The after school program at Oakland International High School also offers resources to its students. Throughout one of my after school visits, I observed the other resources the school offers. For starters, during after school hours, it is hard to tell whether school has ended, since most student stay for a variety of activities. Many join afterschool programs and others just stayed and use the computers to finish their class assignment or practice their English. On November 31, the day I stayed after school, was when 4 year college applications were due. That day, the counselor stayed after hours to continue helping the students with their applications. The counselor had been helping student for the past few weeks, therefore, not many students …show more content…
In Mr. Johnson’s, 12th grade, U.S. government class, I observe how students were sitting in groups depending on how advanced they were in the class. In the front tables, the students who we were less advance were sitting in two groups, while the two back groups were full of students who were more proficient in English and more advance in the class. Throughout the class, I was able to observe how the sitting arrangement affected the students not only because of the lack of support they received from other student but because how each group was treated. For instance, while Mr. Johnson was given lecture he was speaking and giving instruction to the groups differently. Also, when two students arrived late to class. One of the student who arrived late was from the front group, the less advanced, while the other from the back, the more advanced. The student from the front was immediately told to go to a specific seat, while the student from the back table was not given any remark. Mr. Johnson seemed to be more strict on the students sitting in the front tables and punish them more than the students in back table. Some of the students in the front table seem to feel more controlled. In the article, “The means of Correct Training” by Michel Foucault, he argues a person 's behavior changes if they are constantly watched and punished. Clearly, many of the traditional schools use that to try to change the non-normal attitudes of the students because what is not normal or expected is seemed as negative. Due to the lack of support Mr. Johnson receives, he is forced to use this method in attempt to get all the student in the same level. However, it was very counterproductive. As I observed, I notice that the more the student are controlled and punished, the less motivated the student are to participate in class. In conclusion, the lack of support teachers receive can cause a differentiation
...e presence of corporal punishment in the school, without realizing that it breeds nothing but resentment and hatred, especially among the upperclassmen who can judge the long-term consequences of their actions without having their bottoms paddled.
As a second language learner I have never expected myself to be a perfect writer throughout the semester. Even If English was my first language still, I would not be a perfect writer. It is not about first or second language, it is about how well I understand the learning objectives. Then organizing and writing with my own ideas and putting them in my paper. I am going to be honest, I am not good at English subject and English subject is my strongest weakness than the other subjects. In this paper I will discuss and analyze my own writing, reflecting on the ways that my writing has improved throughout the semester.
Like these theorists, her pedagogy is aimed towards prevention of misbehaviour rather than subsequent punishment. In her classroom, Miss Gee implements Ginott’s model of congruent communication, articulating the implications of a scenario whilst acknowledging the students feelings. For example using Ginott’s “I phrases” such as “I feel…” to communicate effectively the impact the misbehaviour has on others. This method of Ginott’s congruent communication conveys to students that their behaviour is bad; the student themself is not ‘bad’. As Ginott advocates using a calm tone of voice over yelling, the atmosphere stays ‘chill’ and misbehaviour deescalates. The open and harmonious communication strategy used in Miss Gee’s classroom ensures that issues in the classroom are managed without the need to resort to screaming or punishment. Likewise to Kounin’s classroom management model, Miss Gee believes the teacher is accountable and responsible for the student’s behaviour and the class momentum; it is crucial the teacher is present and shows care. To ensure that learning can transpire, Kounin’s ideas of teacher presence, with-it-ness and group movement are key. In addition, student-devised ‘rules’ regarding the respect of equipment and others, are another strategy to ensure students have accountability for
The theory focuses on establishing a class atmosphere by attending directly to students needs, caringly controlling behaviour by adapting effective class rules and consequences so that, learning can take place as intended (Charles, 2005). Additionally, teachers educate students on proper behaviour by specifying rule such as “We raise our hands to speak” that are specific and visible. Teachers use specific reinforcers such as recognition when rules are followed and punishers for breaking them (Eggen & Kauchak, 2001). Therefore, the main principles of AD specify that children behavoural limits and consequences need clarification (Lyons et al., 2014) and have the right that these requirements are taught by an assertive and caring teacher who determinedly works to encourages the best welfare for the students Likewise, teachers have the right to teach students, disruption-free, which is based on a clear classroom discipline plan that is supported by the school and parents (Charles, 2005).Hence, AD is a positively controlled style of discipline endorsed by the
Researchers believe in order to combat discipline problems in the classroom teachers must develop clear expectations with learners and apply a range of rewards for good behaviour as well as punishments for misbehaviour (Canter & Canter, 2002; Swinson & Cording, 2002). However, by applying such measures in the classroom teachers act as figures of authority as they determine if learners are eligible for a reward or punishment based on their behaviour in the classroom. They then enforce the reward or punishment upon the learner even if the learner does not wish to receive it. Hence, they are seen as controlling and are therefore, according to Freire, viewed as oppressors while learners are viewed as the
High school has been a very interesting experience for me. It has definitely had its highs and lows and many confusing experiences in between. Overall, I feel like I have been equipped for not only college, but also life as a whole. High school has taught me many things, both academically and emotionally. It has revealed and exposed my true colors, both good and bad, and as a result, has built many aspects of my character. My experiences at Alameda High school and Alameda Community Learning Center have shaped me into the person that I am today.
