Question 3
Through my experience dealing with unfocused and disruptive students I have learned the skills to deal with the student in my connections class. When many people come across this kind of situation they assume the student is purposely trying to be disruptive, and their first instinct is to address the students disruptiveness. To me this kind of situation means so much more than a student purposely being disruptive. As I have found through my work as a snowboard instructor more times than not the source of a student having trouble focusing or disrupting class is very underlying. This situation calls for an alternative and in-direct approach to find what is going on with the student.
When teaching a snowboarding lesson to kids it is inevitable that every so often I get a student that has a short attention span or is being disruptive. For ninety nine percent of these types of students, no matter how many times I tell them to pay attention or stop disrupting the lesson, it doesn’t work. After struggling with these students I needed to find a new way to take care of the issue....
1. The Populists advocated a calling for free coinage of silver, abolition of national banks, and a graduated income tax. Plenty of paper money were issued to ensure governmental ownership of all forms of transportation and communication leaving hard money to not be in favor for this party. They mostly appealed to the farmers and less educated, which also called for an institution progression in education. Election of Senators by direct vote of the people were strongly encouraged to form a call for progression of literacy rate to be aware of the changing world. Since most populist were nativist they discouraged foreigners to work and to own land. They called for a civil service reform so that a working complete day of hours could make citizens eligible for postal banks, pensions, revision of the law of contracts, and reform of immigration regulations.
The films “The Birds” and “Psycho” do not portray your typical family and clearly have some dysfunctionalism going on. Throughout the film In “The Birds” Mitch continually refers to his own mother as “darling” and “dear” – clearly this is a sign of an enmeshed dysfunctional relationship between mother and son. Mitch and his mother Lydia’s relationship has more of a husband and wife's role; for example, when Mitch and Lydia wash dishes, their conversation is like husband and wife. There are three relationships with Mitch that are disrupted by Melanie’s arrival in Bodega Bay; Lydia, Annie, and Cathy. The first attack comes to Cathy’s birthday party, which Melanie attends. While Cathy welcomes Melanie she seems to subconsciously harboring the fear that her brother’s affections will be replaced by Melanie. The other attack comes after Melanie leaves the lovebirds for Cathy; the seagull’s attack is a warning shot that Melanie ignores. When the birds attack the schoolchildren, it's after Melanie has arrived at the school to pick up Mitch's sister. Another warning shot arrives as another gull slams itself into Annie’s front door when Melanie invades Annie’s territory by choosing to board with her for the night. During another attack, Annie is killed, leaving Melanie to take her place. Mitch's mother Lydia, a woman portrayed as cold to anyone not in her immediate family, and especially cold to other women who might have an interest in her son. The bird attacks are just a metaphor for Melanie's "invasion" of the peaceful world of Mitch & his family, a world that seems peaceful on the surface but in fact has all these repressed feelings and anxieties bubbling underneath. Every scene in the film is about Melanie's "invasion" of M...
By yelling at the student, the teacher may be causing them to have anxiety, which can cause any student to want to look away. Students sometimes think if a situation is stressful or causes anxiety that if they don’t look at the person causing it that they won’t be able to see them and will leave them alone. In the case of having a student like John Elder in the classroom, one would need to make accommodations to the standards for him, accommodations simply means the add to or enhance the standards for his learning. If I had a student like John Elder in my classroom I would, depending on the subject, find a way to challenge him so that he doesn’t feel bored and hopefully by challenging him it will motivate him to do better.
George disrupts the class by conversing with other and not raising his hand. This behavior is prominent form the beginning of the day to the end. He constantly disrupts the class by shouting out at inappropriate times. This lack of self-control causes a halt in the lesson. The teacher typically relies on the classroom aide to resolve the issue, but his behavior is only corrected for five minutes. If George doesn’t have a 1:1 approach, he is unable to complete any of his work and inevitably gets himself into
There are four general goals for student misbehavior, which include attention, power, revenge, and avoidance-of-failure. In the past, I have responded to all of these goals for misbehavior in the same or similar ways. I would give verbal warnings, and if that didn’t work I would raise my voice/yell, have the student sit in the hallway, send the student to the office, call home, and/or assign an after school detention. These consequences would usually temporarily stop a behavior, but they were not long-term solutions. I now know that there are very different strategies that should be used to deal with students who are misbehaving according to what their goal is.
... Another one of the strategies that I have seen quite often is the disrupting student read-aloud. This has happened to me while teaching many times. I honestly most times thought that these children were causing a ruckus and interrupting because they had behavior issues. Now after reading this section I am much more aware that the instances I have encountered could have been just the child not understanding.
