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Factors affecting the behavior of students
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Never giving up on a student. Simply put, teaching is not a job that is particularly easy. Teaching is more than writing lesson plans that never go according to plan, taking attendance, and supervising a classroom. Without a doubt in my mind, I know that there will be students who don’t do their work, who will talk while I am talking, and students who seem to always do the exact opposite of what I will tell them to do. However, as an educator it is my job to never give up on them. Even when the student turns over desks, and storms out of the classroom on a daily basis. Even after doing everything I can possibly think of to solve a behavioral issue, or helping them learn a concept, I will never give up on my students. By asking fellow teachers, and using every possible resource I will seek solutions to problems where there doesn’t seem to be a solution. Every child is capable of reaching their full potential, and a big part of accomplishing that is simply just them believing in themselves. I believe that it is a part of my job as an educator to help students learn how to believe in themselves. Every student comes from a different background, some may have two great loving parents, and some may be bouncing …show more content…
Almost always something happens to gear it toward a bit of a different direction. I believe that it is important to have a mindset in which instead of following a lesson plan on a piece of paper, you follow the curiosity of your students. Being flexible also means being understanding. A student who is juggling multiple jobs, clubs, sports, other extracurricular activities, and school may not have the time to complete an assignment to the best of their ability. I remember coming into high school and after the first week telling my parents, “Don’t my teachers know that I have six other classes? How am I supposed to do all of this
These children do not have to go through everything they parents went through to be successful. They do not know the meaning of working hard, setting goals and achieve those goals. So these kids end up losing their goals and sense of self-worth, Gladwell says.
Chapter 1 of The Power of Guidance talks about the theory that teachers must be patient. In Nancy Webber 's article “Guidance or Punishment” she addresses the behavior of a student, Ryan, and questions if having more patience will help his teacher in helping him learn. She goes on to explain why she is uncomfortable with correlating this term with teaching due to the context of it being used in unpleasant situations (2). Rather, she believes that she has little patience because of her passion to teach. In her opinion, a person whom dislikes teaching and working with children has more patience. Instead, she defines this behavior as a part of development and believes that teachers should accept that aspect of their jobs. It is this key understanding that separates a good teacher from a poor one. If a teacher wants to help their student, they need to be willing to help them to find ways to appropriately display their emotions, rather than tollerate their behaviors and use patience to control the situation.
No child starts off life wanting to develop insecure attachments, develop post-traumatic stress disorder (PTSD), or be abused or neglected. Most of us want to be successful, well-adjusted and self-actualized individuals. Most of our parents dream the dream of having the perfect little Johnny or Janie. Parents often dream of a child who is intelligent, high-achieving, and creative. The fact of the matter is not all of us are as fortunate as others are in the families to which we are born. Part of the success of failure experience by many of my clients has to do
While growing up and observing my teachers at school, I have learned that it isn’t always an easy job. Teachers do everything they can to teach their students’ academic, social and other formative skills. Plenty of my teachers have to deal with complications, most of them being minor, but it isn’t always an easy job helping children, teens and young adults. As a student myself, I know they can be stubborn, unwilling to learn, aggressive, and irresponsible. Sometimes, they simply don’t care. However, that is a teacher's purpose: to help and shape their students to become better learners, so that they have a clearer understanding regarding a variety of subject matters. Someday, I actually want to become an elementary art teacher, which is why I researched this career. I chose to gather more information of what skills it takes to be a teacher and what you need to do to successfully fulfill this career.
In this essay I will compare person-Centred counselling with cognitive-Behavioural counselling and their different approaches and why the counselling relationship is so important. There will be a brief outline of what Person Centred and Cognitive-Behavioural Therapy.
