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importantance of communication in the classroom
importance of communication in education
importance of communication in education
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Ms. Davis had just finished setting up her classroom for the new school year. This would be her second year teaching at Southern Maryland Elementary School. Last year she had problems getting the children to listen to her and cooperate. The current school disciplinary method was different in each classroom. After a teacher felt that he or she could not handle a student anymore, they would be sent to the principal's office. For serious offenses, the student would be suspended or even expelled. She did not want the same thing to happen this year because she felt that it wasn't helpful. She decided to research different disciplinary methods so she could decide which one would work best for her. Many elementary teachers have the same problem as Ms. Davis. What are the options for teachers who want a successful discipline method in their classroom?
The most common disciplinary method is suspension and expulsion. This is when a child is sent home from school for a set period of time. This is only used for serious offenses or repeat offenders. Parents and researchers feel that this method doesn't help the student. Philip J. Leaf is the "director of the Center for Prevention of Youth Violence at John Hopkins University's Bloomberg School of Public Health" (White, 1.B). Leaf agrees that safety is important in schools, but "it also is important to provide youth in trouble with the types of support that will help them stay in school and graduate to success" (White, 1.B). White states that suspensions are not something that the school wants to do because it removes the child from a learning environment and it doesn't focus on or help the actual problem that the child may be having. "And students who are suspended multiple times often lose...
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Tidwell, Amy, K Brigid Flannery, and Teri Lewis Palmer. "A Description of Elementary Classroom Discipline Referral Patterns." Preventing School Failure 48.1 (Fall 2003): 18. ProQuest Education Journals. ProQuest Information and Learning. Coll of Southern Maryland Lib., La Plata, MD. 3 Dec. 2004 http://proquest.umi.com/login.
White, Tanika. "Student Conduct Policy Studied; City Schools to Review Discipline Code, List of Possible Punishments; Use of suspensions criticized; Some Say Removing Child from Class Fails to Address Problem, May Be Harmful." Sun [Baltimore, MD.] 18 Aug. 2003, final ed., sec. local: 1.B. ProQuest Education Journals. ProQuest Information and Learning. Coll. of Southern Maryland Lib., La Plata, MD. 3 Dec. 2004 http://proquest.umi.com/login.
Winfield’s cross-classification system “Behaviors Toward Academically At-Risk Students.” In this cross classification system, teachers fall under four possible behavior patterns: tutors, general contractors, custodians, or referral agents. Tutors seek improvement from their students, and accept responsibility for their students’ successes and failures; general contractors believe that students can improve, but shift the responsibility of improvement onto others; custodians do not believe the students can improve, but assumes responsibility for the lack of success; referral agents do not believe students can improve, but shift the responsibility onto other members of the school
Yell, M.L., & Rozalski, M.E. (2008). The impact of legislation and litigation on discipline and student behavior in the classroom. Preventing School Failure, 52(3), 7-16.
Another major reason why juveniles are ending up in the juvenile justice system is because many schools have incorporate the zero tolerance policy and other extreme school disciplinary rules. In response to violent incidents in schools, such as the Columbine High School massacre, school disciplinary policies have become increasingly grave. These policies have been enacted at the school, district and state levels with the hopes of ensuring the safety of students and educators. These policies all rely on the zero tolerance policy. While it is understandable that protecting children and teachers is a priority, it is not clear that these strict policies are succeeding in improving the safety in schools.