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
When I reflect back to the beginning of this semester I am astonished at how much I have learned. English 124 has been a real eye opener for me. Not only have I grown as a writer, but it has challenged me to become more of a critical thinker. In the class we have read many articles on diverse topics, studied theories of history’s greatest philosophers of education, and wrote various styles of papers.
One topic I enjoyed in this class was social interaction and social structure. Social interaction is how we interact with others in the world. Social structure is our status in the world. The one thing that stood out to me was the three different statuses. Ascribed status is a part of us, something that will never go away. My ascribed status is that I am an African American woman. Achieved status is the things we accomplish in life and put effort into. These are the things we freely do. My achieved status would be when I was in High School and I volunteered to mentor small kids at an elementary school. Also when I help my Aunt every year with grading her papers and helping her teach at her school. Master status is the status that makes up your
The Scripture that calls me to the ministry apart for being a church member is 1 Samuel 16:1-13. More precisely verse seven, which states, “But the LORD said unto Samuel, Look not on his countenance, or on the height of his stature; because I have refused him: for the LORD seeth not as man seeth; for man looketh on the outward appearance, but the LORD looketh on the heart” (King James Version, 1 Sam. 16:7). After reading this, God destroyed any excuse of not answering the call of God in my life. This Scripture tells me God does not emphasize the outward abilities, strengths, appearances, or social status, but the Lord focuses on the heart. My Lord first reached out to me on February 14, 2000; when God visited me, this was my first experience
I am proud to be a teacher, and I work to strengthen and improve the teaching
As a young student, I went to several different schools, both public and private. I went from schools with populations ranging from 50 students to 2,000. Class sizes varied, depending on the amount of kids in school with me. I can recall my smallest class size as 16, and my largest class size as 35. All these different environments helped to shape my understanding of schools and develop my philosophy of education. Both school and teaching is about growing, learning and changing together.
In high school, English was my strongest and favorite subject. I never had to work as hard in English as I did in math or any other subjects I took in high school. My peers would cram all night for a Literature test we were going to have but not I. I excelled in writing essays about Moby Dick and his white Whale or Beowulf and Grendel. My confidence in my ability to write was always high and when I enrolled at Chattahoochee, I assumed my confidence would not waiver. When I received my grade for my first paper, I was in shock of all the red ink that covered it. English 1101 taught me the skills I needed to have to be able to write a great paper and prepared me for what was to come for English 1102. English 1102 have taught me to rethink my abilities as a writer and to work harder and spend more time on my essays and think outside the box.
My parents arrived in the United States hoping for a better future not for themselves, but for the baby they carried in their arms. We would often move from relatives ' houses since my parents couldn’t afford renting an apartment themselves. We were fortunate enough to have caring relatives who didn 't mind us living with them since they knew the hardships we were going through. I grew up in a household where only Spanish was spoken given that both my parents didn’t speak any English at all. When I was in kindergarten, my teacher was afraid that I would be behind the rest of my classmates, given that I only spoke Spanish fluently. I was fortunate to receive free tutoring from my kindergarten teacher. We would often read books together until