Question: You have a special needs student with ADHD in your classroom, she is repeatedly disruptive – talking to those around her, getting up to sharpen her pencil a couple times during the class period, and making comments such as, “This is stupid. Who needs to know this stuff anyway?” What would you do?
John, a 15 year old male, is an 8th grade student attending a local middle school. John is a transfer student from another state and he been placed into an inclusion classroom because he has been identified as a student with a disability and requires an IEP. Lately, John has been verbally and physically disruptive during math class. Some of the disruptive behaviors John often exhibit in the classroom include making loud noises and jokes during instruction, calling his peers names, physically touching his peers, and grabbing group materials. John’s teacher collected data and learned that his verbal disruptive behavior occurs 4-8 times during each sixty minute class meeting, and his physical group disruptions occur 75% of the time he works with a group. After meeting with John’s other teachers, his math teacher learned that his disruptive behavior is only present during math class. According to John’s math test scores on his IEP, his math instructor also learned that math is a challenging subject for John and he is significantly below grade level. Both John’s math teacher and his IEP team reached an agreement that they would like to decrease the number of times John disrupts instruction and eventually eliminate the disruptive behavior. The replacement behavior for John is to remain focused and on task during math instruction and assigned activities without triggering any disruptions (i.e., distracting loud noises or jokes causing the class to go into a laughing uproar, physical contact with peers, name calling, or grabbing his peers’ materials). Instead of John being punished for his disruptive behavior, the replacement behavior would allow him to remain in math class, and he will also be able to receive posit...
(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,
I am confronted with challenges every summer day as a supervisor at the world-renowned Texas waterpark, Schlitterbahn. I work closely with children of all ages, families, lifeguards, managers, and other staff members. On any given morning, I am unable to anticipate the obstacles that will confront me and the problem solving strategies I will be forced to call into action.
For me, these are some of the hardest questions to answer, because in my opinion you can’t control someone’s social or emotional behavior in the attempt to facilitate an open learning environment. However, you can provide alternative avenues within the classroom for students to achieve academic success. I refer back to the current Conscious Discipline by Becky Bailey in that for a student to learn they must be open to information or positioned in their “frontal lobe”. When a student is in the defensive/fight flight mode, learning is practically, if not, impossible. With that said, you must keep an open mind that social behavior becomes a “status” pro-quo in that a student is always trying to position themselves in the classroom hierarchy and
The scientific method is an organized way to answer questions. The first step is to state the problem in a question, like “what happens to a person’s heart rate when they watch a movie?” The next step is to research things that would be helpful in resources like the internet, magazines, interviews, and books. Once information is researched, a hypothesis should be formed, usually in an if-then statement. For example, one could say, “If a person’s heart rate is 70 bpm, then his/her heartbeat will raise higher than that when watching a scary movie.” After, one must write the procedures down so that other people can repeat the experiment. Then it is time to test the hypothesis by doing the experiment. After gathering the data from the experiment, it has to be analyzed to draw a conclusion. If the results of the scary movie experiment show that a person’s heart rate increases over 70 bpm, then
During the treatment phases of the study, teacher attention was provided to these students on a 5-minute fixed-time schedule. Between intervals, the teacher behaved in her typical manner. The results of the study indicated that a fixed-time schedule of teacher attention was effective in decreasing student’s off-task and disruptive behavior, while increasing student’s on-task behavior (Riley, et al, 2011).
I can guarantee that punishment is not the answer. Punishment is a suggestion made by reformers (Postman, 311), but it is the absolute worst decision that can be made in our schools. When students get out of school suspension (OSS), they treat it as a vacation day and most of them use it to play video games, and they still get to make up the work they missed. A countless amount of kids in my high school did exactly that. On another side of that, punishment is giving a student attention. Not a great kind of attention, but attention nonetheless. If a student really wants attention, it won’t matter to them what kind. If something is awry in the classroom, it should be ignored. Usually in situations where students are causing a disturbance, it is because they crave the attention. Punishing them is falling right into their
My class is a typical kindergarten group, in that they are very active and learn best by doing. They are a very talkative group and are in constant competition to share their ideas and to have "their turn" to participate. I have some particularly active boys, one of which is on medication for ADHD, another who has autism, but is currently not receiving special services, and a 3rd who came to me from another district's developmentally delayed kindergarten classroom. The majority of my students can sit still for 20-30 minutes but I have 5 boys who have trouble sitting for just 5 minutes without being disruptive or inattentive. I am challenged to constantly engage my students in their learning, rather than "feed" them information.