This study is an analysis of office referral data and trends over a three year period at Lacy Elementary School. The data were organized by disciplinary incidents and actions, and then broken down by gender and ethnicity of the students. Six categories were shown for each disciplinary action to represent gender and ethnicity: White Male (WM), White Female (WF), Hispanic Male (HM), Hispanic Female (HF), Black Male (BM) and Black Female (BF). After analyzing the data presented, I will recommend a professional development training for the staff of Lacy Elementary. Data Analysis for Office Referrals
We then determine if their actions were aligned to school rules and expectations. Sessions are completed with a look at the consequences they may have as a result of their poor choice. According to the offense, parent contact may be made to make the parent aware of the action(s) that will be taken by the school and how we can work together to prevent this behavior in the future. I am also a member of our School Crisis Team where I have gained experience in assisting with conducting various safety drills throughout the school year, such as our monthly fire
Introduction Detentions, Suspensions and Expulsions, when considering disciplinary actions within schools, these three outcomes typical come to mind. From countless TV shows and movies, we have learned that if you behave inappropriately in schools, these are the options for punishment. However, Ontario schools have expanded their take on punishment to try to create an approach that will support both victims and perpetrators, without impeding the educational development of either student (Ontario Ministry of Education 2012). Ontario’s Progressive Discipline and Promoting Positive Student Behaviour Policies, as outlines in Policy/Program Memorandum No. 145, as found on the Ontario Ministry of Education website, outlines this altered approach
How does Suspension affect kids? How are these alternative options better? Can these alternative methods help students stay in school and stay out of trouble? Schools nowadays will almost always punish bad behavior with suspension. This often leads to kids getting into trouble while outside of class. On the other hand, the few schools that do use these alternative methods of punishment see higher test scores and better attendance records. Although Suspension has worked in the past as a punishment, Schools should move onto more alternative methods. Alternative Punishment can lead to better behaved students, keep them out of trouble, and even keep them in class opposed to making them stay home.
Although it may have a positive effect on some students, suspensions don’t work, students don’t learn anything from being suspended, suspensions give students a chance to stay home, and suspensions don’t teach students how to fix their behavior for future situations. When students are suspended they do not learn anything. A 2011 study showed that Texas students were suspended or expelled once or more during middle or high school, had on average four such disciplinary actions during their academic careers. Although some students may take something away from their suspension, others may just see it as a chance to sit around and not do their work. Therefore,
School disciplinary models need reform. According to Toran Hansen, “restorative justice is being used in school systems as a response to a growing dissatisfaction with traditional approaches to school based discipline.” There are distrustful students and parents who lost faith in traditional discipline systems. Researchers linked punitive measures to isolation and exclusion from learning and socializing. Detention, suspension, expulsion and zero tolerance are key barriers to stunt student achievement, leadership and citizenship.
Although Suspension from school works for goody-two-shoes, and all those kids need is a good scare from their parents, but for most troublesome students it is not the case. Schools should not suspend students. Because a new program to stop suspension and work through the problem instead of getting rid of it has been introduced, dropouts are increasing of those who get school suspension, and the efficiency for for suspension is low. Suspending students, no longer a need for suspension when a new program is starting to be introduced all over the nation. One particular story from Turner Falls High School, at the Justice Center states that,”I was trained in a system called restorative justice, an approach that focuses on nonjudgmental discussion, developing empathy, and repairing
Students may miss their assignments and not take responsibility for their actions, and they may also not know how to do the assignment, may be doing incorrectly. Every year, 3.3 million students in the United States are suspended from school, causing them to miss critical learning time, as well as opportunities to grow and succeed .The only time a student should get out of school suspension is when they bring a weapon and them
While some may argue that students with bad behavior should not be allowed in class, frequent suspensions do not help the underlying problems and may make them worse. So it stands to reason that a different approach than suspensions may be more
Discipline has always been an issue that has plagued education. Troublesome students have always been a source of disturbances and distractions. Many school have implemented an in school suspension (ISS) program to combat the disruptiveness of problem students. These programs aim to remove students from the classroom while keeping them in an educational setting.
Traditional punishing approaches are inadequate and inconsistent. As previously mentioned, many schools do have a Single School Culture in place for behaviors, but the current climate of my school has a shortage of positive instructional practices for disciplines. In-School Suspensions (ISS) and afterschool detentions, should have a primary objective that will meet the needs of the student’s misbehaviors. Similarly, the way we teach our students new content and supply remedial practices for academic areas, the same should be applied to behaviors. Instead of having students sit in a room for an hour, the Behavior Intervention Assistant (BIA) or the Crisis Intervention Teacher (CIT) should be teaching students a proactive, positive, and instructional disciplinary lesson.
Of course, classroom management also includes discipline and corrective methods. In my situation, I feel that giving students behavioral boundaries and setting high behavioral