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Classroom management situations
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Features of classroom management
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Jaden Winn is performing below grade level in reading and math. He sits at the front of the classroom, directions and rules are kept short and clear for him, and we go over them/repeat them continuously until I feel he understands what is being asked of him. I think ask him to repeat to me (directions) what is being asked of him. I also use an amplification system in the classroom to heighten his awareness of what I am teaching. Jaden appears to being paying attention, but is very inattentive. He is very distractible and has to be cued constantly to stay on task to get his assignments completed. Jaden works betters and puts forth more effort in a one-on-one instructional setting. He also wears glasses and a hearing aid to support successful
Your insight, words of encouragement and advice are much appreciated. You have hit on all the hot spots: listening skills, time management skills, zoning out, and working independently. I, too, think that he is a bright child, but Cole has always had less than desirable
Watching Nick in the classroom allowed me to observe his social interactions, how he handles himself when he is working alone, how he handles working while interacting and how he contributes in class. The class’s first assignment was to find a quiet place and read silently for fifteen minutes. Nick sat alone and couldn’t sit still. This was a warning sign for me because he was the only student that could not sit still. Another red flag came up when I started watching Nick closer while he wandered. He was constantly asking classmates and the teacher questions during a task that should not have required questions. An additional issue came up when he attempted to put his book away. He was trying to push it into an area that was too small. He was not able to understand that in order to put his books back he was going to have to move some other things around. Instead he proceeded to make a small mess and a frustrated classmate helped him fix
The structure in a classroom requires a child to be attentive and adapt to the situation presented. This can be frustrating for an A.D.D. child, but it is a necessary life skill that needs to be developed and will be helpful for the child to succeed as an adult. A class room setting tends to be a little chaotic and loud at times in contrast with the quiet calm environment of the home with one to one attention. Through my experience with home schooling my son found the l...
In this article Winckelmann states that the good taste in art that is present in contemporary works stems from the work of the ancient Greeks. The beauty in the modern works of artists like Raphael (especially his Madonna and child with St Sixtus and St Barbara) hold such beauty, complexity of emotion, and good taste because he draws on the ideas set up by the great ancient sculptures and society in which they lived and drew inspiration from. Winckelmann categorizes the ancients greatness into two main ideas that are necessary for contemporaries to draw from in order to reach greatness: Natural beauty and noble simplicity and quiet grandeur.
First, the teacher needs to know what symptoms to be aware of, and then discuss with parents the best course of action. In the case of dyslexia, a child would benefit from slowing down, more time given “These children require more intensive instruction of longer duration of the kind provided in the third tier of RTI models” (Tunmer and Greaney pg 239) and more one on one instruction. In slowing down the child has more time to listen, prepare them, and use reading methods that work for them. Children with dyslexia have the chance to excel when they can listen to books on tape while following along and also if given the opportunity to type their work on a keyboard. Providing the child with larger print and in some instances a customized assignment with familiar words would help the child. “Speaking is natural, and reading is not. Reading is an invention and must be learned at a conscious level.” (Shaywitz pg 99) Giving the child ample reading time will improve their abilities. If a child has math anxiety because of dyscalculia they may benefit from learning to finger count, using manipulatives and hands on math problems. Make sure the child understands one concept before moving on to the next step, possibly be verbalizing what they know, and allow them the time they need to finish assignments. As a teacher you can help the
A mother finds parenting exhausting and describes her 7-year-old son as extremely energetic, frequently switching from one play activity to another, often losing his things, and forgetting to do his chores. A second grade teacher notes that her student has a learning disability, as he is unruly, requires constant disciplinary attention, fidgets or squirms in his seat, fails to follow directions or complete assignments, refuses to wait his turn, and often disturbs his classmates. A child psychologist indicates a young boy lacks the ability for sustained mental effort, is easily distracted by extraneous stimuli, displays poor impulse control, and meets the criteria for Attention-Deficit/Hyperactivity Disorder (ADHD), as defined in Diagnostic and Statistical Manual of Mental Disorders: Fourth Edition (American Psychiatric Association, 1994).
