More handpicked essays just for you.
Essay on adolescence education
Other views about self discipline (essay)
Other views about self discipline (essay)
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Young students today that are going through the middle school system are between the ages of 10 to 15 years old. They are going through a crucial stage of life in which many alterations occur such as emotional, physical, and mental changes. All of these changes that they must go through are essential to develop into healthy, fully functional, and self-actualized people. As a future educator, I need to see that middle school students are unique; they are too old to be considered children and too young to be considered adolescents. Middle level professionals have certain roles and responsibilities as it relates to the development of young adolescents. We must present ourselves as role models for the students and have the responsibility to make sure that as they progress through middle school they have enriched, meaningful learning experiences through challenging, exploratory, integrative, and relevant curriculum. As a future educator, I need to understand and recognize these changes, strengths, weaknesses, and diversities and be able to plan accordingly and appropriately for them in the classroom. I have developed my own philosophy for teaching at the middle level, based on this evidence and my understanding about the unique characteristics of middle level adolescents that will help mold me into a great middle school educator!
As I continue to shadow cooperating teachers through my field experience observations, I believe that some students can be taught self-discipline while others need to be “controlled and disciplined”. Not every student at the middle level has the same amount of motivation, learning capability, and discipline; which can be a huge academic factor in their schooling. By stating this, I believe tha...
... middle of paper ...
...to teach my students the concept of self-discipline so that eventually they will learn how discipline themselves as they continue to grow older. As these students progress onto high school, college, and eventually a career they need to have an understanding of how to discipline themselves and that it is an important step of growing up and moving out into the real world. When I do become a middle level educator in the future, I want to be able to have some freedom to choose my own classroom management practices while also incorporating the school-adopted classroom management programs practices as well. But if I did not have a choice, I would still feel comfortable with adhering to the tenets of a school-adopted classroom management program because I will know exactly what the school expects and wants me to do to be able to have an effective classroom management plan.
... they can trust, it will cause them to feel safe in their environment and give them a greater sense of self-worth. (Caldarella, P., Page, N., & Gunter, L., 2009) In order to enforce the use of this program, teachers must be calm and in control at all times. That is why the first step of Conscious Discipline is training teachers in the “basic powers of self control” (perception, unity, free will, love, acceptance, and intention) along with the “seven basic skills for discipline” (composure, encouragement, alertiveness, choices, positive intent, empathy, and consequences). (Caldarella, P., Page, N., & Gunter, L., 2009) These skills will cause teachers to be more conscious of themselves and able to control their emotions appropriately. It will also encourage them to be proactive instead of reactive in difficult situations. (Caldarella, P., Page, N., & Gunter, L., 2009)
Looking back through my middle school and high school years, I see that I have matured a great amount. I see my current self as someone that treats others with respect, and who does not blurt out anything that comes to mind. I sadly cannot say that was always the case. Throughout high school, everyone changes at least a minimal amount, and sometimes you don’t even notice the changes. Maturity is something that happens naturally for most, and can happen in the matter of a summer break.
Over the course of the 21st century, there has been a steady decline in the rate of high school graduates. With such an important factor to the success of adolescents, school administrations have begun to take notice of such unacceptable findings. In this process they have attempted to understand the needs of our youth and the methods that give them the opportunity to become better readers, writers and overall students. To these young individuals, these years of development are pivotal to there success as adults. Educators must work together with the student to understand their individual forms of learning, not every student is the same and must be given the opportunity to learn no matter what the circumstance might be.
Middle Childhood is a distinct period of development where a child develops physically, cognitively and social-emotionally. Between the school years of 3 and 7, children begin to gain an understanding of themselves in comparison to others, learn large amounts of information, manage their behaviour and also develop self-concepts and self-esteem. (McDevitt & Ormrod, 2010.)
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
Middle childhood is the time where children start to fully develop their skills. They develop their comprehension skills, communication skills, and many more. In order to get a better look into the life of children during this stage, I decided to observe my niece’s friend, Ryan, who is almost at the end of her middle childhood stage. Ryan is an eleven year old girl who attends Bassett Elementary. I choose to observe Ryan because, she is a very unique girl who does not always fit into what the average girl her age is like.
After almost one-hundred and eight days, the 2015-2016 school year is approaching an end. So far, I have concluded that middle school is basically like building a house. Before middle school has started, in fifth grade, the house only has the boards and the main skeleton of the whole structure. All of the basics are learned in elementary school: learning how to read, learning basic grammar, multiplication, division, addition, subtraction, fractions, the founding of America, how plants create their food, etc., but by the time students reach sixth grade, new knowledge builds onto what is already known. Letters are added into the familiar math equations; stories are written with all of the reading and grammar knowledge; unfamiliar people, wars,
(2005, Charles) The premise of Assertive Discipline is that both teachers and students have the “need and right” (2005, Charles) to a caring and respectful classroom environment. Teachers are required to facilitate learning and assist students in reaching their full potential. This is accomplished by teachers clearly and confidently articulating class expectations and teaching student’s what behavior is “acceptable and unacceptable” (Marsh 2010 p233). Cooperative behavior is encouraged by “incentives and recognition” (Lyons et al., 2014) whilst unruly behaviour is managed with a “hierarchy of sanctions” (Lyons et al., 2014). Equally, teachers also have the right to facilitate learning in a proficient manner without interruptions from students and have support from administrators and parents. (Berghuis, 2005,
Savage, T. V., & Savage, M. K. (2009). Successful classroom management and discipline: Teaching self-control and responsibility (3rd ed.). Retrieved from https://online.vitalsource.com/#/books/9781452286754/pages/61650061
Adolescence is a transition which has no fixed time limits. However, the changes that occur at this time are so significant that it is useful to talk about adolescence as a distinct period of human life cycle. This period ranges from biological changes to changes in behavior and social status, thus making it difficult to specify its limits exactly (Damon, 2008). Adolescence begins with puberty, i.e. a series of physiological changes that lead to full development of the sexual organs and the ability to breed and sex. The time interval that elapses begins at 11 to 12 years and extends to 18 to 20. However we cannot associate to a 13 with one 18 years. Let us talk about early adolescence between 11 to 14 years, which coincides with puberty, and after a second period of youth, or late adolescence between 15-20 years. Its extension to adulthood depends on social, cultural, environmental as well as personal adaptation.
“In middle childhood, 30% of a child’s social interactions involve peers, compared to 10% in early childhood” (Blume, 2010). Children place a large importance on friendship more when they grow older. In early childhood, friendships are associated with a particular activity. During middle childhood, children focus more on bonds and trust when it comes to making friends. Children start to use selective association meaning that children start to pair off with people that have the same interests as them. Sociable kids are attracted to other sociable kids and children who are shy tend to get left behind.
I believe that classroom management is the key to the enhancement of the students’ educational outcomes and an aid in the development of our future American citizens. Students come to school not only to learn about the curriculum but to learn how to discipline themselves thus, becoming better individuals. This is what I will base my classroom management strategies and techniques off of. My future classroom will be a classroom of equality, individualism, democracy, structure, and community. My goal for classroom management is to create a warm and welcoming climate that is centered around achievement and success, and for the students to have a voice in the rules and management of the classroom.
Children in middle childhood are growing psychosocially at a quick rate. During middle childhood they become industrious, develop a self-concept, and learn how to be friends, amongst other things.
I believe Classroom Management is the main component in the educational setting. I believe if students are in a safe environment, then learning can take place. This doesn’t mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it the students would not be able to learn.
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.