Developing A Teacher : Mia Johnson

We must report any inappropriate behaviour to the class teacher and take action where appropriate. We must be fair and consistent when applying the school procedures to ensure that the pupils are treated equally. If pupils who behave badly are treated differently, or in their eyes unfairly, they will become confused of their boundaries and unsure of what is expected of them. Treating misbehaving children differently will have a negative impact on future behaviour.

The chances that a misbehavior will occur in the class are likely. Now that the misbehavior has happened what are you as the teacher going to do about it? I like the way that Barbara Colororoso would approach this misbehavior by helping the students learn self-control by following a list of four steps. The steps would include showing the students what they have done wrong, giving students ownership of the problems involved, when necessary guiding them to strategies that might solve the problems, and making sure students’ dignity remains intact. I think that all of these pieces are important because as the teacher you are helping the student learn to deal with that behavior and not just pushing it under the rug until it happens again. As

If a student is misbehavior, I will apply a three strike policy. First strike will imply a talk after class, second students will write a letter to themselves that explains why they are acting that way, and the third strike will be detention. Anything after that will students will go to the principle officer after my class. The whole class will come up with rules and guidelines. I will hang up the results in the front of my class room.

In the classroom, it is important to make sure to communicate instructions clearly when comes to behaviorally challenging students. As the teacher you must understand what your students are trying to tell you. Many times they communicate through having behavior problems. For example, in the classroom sometime it only takes a minute to listen to what your students have to say. Normal I step outside the door to listen to my students. The information that I learned that as a teacher we must be open-minded to students with behavior problems. My belief is to be prepared with an intervention plan in place for students with behavior problems. I

When the public was polled on the same issues, they ranked classroom control/discipline as the number one challenge (Education Development Group). Disruptive behavior results in lost time for curriculum and creates a negative classroom environment that is not focused on learning. One key to getting rid of an unwanted behavioral problem in the classroom is to promote positive behavior before major problems arise (Education Development Group). Promoting positive behavior takes serious planning but have very worthwhile

The consequences for breaking rules should be addressed at the beginning of the school year. The consequences should be consistent and predictable. When a rule is broken and the consequence is given the teacher should provide calm feedback to the student in an understanding manner so the student can comprehend why the consequence was given. Additionally the teacher should not get emotional during the correction and should remain calm and firm. Behavior management techniques should be used such as positive reinforcement and time outs. Some examples that encouraged positive behavior include token system, classroom behavior chart, lottery system, and positive peer review. (Emotional and Behavioral Disorders in the Classroom, n.d) Therapy is also an important concept which includes individual and group therapy. (Heward,

I will teach the rules and procedures through modeling, practice, verbal instruction, and consistent reminders and reteach when necessary. Students will also have significant input if the situation allows. I will monitor behaviors in a progressive consistent manner where one student does not get preferential treatment or another gets the hammer. I will demonstrate withitness by first inhibiting behavior by being present throughout the classroom, making eye contact with all the individuals, and being aware of common issues that arise in areas of the classroom (Marzano et al). I will then give verbal warnings, then infraction notices (Seroyer), then after school detention, and then a referral to administration when the situation requires it (Payne

I think it’s very important for me as a teacher to know the different strategies of how to students bad behavior, as well as their learning progress inside the classroom. I chose this topic because as a student teacher at Spring Mountain Elementary, I often see bad behavior from students as well as not paying

The question is what does a teacher do to positively influence students without exerting coercive control? Gordon points out that the best way to resolve and prevent situations of misbehavior and deviance in the classroom is to first recognize who owns the problem. In a situation where students are disrupting the class, for example, a teacher should be sure to use messages to indicate that the problem is affecting the teacher in a negative way, forcing the students to decide if they want to continue their disruptive activity instead of immediately going on the defensive against what they may think is an over controlling warden. Additionally, using the no-lose method of conflict resolution allows students to have a positive way out of a bad situation, instead of a forced punishment with no control over the situation. By allowing the student to have power over the student, the teacher in these instances is able to wield true power and is more likely to maintain a well behaved and efficient classroom environment.

The founders of this model claim that solving misbehavior problems is a long-term process. Helping the student behaves appropriately and motivating students to learn are parts of teaching. Thus, a teacher has to be sure that s/he does not interfere in student motivation while dealing with disruptive behavior. In this model, the student's feeling of responsibility increases for the actions s/he takes and is more important than his/her obedience.

For over three years, Mr. Silbernick has not only taught me mathematical equations, but he has also shown me that I can do whatever I set my mind to through his time management, student interaction, and personal challenges. With a class period of fifty minutes, Mr. Silbernick has a way of using every minute to the advantage of learning. His exceptional use of time keeps me focused and engaged in the subject at hand. This time management has helped me organize my own time, and follow through with projects of my own from start to finish. Mr. Silbernick adds variety to lessons by having students move around and communicate their ideas. Throughout the class period, he has students walk around the room for activities, or convey certain interpretations; I have benefitted from all three learning styles and gained communication and interaction skills. Many teachers challenge students to their boundaries and Mr. Silbernick knows that

The first clear recommendation to curbing behavioral problems is stopping misbehavior immediately. The teacher must always try to have an eye and give an ear to the students in the class, therefore, they must always be aware. This is not always easy, so the teacher might slip up and the students uses that moment to do something wrong. When the student uses his/her opportunity to disrupt the class because they do not understand what is been taught, the teacher must immediately stop it from progressing. According to Bandura, Positive (or negative) reinforcement will have little impact if the reinforcement offered externally does not match with an individual's needs. Reinforcement can be positive or negative, but the important factor is that it will usually lead to a change in a person's behavior. This shows that when the teacher stops the student and uses his/her method of punishing the student, the student will be negatively reinforced to not to perform the action again (McLeod, 2016). The

On the other hand, Boyton and Boyton (2005) in their article entitled “ Developing Positive Student Teacher Relations” stated that the absolute best way to go about relaying positive work attitude expectations is to simply communicate with students directly, constantly reassure students that they are more than capable doing their well. As the teacher, one has very strong influence on their class therefore when told they manage difficult tasks and improve their behaviour. Students will always work diligently and display their best behaviour to impress their teacher once he/she has confidence in

A teacher can no longer live as an isolated being in modern education. Changes in education have become more rapid in response to higher expectations on students. At the same time, students are needing a more dynamic form of education to become college and career ready. These occurrences heave led to a more complex environment for teachers to carry out their duties at a high level. Professional learning communities arose from these teachers seeking a way address the complexity of education. “The PLC provides a pathway to a learning organization: one which comprises ‘a group of people who take an active, reflective, collaborative, learning-orientated, and growth-promoting approach toward the mysteries, problems and perplexities of teaching and learning” (Hellner, 2008). The goal of a PLC is to gain greater student achievement by improving practice and enhancing learning(Kruse, Louis , Bryk , 1994).

Most of the novice teachers talked of struggling at times to deal with their student’s behavior. This is a finding in common with many other researchers. One of the teachers said that she felt she had no option but to allow students to talk loudly as it was her first day at school.another teacher talked about her struggle to keep her classroom management consistent, such as when she was trying. A recent study by Unal and Unal concluded, “as teachers become more experienced, they become more controlling on both behavior and instructional management” (p. 50). One teacher spoke of the challenge of classroom management as being shocking to her, as she found herself teaching violent students who physically hurt one another, which she had not expected. One participant articulates the conflict of the novice teacher, struggling to establish her identity as an authoritative teacher, oscillating between being kind and caring, and firm: