In contrast to Redl and Wattenberg 's theories about teachers; Skinner 's theory states that behaving students will continue to demonstrate positive behavior. The misbehaving students, desiring the positive reinforcement, will begin to behave appropriately. Redl and Wattenberg 's (1959) theories have contributed significantly to classroom management. Middle school educators can take several directions from those theories. Some of which are understanding group dynamics where one 6th-grade teacher established a rule that students must raise their hands to answer a question.
Those messages of implied curriculum usually deal with attitudes, principles, beliefs, and conduct. Although implied curriculum is unavoidable, a student’s worldview can be deeply impacted by the implied curriculum in a school. In teaching character education, teachers are asking students to conform to a set of values they have chosen. Teachers must be extremely careful as they decide which values should be taught to students. According to Power and Kohlberg in their article, Moral Development: Transforming the Hidden Curriculum, administrators and teachers can change the hidden curriculum in a moral atmosphere and teachers and administrators should state moral values clearly and provide democratic environments for students (Power & Kohlberg, 1986, pp.
For students to be able to collaborate in the rulemaking process shows that their voices are not only heard but valued in your classroom, which provides them with an enriching environment. In regards to managing my classroom using rewards and punishments, I believe that they can be beneficial to an extent for students. The overuse of rewards or punishments conditions them rather than intrinsically motivates them. If students are always being punished, they are only behaving in fear of consequence. When punishments are used in moderation, students are able to comprehend the reasoning behind the repercussions of their actions, and will then be more inclined to behave based upon their full understanding rather than the superficial conditioning
Crucial Conversations also address uncomfortable conversations that can occur between an administrator and teachers, or other community stakeholders. These types of conversations encourage people to speak up and let their opinions be heard. An administrator’s goal with Crucial Conversations is to engage in dialogue with fellow school or district employees. Richard Pound, who wrote the article, “Breaking the Culture of Silence and Crucial Conversations,” says that the emphasis of dialogue results in good and informed decision-making. It also prevents employees from feeling “de-motivated, disengaged, and disinterested” (Pound 2).
Due to the fact that the curriculum, instruction, assessment, school funding, and desegregation aren’t made for ALL students to succeed we as educators must use what we know about our students, education, and history to inform our teaching. It is important to use the experiences and culture of our students (getting to know them) to make our instruction more relatable. In classrooms students shouldn’t feel like their stories aren’t heard. Educators must construct a positive classroom environment so that students will feel comfortable being themselves and taking risks with their language (ELL) which includes ALL students not just one population. This might mean making changes or adding to the existing curriculum.
Parenting classes help students see that effective behavior management is more about behavior modification than punishment. Even though anger toward our children is normal and common, it clearly stands in the way of effective parenting. Unresolved and uncontrolled anger can even grow and evolve into a pattern of behavior that can potentially be dangerous emotionally and physically. As children grow, older parents often need tools to help them deal with their child’s challenging behavior, such as discipline and counselling classes.
The sensorimotor is considered birth through 24 months, preoperational is considered toddlerhood through age seven, the concrete operational period is age 7-12, and formal operational is adolescence through adulthood. He also believed that children were more independent and developed stronger with self-centered and focused, planned activities. Vygotsky believed that cognitive development is continuous and that children are social beings and that their development is directed through social interactions. Even though Piaget and Vygotsky hold different views concerning developmental phycology the use of both theories in classrooms is advantageous, students will have more opportunities to learn through play in the classroom. Developmentally Appropriate Practice is seen with focused activities, as well as social learning on the child’s own.
Students who are allowed to explore, empathize, question, hypothesize, conceptualize, experiment, and evaluate throughout their own learning become productive community members" (Hummell 5). Allowing children to learn to think critically helps them to solve problems and have a logical argument about something they believe is true. Applying critical thinking into schools gives a child a chance to make a difference. Also, Elizabeth McKinstry agrees with Hummell in challenging the next generation to think for themselves. McKinstry writes about how Common Core education helps children become more interactive in the world and teaches them how to apply the knowledge they have learned in life.
The article study states that, “YM assumes that the best mechanisms for reducing bullying behavior are changing an individual’s perceptions, attitudes, and self-efficacy beliefs (children believe that they can take action to stop bullying in their schools)” (Jenson at el., 2009, p. 363). This student centered module seeks to prevent bullying through the development of students social attitudes by helping them to cultivate healthy relationships with their peers, teachers and community. The study also focuses on moving students from what they call the “victim class” (students targeted by bullies) to the uninvolved class (students who are bystanders and help
Sometimes people critic based on the actions you make. I think you must carry yourself in a respective way and that way you don’t give any reason for people to talk of you or critic you. I really think it would be a good idea if school systems use the ethics moral from Kant, that way our kids would learn early in life. Kant hard work paid off to help people understand and learn the moral values, people that rad about his moral values could learn many things especially on how to deal in making decisions and how actions have