Teaching Status Report
After the wondering, dreading, and preparing, I am teaching in a middle school classroom. I entered the school feeling very ready. After weeks of studying, discussing, and writing about topics related to teaching, I was ready to implement my learning. During my first week I started by simply observing my cooperating teacher. From this observation, I have formed many opinions and views on my teacher’s approaches to classroom management and other topics. In regards to classroom management and discipline, my cooperating teacher is a naturally confident and strong-minded individual. When he walks into a classroom, he commands attention and even his peers feel obligated to listen to his powerful voice. Due to this natural power, I believe my cooperating teacher does not feel he needs a set of classroom management rules. If a student misbehaves, my teacher singles out the student and verbally corrects him/her. The only other method of discipline I have seen him utilize is moving a student who was especially troubling. This form of classroom management and discipline appears to be effective for my cooperating teacher, however as I begin to take over the classroom I feel that this method will not work for me. While I do not see myself as someone who can be bullied, I do not think I have the natural aggressiveness to be able to simply use my voice and intimidation as my single form of discipline. I think when I have full control of the classroom I will ask my cooperating teacher what other forms of discipline can be used, such as detentions, extra homework, or possibly in school suspension. I feel if the students know that I will use these punishments if needed, they will respect me the same way they respe...
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... aggressive and demanding but I finally said in a loud voice, “Excuse me, I don’t talk when you talk, so don’t talk when I talk.” I think the students were as surprised as I was to hear me speak in such a tone. However, they did listen and did not talk for the rest of the period. I left the classroom feeling empowered and now I am comfortable with correcting the class when they misbehave. These accomplishments are what keep me interested in teaching. I make mistakes and face many challenges, but each experience makes me stronger and helps me develop skills I did not think I could ever have. I guess the best way to summarize my JPE experience is so far so good. My love for teaching has not decreased and I can honestly say I experience a feeling of joy and excitement when I drive to my school everyday. Hopefully, my next status report will be as positive as this one.
Characters present within naturalistic fiction consist typically of lower-class people who struggle with forces which they cannot control. Sinclair ...
After completing the “Cooperative Discipline” course through the Regional Training Center, I am planning on revising my behavioral management techniques to follow the cooperative discipline model in my eighth grade English classroom. The cooperative discipline, or the hands-joined style, is a more appropriate approach to managing behaviors in my classroom than the hands-off or hands-on styles. With the hands-off style, there is too much freedom and not enough structure in the classroom, and with the hands-on style, defiant students are likely to rebel against the teacher’s strict rules. However, with the hands-joined style, “students are included in the decision-making process and therefore are strongly influenced to develop responsibility and choose cooperative behavior” (Albert, 2012). When students are provided with clear expectations but are still part of the decision-making process, they are more likely to behave appropriately in the classroom.
Depression is an illness within itself that affects the “whole body”. (Staywell,1998) The body, feelings, thoughts, and behavior are all immensely altered when someone is depressed. It is not a sign of personal weakness, or a condition that can be wished or willed away. For some people depression is just temporary, but for others it can last for weeks, months and even years.
Depression is a mental illness, which affects millions of Americans each year. Currently there are many prescription drugs, called anti-depressants that have been proven to successfully treat it. The causes of depression are somewhat of a medical enigma, however, it is known that depression is associated with a change in the brains chemistry involving the function of neurotransmitters (Reichert). This chemical change occurs in healthy brain’s, which experience sadness, but ends after the unpleasant stimulus is removed. In people suffering from depression this chemical change does not correspond to any particular stimulus. Symptoms of depression are often incapacitating and include severe and extended sadness, feelings of worthlessness, feelings of emptiness, irritability and anxiety (Reichert, Spake).
Williams it’s very busy with learning stuff everywhere. The classroom has different section called ‘centers’ like the library. In the middle is where the desk are placed they are grouped into 5-6 student at each table. I immediately noticed some negative behavior management on the part of the teacher by yelling at the students that wasn’t listening to her instructions. Another behavior management tool that doesn’t seems to work completely well was the point system that give or take a point from any student based on their behavior or action throughout the day. Most students seem to not be so thrilled or fazed by losing a point or when they gained one. But the teacher used this system quite frequent to make her point and take action. An action taking by the teacher that I felt was problematic is when she questioned a student that was better behaved, if another student was misbehaving. This action could lead to negative behavior for child-child interaction and
I must ensure that I follow the standards and guidelines set forth in my contract. I must also follow any state, district, or school policy. To ensure that I am within my well within these guidelines, I will inform my superiors of my methods of classroom management. I will also seek prior approval for any system of classroom management that is used in my classroom. With that being said, I hope this will establish a positive and legal management system. Our textbook Teaching with Love and Logic says, “Discipline is one of the major areas in which teachers are susceptible to litigation. Teachers today must be prepared for such factors” (Funk and Fay).I also find it important to accept any input from not only families of students but fellow teachers. I know that due to my lack of experience any constructive criticism or tips would be beneficial. With that being said, I want my superiors and families to know that I will always be doing my best to guide and mentor the
Student discipline is affected by classroom management. The way in which a teacher manages his/her classroom delineates the type of instruction that will take place in the classroom. A classroom in which the teacher takes total responsibility for guiding students’ actions comprises a different learning environment than one in which students are encouraged to take responsibility for their own actions (Evertson, 2003). Many schools are reluctant to hold students accountable for their own actions. The education establishment warns teachers that they will be placing themselves in a questionable role if they emphasize rules, punish bad behavior, and reward good conduct (Bennett, et. al., 1999). Teachers need to create a learning environment in which students are encouraged to do their best and therefore, motivated to work to their highest potential. Teachers need to also set expectations and maintain the learning environment they have developed. Even in effectively managed classrooms, however, problems may occur.
