Assignment paper

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I really enjoyed this article.  Throughout my student teaching I have become terribly aware of the fact that my students do no know how to solve their own problems.  I get so tired of the tattling all day long.  I want to teach my children some problem solving strategies.  The walk away and cool down is something that I feel my students need to be taught immediately.  I want to read the book suggested in this article about teaching compassion through literacy.  Relating to a story seems to be more meaningful than just me lecturing.  In a staff development I recently learned that elementary students k-2 start checking out after 4-5 minutes of teacher lecturing.  I am challenging myself to honor that attention span and speak less!

Case Study Powerpoint

April 25, 2010

Case Study

Project Reflection

April 17, 2010

It is hard to come up with a solution to problem behavior.  A plan has been put in place, recurring problems are still happening on a consistent basis.  A conference was held with the parents and three main focuses were laid out.  Knowing boundaries, talking, and time management are the areas that really need the most help.  It is hard when the student has an excuse for Everything.  It is almost to the point that he understands but just doesn’t want to change.

My CT is wonderful and I plan on taking some of her behavior management practices with me into my own classroom.  There is a clear system of what to do when a child is acting out.  First there is a warning, then they have to write their name on the board and then there is a system of checks next to the name and consequences.  I like this because it is nothing that the teacher has to keep up with like stars or items in a jar.  Although it is a lot to swallow, I think that at this age it is good for the students to have to stand up in front of the class and write their name.  I have at times thought it to be too harsh but it certainly deters a lot of the kids.  I want to be sure that there is no vague room left in my behavior management plan and I feel that that is the case in my CT’s classroom.

Disruptive Behavior

March 1, 2010

The student that I am observing for my project fits the description of disruptive behavior to a t.  Off-task talking is the biggest problem that we deal with multiple times a day.  It is hard to distinguish when positive reinforcement has been given for negative behavior.  As a teacher, I never want to discourage an eager learner.  When kids are really excited about a topic and they shout out, a  piece of me wants to encourage that joy.  Occasionally, I know that that is ok and I feel confident in saying that raising a hand is not always appropriate in the classroom.  Especially with difficult disruptive behaviors, I have a hard time knowing when to reprimand and when to let it go for the greater excitement of learning.  I suppose that this discernment is something that will come with years of experience.

The lack of social skills portion was very interesting to read.  The case in my classroom I know has been taught what is and is not socially acceptable.  I think that this child in particular probably is not able to discern on his own.  I think he is just not self aware.  He has no idea that he is disrupting because he thinks that constant chatter is socially acceptable.  I know completely that no teacher previously was sending him the message that talking during silent work time is or ever was acceptable.

Reflecting on the Project

February 21, 2010

So far, it has been really helpful to have read the article from Salend and then everyday in the classroom think about what could and what could not work.  There are some days when I think that a group accountability system would really help out my student and then there are other days where I feel like that wouldn’t be beneficial or fair to the rest of the class at all.  I have recently been battling inwardly trying to decide how much time to spend addressing an issue.  At what expense to the rest of the class am I willing to risk to focus on troubling behavior?  I have really been focusing on coming up with some kind of individual plan that has nothing to do with the rest of the class.  I think the problem that all teachers face is when other students come up and say well “why does he get to do ____” or “why can she have that when we can’t?”  I have been searching for the correct phrase to use when broaching this subject.  I want to explain to the class that everyone is getting what they need to help them learn at this exact moment in time and we should only be focused on our own learning.  In other words, mind your own business!  Obviously that would not be the most tactful way nor the appropriate way to approach the class.  Any suggestions????