I listen to my students. I allow time for their individual impute in what they are learning, and adjust accordingly. I really believe that is why students can be so into the idea of being taught, because they are all encouraged to lead the discussion and projects before them as it relates to the curriculum. I try to learn from my students by listening to their interpretation. I am learning what interest them, and feed off of it in the work that needs to be performed. Work towards a positive social society, with this education does takes place for our students, teachers, and community, all for a better future, one that is full of knowledge and acceptance. What could be any
Since I have only helped out in a few classrooms and never much one on one time with students, this is a new experience for me. Therefore I feel that it requires a transition or a transformation as Danforth calls it. In his book Danforth wrote, “When asked to explain how their attitudes, thoughts, and feelings changed, the teachers described going through a personal experience of emotional discomfort and cognitive dissonance, what one teacher described vaguely but powerfully as a ‘nagging feeling I’m not doing enough’ ” (p. 11). This relates to my time in the classroom not because I was uncomfortable, but more the part about not doing enough. For example, with Joel he struggles to read his alphabet and I worry that I am not doing enough to help him. Now I know that practice helps to remember things, but I constantly worry that I am not doing everything in my power to help him. While I believe all of this I know that this is something that all teachers feel constantly. When a student is struggling you, as the teacher, want to do everything in your power to help them, but feel you are not when they continue to struggle. Furthermore, connecting back to Danforth, I need to go through the transformation of not what I cannot do for a student to instead what I can do for them. I feel that while
Student teaching has taught me to appreciate the wisdom of mentors and experienced teachers. There were several times when my field based supervisors pointed my in the right direction when faced with challenges. I recall a student that I suspected to have copied his homework from other students. I stressed that we figure out how he did it but I could not some up with any definite facts to prove he had did so. Ms. Darling insisted that I not worry about it and if he did cheat then it would be revealed on his exam. Surely enough, the student failed his exam miserably. During a teacher/parent conference, I asked him how he managed to receive an A on all of his homework and fail his exam so poorly. To my astonishment the student confessed to having copied his homework from other students. His mother immediately addressed both issues with her child and needless to say I did not have the problems form the student anymore. During my computer Information technology Course, discipline problems plagued me during the first two weeks of student teaching. Mr. Washington, another field based supervisor told me to began calling parents immediately after class. He told me to call everyday if I had to. Surely after a few phone calls to parents, behaviors adjusted quickly. By the end of my student teaching time period, in my opinion I had a model classroom as far as classroom behavior goes.
...ple teachers and school personnel. “Like all of us, these students need to believe in themselves and to feel successful in their daily lives” (Albert, 2003).
According to Berk (2012), children with a history of parental criticism of their worth and performance give up easily when faced with a challenge and express shame and despondency after failing (p. 367)”. Knowing that children who come from a home where they are not being encouraged and are constantly being put down can help me as a teacher in my future classroom. Knowing this I know how important it is to encourage my students so that they can build up their self-esteem. Berk (2012) states, “Adults can avoid promoting self-defeating reactions by adjusting their expectations to children’s capacities, scaffolding children’s attempts at difficult tasks, and pointing out effort and improvement in children’s work or behavior (p.367)”. This is important for me as a future teacher so I know that not all students in my class are going to perform at the same level and that is okay. I will know to point out when a student is doing something good and showing improvement in their work even if it is not the best yet. I want all of my students to have high self-esteem and feel good about themselves and their work because, I know how important having high self-esteem is for a child and how it will help them throughout their
Failure happens when something isn't successful. Failure is a thing that all people can learn from. Failures can be used as lessons so that the failure will not be repeated again. One of my greatest failures in life that I've experienced and learned from would be from the time of my first grade year. I didn’t take school seriously when I was in the first grade and made terrible grades. After this failure, it made change the outlook on school and I started trying. I learned that I need to take school serious or else I will do bad in school. This failure lead to success in school and I started making good grades which will help later on in life.
Over the course of observations, I learned that there is no one way to do anything in teaching. After a few weeks of observing, I was relieved because I thought that I could stop worrying so much about doing the “right” thing with the students. I saw a successful teacher doing, or neglecting to do things that went against what I had been taught. I incorrectly assumed that the choices the teacher made about how to organize the day, approach a lesson, or manage the classroom were mostly a matter of personal preference and that several approaches would produce equally desirable results.
Time flies so fast. Looking back, my high school is just like a movie, a lot of things happened. High School is four years of growing up and probably a time in your life where you go through the most changes. In high school you are able to discover yourself and find out who you are as a person. Each year is special and unique in their own way. My journey through high school was a tough one, especially because I decided to not only focus on academic work but also to invest quality time in extra curriculum activities. I wanted more than just academic excellence; I wanted to be a leader, I wanted to add value to every aspect of my life, I wanted a rounded education and not just mere schooling. My success story is what I will like to share with you; how I really made it and how this defines my personality. My journey in High School was scary, exciting, and successful.
Becoming a good student for most is not an easy task. One may be asking if there is a definite way to distinguish a good student and the answer is it 's merely impossible to say a student is considered “good” based on only one factor. Many people define good students as kids who have the best grade in the class. Since most of the time this is true, grades can only be looked at as a single way of how we define the term “good”. We must remember that even poor students can earn high grades occasionally, thus proving why grades are not the best indicator of a student’s quality. The “good student” label will most likely lay on the discipline that their parents laid down for them in school as a child. A good student can balance a positive attitude
Like many people, my personal experiences have shaped who I am. As a future educator, I want my students to respect me as a teacher, but understand that I will be there for every one of them, whenever they need me. I will not judge them; I will only encourage them to do their best. I will show them that learning can be fun and that school is more than just memorizing facts, it’s about opening your mind to new ideas and experiencing things that will change your