These are the common needs of students that must be considered in effective class management because it helps in learning more easily and conveniently. It is important for the teacher to make sure that these needs of the students are fulfilled because it leads towards effective class management, as students feel comfortable. In addition to this, there are some other issues as well that must be considered which includes perfectionists, attention problems, socially withdrawn, and others. Hence, teachers have to make use of effective techniques in order to make sure that these problems are avoided and effective class management is ensured (Nation, 2008; Berzin,
The teacher has to decide on how to act on best to help the child and satisfy the parents at the same time. Keizer then placed a break and switched to the view of an adult and somewhat of a parent. He talks of how by sending the student to school, the parent is now having to contend with a teacher for their child’s affection. This results in a conflict of interest. A parent is a helper to the teacher because they help with their student’s learning.
Additionally, a check in/check out system with a peer mentor may be beneficial to the student in helping them achieve daily goals, such as calming down when upset or completing class work. A larger scale check in/check out with the classroom teacher may also be useful for setting goals, such as remaining in the classroom for a certain period of time and then being allowed to walk around the school with a peer for a few minutes. In general, Meachem appears to be lacking a strong Tier 2 behavioral intervention basis, with many of the staff feeling overwhelmed and underprepared to effectively handle students with behavioral problems. A way to approach this concern would be to provide more support and professional development for the school staff when handling students with emotional and
Students would believe this since they may feel that their teachers may give them so much homework with such a little time period. Some might even have sports events of other school related things that may not give them much to any time to do their homework. As this does seem like a problem, teens should work this out with their teachers rather than going against what their teachers would want. In other cases, students also say that they feel the need to cheat because teachers and students have high expectations for them and want them to get good grades, putting too much pressure on them. “Well-intentioned parents who want their children to be successful in school can place so much pressure on the kids that they resort to cheating” (American federation of teachers).
Others may think the team could easily be just the general and special education teachers, but I believe that every member is crucial and dire to a successful IEP meeting, whether it be to mediate or to pitch in ideas. Another aspect that I really like and appreciate in the meeting is the inclusion of the child. This is important in my eyes because the student may think the IEP is made only to slow down or show that the teachers are against the student. The inclusion of the student in the meeting shows the collaboration of both sides of the classroom and with the student’s parents. Every step and piece of an IEP or IEP meeting is critical to the child, its learning, and the parents.
In some ways a social worker can be considered a school administrator with the amount of power they have. They both want what is best for the children that attend whatever school they are working at. In some cases when a child is having behavioral issues they are sent to social workers because children are proven to open up more when they are comfortable and aren’t afraid they will get in trouble with the administrators. Social workers are usually able to figure out the problem. Where the administrators would just punish them for the action that was committed so they can learn their lesson.
Teachers in multicultural classrooms must be open to their students and put forth the effort needed to get to know their students both inside and outside of class. In a society that is creating increasingly diverse classrooms, teachers are more likely to encounter
By educating future teachers, exploring culturally diverse schools, and learning about racism and culture through museums, the teaching work force will be better equipped for educating all children, or Americans future. Educating Future Teachers According to the article “Breaking the Yoke of Racism & Cultural Biases”, it can be found that pre-service teachers have the power to meet the needs of individual students in regards to diversity, race, and culture. These future teachers are becoming more female and more white, while the students are growing more and more diverse in race and culture. It would be ideal for the teaching workforce to become more diverse; however, that does not seem like an easy or quick solution. One of the many ways to limit racism and to encourage the use of culture it to inform future teachers of these issues in their education courses in college (Christian &
I told my cooperating teacher that I believe there needs to be a talk with the parents to ensure that the routines at home and on the drive to school are the same, as well as the process of saying goodbye stays the same. Having structure is highly useful when trying to get over separation anxiety. If a child’s schedule changes constantly, a child can feel uneasy which in return can make them more apprehensive to leave their parents. The teacher does a great job at ensuring the classroom routine stays the same because she knows how important structure is for children. When talking about this topic, it was eye opening for my cooperating teacher and myself because we started to think that maybe the morning routines at home are constantly changing which could cause anxiety for a child in the first
But instructors are likely to create new instructional strategies if they receive feedback and support while trying the new strategies in their classrooms. This statement suggests that teachers need regular opportunities for reflection and problem solving at the same time the students are in school. In creating time during the school days, it’s likely to miss upon needed participants. Some institutions exhibit to have all classroom teachers vacant for team planning but fail to include key support workforce. It is also important to be sensitive to the reactions of parents and help them see the value of professional development by involving them in professional development planning that is linked to improved techniques of education.