Classroom management is defined as “teachers’ strategies that create and maintain an orderly learning environment” (Eggen & Kauchak, 2007, p. 371). Classroom management is to be differentiated from discipline, which is the response to misbehavior. The distinction is important to make because teachers’ views of classroom management are often discipline-focused. However, as psychologist Jacob Kounin claims, discipline is just a small part of classroom management (Eggen & Kauchak, 2007, p. 371). Most of classroom management should be a proactive, rather than reactive, process. Just as the United States declared war on Iraq before a direct attack occurred, teachers can use classroom management as a sort of “preemptive strike” against misbehavior (here defined as anything that prevents learning) before it attacks them. The process of classroom management, however, is less controversial than declaring war; it is instead an essential ingredient to maximizing learning in the classroom.
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
“Classroom management deals with how things are done. Discipline deals with how people behave.” (Marshall, 2011) The most important thing about classroom management is control. A teacher must have control to be successful. When a teacher losses control, students become bored, disinterested, and restless, which often causes behavior problems. Avoid misbehavior by setting classroom rules early in the year. These guidelines allow students to know the expectations the teacher has for them and the consequences of not following the rules. Never continue instruction when rules are broken, this cause total loss of control, which leads to behavior problems.
My classroom management plan is very simple, yet I have found it to be extremely effective. This strategy has worked in every classroom that I have taught in. My approach is always student-centered as I will help students to develop a sense of responsibility for the actions they choose. The behavior standards in my classroom are high yet developmentally appropriate for the grade that I am teaching. My students will play an equitable role in creating rules for our classroom environment. Together, we will evaluate what appropriate behavior for our classroom is. I will write these rules as positive statements to be displayed in the room and ensure that all students understand the expectations in our class. Students will be made the consequences for failing to abide by the rules that we have collectively made. It is my continuous goal to be firm, kind, and consistent in my approach to rules and consequences. This will help foster a composed, secure, and systematic classroom - one in which facilitates learning.
There are several different models of classroom management, but there appears to be no collective agreement as to which one is the best. Because every student is different, students’ behavior should be addressed according to their specific need. Disruptive behaviors tend to be a result of a few causes. These causes tend to be either because the student is seeking attention trying to avoid failure, are angry, want to gain control of a situation, have too much unused energy, are feeling bored, or are uninformed. In studying the different methods that have been researched, I have settled on two that I would like to focus this paper, Discipline with dignity and Discipline through same side win-win strategies.
Some may think exploring outer space is simply a human’s curiosity. This is true but on the contrary, people explore to learn about things they may have never known and touch on the essence of the creation of the universe. Another reason for exploring this uncharted area is the technological advancements people have made and immense amount of innovation they have achieved in this field (Wood). Lastly, scientists study the other planets just in case one day humans need to relocate after overwhelming damage has been done to Earth. Suffice to say, it is a vital part of today’s day and age to research outer space (Rothery).
My personal philosophy for managing my diverse second grade classroom, has been created through past experiences, various theorists, and personal observations. One of the theorists that contributed to my philosophy is William Glasser. He defined the teacher's role as being a leader to the students rather being a “boss”(Glasser 1990). Before anything, as the leader, I will implement reasonable rules at the start of the school year. Having set rules, routines, and consequences beforehand, will reduce the chances of not knowing how to handle a bad situation. I strongly believe that each child is different and capable of being successful. They need a safe, fun, and challenging environment in which to learn and mature socially, intellectually, physically, and emotionally. To be an effective second grade teacher, classroom management should be what establishes a good foundation for all the students. It is my desire as an educator to help students meet their fullest potential in an atmosphere where there is trust.There are three elements that I believe important to make it work, (1) the teacher acting as a guide and not a boss, (2) allowing the students to create the assignements according to their interests, and (3) promoting respect for one another.
As stated earlier, I believe Classroom Management is the key to how learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behavior problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behavior problems in your classroom from the