most likely will not succeed because of the environment they are surrounded by. A student has trouble
His main obstacle is being able to pay attention and speaking out. Now, I know you said that it is a regular occurrence for Indian children his age to be “shy and quiet” (Lake 95), but from what I was able to witness your son is not at all “typical” (Lake 95). All those stories and your native practices that Wind- Wolf gets ever so excited to share when I ask him about his life at home in order to bring more culture to the other students fascinate them as much as me. The fact of the matter is that he easily gets carried away or distracted when he needs to focus. I understand that what is going on back home may be a result, but I strongly believe that Wind- Wolf just needs a little help to stay on track. I always planned on working with him on this, but having a class of 24 other 5 and 6 year olds can get
Liam is a great example of a student struggling to fit in a generalized classroom, and do the same work that his peers are doing. He likes drawing and doing hands on activities like arts and crafts. He seems to struggle in music and mathematics. This is usually where he is either noncompliant or acts in bad behavior. He enjoys the attention of the teacher and usually does the right thing when his parents or teacher is looking. He does however have a hard time changing tasks, or doing things that he does not enjoy doing. This plan is to help increase good behaviors that Liam possessed why systematically lowering the bad ones. This will happen through a few interventions that involve both parents and teachers. An outside source will also be needed for a good assessment to occur. Our assessments cover a wide range of situations and come from multiple sources to measure multiple different traits in Liam. Hopefully the outcome of Liam’s intervention will be positive. If things worsen or do not get better there may be a chance that he may need to go on medication to maximize results. Luckily, Liam is only six years old and in kindergarten. Early prevention is a great start to overcoming problems in school settings before they affect more than just learning.
He had days during each he would follow direction and seem eager to learn, other days he just was not into the sessions. Sometimes, there are words in the story that are utilized more than twice, I would make them repeat the words, read them repeatedly, and even learn to spell the words, however when I gave him an activity in which the word is feature he even though he recognizes the words, but he could not pronounce it. Frequently, he forgot words that he knew before but remember words that he just learn, other times it the complete opposite. That is why certain things that we work with I make sure that they are repeated, even if he’s learning something new I make sure implemented some of the old things to keep refreshing his
Over the course of the two years that I have volunteered at Oasis tutoring, I have moved up in grade with the students that I was tutoring. I chose to do this because of the bonds that I had formed with the students that I was tutoring. There was one student who I met on my first day named David. He struggled with reading and I could tell he was embarrassed by this fact. Upon realizing this, I told him that I did not enjoy reading when I was little either because I struggled as well, due to my dyslexia, but that we can work on it together. We came up with an agreement to alternate reading pages. Over the next few weeks, his reading ability increased noticeably, and as a result he felt more comfortable reading on his own and started to prefer
He enjoys music and is learning many of the songs. Ezra also enjoys the projects and videos that we watch in class. He is engaged in the material and really wants his voice to be heard. He participates in the Hebrew lesson, but still struggling to grasp the names of the letters or their sounds. He is trying though, and that is what counts. As we have discussed his has a hard time sitting still, when not doing an activity, whenever possible I sit with him or have him sit on a chair next to his classmate. The one step of removal from the class seems to help Ezra focus and not disrupt his peers. He seems thoroughly enjoys class and seems to have a great time each Sunday.
Joshua, the youngest hearing impaired student at Northside, is mainstreamed into my regular first grade classroom. He is with my class for Reading, Math, Social Studies, Science, Health, lunch, recess, and special areas (Music, Art, Library, Physical Education, and Computer Lab). He is with the hearing impaired teacher for writing and spelling for approximately one hour per day. He is with the resource teacher for extra help in math and reading for an hour per day and with the speech teacher half an hour, three days a week. Joshua is the fourth hearing-impaired student I have had the opportunity to teach in seven years at Northside.
In his fourth grade, Kathryn should be more proactive because she takes a passive voice. Also, Kathryn should be more sensitive to Andy 's needs because while he is smart, he is clearly not receiving the support he needs; Kathryn should not be one of the many adults that have given up on Andy. The best support for Andy, might be switching to a new teacher or Andy might benefit from one-on-one instruction, where he will be the center of someone 's attention.
Classroom teachers need to be aware of strategies and support methods to help children who display distraction and inattention in the classroom. The following will discuss how to support a student who is easily distracted, continuously commenting at inappropriate times and their current work efforts are diminishing throughout the year. It will also discuss further steps to consider if the strategies and support methods are unsuccessful in this case.