This is a problem because most school work requires that you read instructions before completing a task. If the student isn't able to read or understand the instructions at the seventh grade level, she may not complete the task accurately, if she completes it. Again, this will affect her academic progress negatively. Behavior 3. The student is usually late for school.
According to Morrish (Charles, 2011) giving students a choice in how to behave fails because “if they don’t mind the consequences, they choose to behave discourteously and irresponsible.” (p. 84) Morrish defines discipline in this way, “Discipline is about developing and creating appropriate behaviors, not just managing the ones which are already there,” (2001 p. 10). Real Discipline three phases; (1) train students for compliance (2) directly teach students how to behave in a classroom and practice the skills needed for success, and (3) manage student choice, but only after they have demonstrated mastery of the required responsibilities in a classroom. This program is more rigid and controlling of students, but it appears easy to implement and certainly the effects can be easily measured. The teacher must directly teach students how they are to behave in a classroom setting and then practice it with them until mastery is achieved. There really is no punishment in this system,
This approach has a high level of firm but positive control in the classroom by the teacher. Assertive Discipline requires the teacher to provide and teach the rules and directions that plainly spell out the limits of acceptable and unacceptable student behavior. Another part of this approach in behavior/classroom management is that when needed the teacher is to ask for assistance from the parents
| Comparison of Discipline Models: Wong’s, Kagan, Kyle, & Scott, & Morrish | GCU:536 | | Ja’Net Smith | 6/19/2012 | | Model | Strengths | Weaknesses | Advantages | Disadvantages | Agree/Disagree | Wong’s Pragmatic Approach:This model focuses on student achievements through classroom procedures and management. | •Specific set of procedures must be taught 1.teacher must explain and show students the procedure 2. teachers allow students to rehearse the procedure with them 3. teachers reinforce the procedure until the students know how to do the procedure ).•Procedures and classroom management should begin as soon as preplanning and continue throughout the first days and for the remainder of the school year | •Students may not grasp all procedures and therefore student teacher relationships are not created•Some needs of the students are vague and more attention is focused on how the teacher can be successful | •Shows how teachers can have control over their classroom from day one regardless of what age group is being taught.•Shows how teachers can obtain order, discipline, management and procedures in the classroom | •Individual student needs are not looked at and unexpected events that could occur in the classroom are not addressed.•Teachers may have problems implementing parts of this model due to student’s different behaviors.•Using this model teachers may find themselves overlooking how to help students develop individual potential skills. | I agree with this model because Charles (2008) states that Wong’s pragmatic approach through procedures shows that student’s achievement is associated with good teacher classroom procedures from the first day of school. | Kagan, Kyle, & Scott Win-Win Discipline:This model looks into ways to meet the needs of students by allowing students and teachers to work together to handle behavior
Furthermore students have little say as to what and when the courses they will be taking, with most of it made mandatory by the school board. Also the teachers are under the impression that students are immature, and that teacher knows best. Therefore as a way to guide the students, they further restricted freedom by making many of the decisions for the students. This consequently makes the life of high school student dull and repetitive. On the contrary, college life is full of surprises.
Dorothy Reed Grand Canyon University: 450 May 4, 2013 Abstract In this essay, I will be explaining ways that teachers are expected to carry themselves within the classrooms, as well as the school. This management plan will discuss the goals and expectations of each student present in my classroom. It will tell how it is important it is to have a safe environment for children to learn in. It will also talk about how behaviors will be handled, along with how students should conduct themselves in the classroom. Lastly, my plan will talk about how I will discuss and implement my strategies the classroom, as well as make sure the rules and procedures are clear and understood by all students.
Teachers must set this in place. ELL Teachers have to uncover a way to motivate and encourage their students to do their best. If a student is feeling good about himself or herself in an unfamiliar situation this will cause their affective filter to become low which will facilitate risk-taking behavior. This step is very important. A student needs to feel comfortable before taking the next step in the classroom.
TDA 3.1 – Communication and professional relationships with children, young people and adults Area 1 – Principles Effective communication is vital when working with children and young people. Ensuring class and school rules are adhered to will help the children establish boundaries. For example; Child ‘K’ is being dealt with for repeatedly being reminded not to back-chat teachers and teaching assistants when being asked to do or not to do something, i.e., running around the classroom. By dealing with the negative behaviour helps the child understand that this behaviour is unacceptable and will not be tolerated. When doing this it is important that other children are dealt with in the same way and that all staff follow the same rules and lead by example.
1. What are the most likely reasons that children in middle school are absent or tardy? In my opinion, chilldren in middle shool can be absent for the several reasons. Firstly, they can be not disciplined enough and don't take seriously their school responsibilities. Secondly, some kids could be lacking motivation for the study and thus would neglect their opportunity for learning and school rules at the same time.
Justin Beatty College Skills (1) A "self-regulated learner" are people who plan carefully before starting a task, select strategies that are most appropriate for the task, monitor their learning as they progress with the current task, and afterwards evaluate the results of their efforts. Self-regulated learners know what they need to do to successfully complete each task. (2) An "independent learner" takes the initiative for their own learning. During high school, your parents or your teachers often took responsibility for your learning. They often reminded you to complete assignments, study for exams, and if you did not succeed, they felt like it was their fault.