about the steps of washing hands and how much time he had left on the timer. After, Sami finished washing his hands I stopped the
Mark was so confused and could not answer the child that the teacher scolded him, stating that this behavior was inappropriate. Mark did not know what to do.... ... middle of paper ... ...
...e distracted five times by mom and/or clinical team, Keisha did a great job redirecting him back to his task. Keisha told the clinical team Cody is improving with working independently. Cody was observed working independently on three vocational task boxes. Vocational task boxes help prepare students for vocational task, post school. Keisha rewarded Cody with videos of her singing, which he liked. When Cody was asked to wait by Keisha, he complied without displaying disruptive behaviors. At the end of class, Keisha told Cody to clean off and wipe the table, which he did. Keisha said he cleans the table every day at the end of class. Mom and Keisha added that Cody perseverates on the same topics daily.
Tommy’s teacher provided the time and what happened. From fifteen behavior, accidents there were nine verbal and six physical these accidents occur between two minutes to eighteen minutes. These behaviors happen with six times in math, three in check out, one in social studies, two at lunch, one in spelling, one in a small group, and one individually. The ABC provides that the highest of Tommy’s behaviors occur when she is transitioning the class to a new activity or giving new directions. Some of the consequences the teacher provides to Tommy are giving Tommy a choice, redirection, discussion of behavior, personal space was given, verbal reprimand, change activity, remove from class, and time out. Sometimes Tommy stops his behavior and others it continues even of the
Question: If you had given students 15-20 minutes after your lesson discussion to do their homework and a student put his head down on his desk, what would you do or say? Response: “If a student places his or her head down on the desk instead of starting a homework assignment, I would tell the student that (s)he can do the next assignment I prepared instead of the homework assignment, since it was to be done at home. Then I would instruct (s)he to complete the second assignment and turn it in and Mark can turn it in before the class ends.” My Response: I would not have given the student homework to do in class.
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
The behaivor that caused so much hassle within the daycare cente r I am placed at for practice teaching would be the word no. When a child doesn't know to express themselves the word no seems like the way to go when your friends are trying to help you when you don't want their help. J has this problem when friends were trying to help him and he didn't want their help. After a long morning group time the children are either let play in the gym or get to play outside on the playground. After a half of an hour of that the children are put in a line and marched back to the classroom told to wash their hand and then giving a chance to have a free playtime. After J washes his hands he runs to the block center and begans
Sean has just been hired as an assistant in an after-school program for a group of 5-7 years old children. After his first day in the class, he was concerned about some of the activities the leader had set out for the children. Sean was familiar with the guidelines for developmentally appropriate practice and though some of the activities were not age appropriate. As an example, the children were expected to read and then follow the directions for a science project He wanted to say something to the group leader, but he thought that maybe he would just quit!
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
During the first session with the client we went over the consent form and I asked them if there were any questions about it, which they had only one to make sure that it was not being show to the entire class, once answered they signed the form. I think that when I make my own form I will have a better understanding of how to explain the reason behind it and also better explain what it is form. After the form was signed I conducted and interview with the client.
Writing is something that always came relatively easy to me. I was not the best student in High School, though that was primarily due to my lack of effort and enthusiasm. I was certainly capable of doing the work, though baseball and Atari always seemed to come first. But with writing, I was most often able to produce the quality of work my parents expected of me in a short and painless amount of time.
My teacher interview was with Jessica Mays/Richie. Jessica is fresh out of the program from Chico State University. For a first year teacher she is doing really well, and I’m surprised at how well her kindergarten class is. Just being in her class as a volunteer I have learned so much about what its like to be a teacher. Instead of looking into experience, because she doesn’t have much yet, she told me things that she learned from being a new teacher. I believe that this will help me through the program and becoming a future teacher.
The flustered Mr. Petersen flashes my child a weak smile and mumbles something to the effect of, ”…technically, Jacki, you are correct. Just leave the white parts blank and stay on task!” Shame, shame, shame. The instructor has just dropped the ball on a wide-open opportunity for learning and discussion.
When I transitioned into 7th grade, I was very clueless when it came to grammar and sophisticated writing techniques; little did I know how to use commas, semicolons, and transition words in a sentence. Throughout the year, not only did my grammar enhance, but also my sentence structure matured vastly. Reading my papers from the beginning of the year to the end of the year, I knew that my writing has improved.
There I sat, trying desperately not to drool in the middle of my daydream. Dare I say class was less than interesting and all I could think of was my bed? Instead of daydreaming of a hunky man, or even a bright future paved with a golden road of success, I was dreaming of my bed. It was an ordinary college dorm room bed: you never know how many people actually slept in it, or did something else in it, yet I still find comfort in its lumps and bumps. In the brilliance of my afternoon laziness I decided that daydreaming about my bed wasn’t silly at all. In fact I should commemorate my bed with a poem and a little cartoon drawing of it. Unfortunately I had forgotten my notebook so I began to doodle on the prehistoric thing called a desk. Knowing that writing an ode to my wonderful bed on another piece of furniture was loaded with irony, I hesitated commemorating my bed on this horrible, and unworthy desk. Since I was out of paper and out of options I shrugged my shoulders at my hesitations and began my ode to my bed.
When I first got to the classroom the students were doing a listening exercise and had to answer same question the teacher wrote on the board. At a certain time they all were allowed to go to the bathroom. Each student was given a responsibility in the classroom.