“The behavior of difficult-to-manage students can be improved through providing interesting lessons on topics of personal relevance that permit active involvement and lead to competencies students consider important” (Charles & Senter, 2005, p. 131). This statement summarizes perfectly the idea that when students are engaged and learning about topics that are meaningful to them, their world opens up and they begin to see a purpose in what they are doing. According to Trevor Muir, a teacher and author of The Epic Classroom, conflict can motivate students and develop a sense of curiosity (T. Muir, personal communication, February 20, 2018). When students are presented with a real world conflict, they become motivated to find a solution. Project-based …show more content…
Many of their principles align with my teaching philosophy as well as my classroom management preferences. For example, on the very first day of school, my students and I will work together to develop a behavior contract that will contain the rules/norms of our classroom. We will brainstorm ideas together on an anchor chart, and then I will consolidate these responses into cohesive phrases. Once the “published” copy of the behavior contract has been presented to the students, and no changes need to be made, each student will sign the contract, indicating that they plan to abide by these rules every day, and if they make a poor choice, they accept the consequences that are to follow. The consequences for the broken rules/norms will also be discussed as a class. We will use the exact process mentioned above in order to create an anchor chart of consequences that will ensue if students chose not to follow the …show more content…
As aforementioned, I would collaborate with my students about the type of consequences that they would have if they made poor choices that broke one of the rules. The type of consequence that I would use the least in my classroom would be the conventional consequences. In my opinion, removing students from the learning environment, unless absolutely necessary, is a disservice to students. This is not to say that some of the consequences may remove students from their working environment, because they might, but students will always be in the classroom. To better explain my point, consider the following example: Joe is working with his group during math centers, and he begins to throw the manipulatives at his classmates. Even though this behavior is unsafe, I would remove Joe from his current working environment, bring him into the hallway to discuss his behavior and come up with a solution. Instead of allowing Joe to return to his group, his consequence would be that he has to complete the worksheet by himself. He will still have access to the materials that he needs to be successful, but he will lose the privilege to work with his
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*Question Which discipline plan should Kms have? *By:Brianna izawa The plan makes kids get an ACT score of 20.3.Higher than the city’s Average. A charter school with a discipline plan for their high school students. The discipline plan kms should have is the plan that if you break the rules, as a result, you have to face a bad consequence.
Giving students school suspension or even expulsion gives these students consequences so that
(Not passionate about ideas and books, just want the grade. JOB) Learning how to think also influences students to find what they are passionate about, that is more then grades. Without this passion, students cannot succeed as well as they want, and be happy. This lack of passion in elite student’s starts with a ‘mutual nonaggression pact.’ is created “so students want to do as little as possible.
Two of the 29 students were kicked out of the class due to ditching the class and not showing up to their job site. Some consequences were not as extreme as those incidents. If a student was messing around in the clinic or was texting during an instruction they would not allowed to be able to participate in the procedures that day. These rules were placed for a reason and came with serious consequences if they weren’t obeyed. Our instructor was very clear about that and did not make any exceptions.
Clear expectations should be set from the first day of school and constantly be reinforced throughout the year. The classroom rule should be visually displayed for students. Teachers need to take social and emotional factors of students into consideration when it comes to behavioural classroom management. Element 3.2.1 -
Problem Solving Essay Shamyra Thompson Liberty University Summary of Author’s Position In the article “Never Say Anything a Kid Can Say”, the author Steven C. Reinhart shares how there are so many different and creative ways that teachers can teach Math in their classrooms. Reinhart also discussed in his article how he decided not to just teach Math the traditional way but tried using different teaching methods. For example, he tried using the Student-Centered, Problem Based Approach to see how it could be implemented in the classroom while teaching Math to his students. Reinhart found that the approach worked very well for his students and learned that the students enjoyed
The diversity of student backgrounds, abilities and learning styles makes each person unique in the way he or she reacts to information. The intersection of diverse student backgrounds and active learning needs a comfortable, positive environment in which to take root. Dr. King continues by explaining, “Education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.” From back then to today’s society, kids are failing because they lack those morals that they need to succeed.
Psychologists have noted the significance of motivation in education because of the existing relationship between motivation and new learning skills, strategies and behavior . According to Goral, factors such as the desire to solve problems, or interest in problem-solving skills, motivation and desire to succeed, a desire to please the teacher, etc., are all among the factors affecting problem-solving skills . Adair believes that creative thinking improves in an environment where double motivation, feedback and constructive criticism (Creative Environment), exists . According to Wertheimer, Mayer says: Facing difficulties, some people come up with smart ideas and offer creative solutions. However, it should be noted that it is not enough to solely focus on teaching problem-solving skills.
There are five classroom rules that are stated in a positive manner. There are clearly stated consequences such as, missing recess, silent lunch, a note home to a parent, and the principals for rules that are broken. I observed the teacher in this classroom using praise. I and observed and wrote field notes of the students’ behavioral responses. Then I had a subsequent observation using punishments where I observed and wrote field notes of the students’ behavioral
In a learning environment, teachers want to help students engage with what they are doing to promote deeper understanding" (Kohn, 1997c). The student-directed learning theory implies that the teacher should share the
The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.