That is when I realized that he wasn’t necessarily a “bad” student he was just a young child who needed motivation and someone who would just care. That is the meaning that I found within Dr. Michaels statement. How does a classroom teacher garner respect? There are many methods that a teacher can use in order to gain their students respect. For example, the most effective method would be, to respect the students and their feelings before they can respect you.
While this statements sound so simplistic, it’s really being lost in the world of teaching. While trying to keep up with testing standards and needs of students, we as teachers must make sure that we are not creating ignorant thinkers. As teachers we must accept that we don’t have all the answers and that just like students, we are constantly learning. When Dr. Wayson was speaking, I couldn’t
Building a bank of “what if” scenarios is a valuable tool in building a solid teaching philosophy. * Discussing teaching cases allows teachers to reflect and think critically about a certain problem without actually having to go through the experience. Helping teachers prepare for possible situations that may arise in the classroom, is a huge benefit to teachers. Knowing ahead of time how to respond to a certain situation helps build confidence and reduces anxiety in the decision making process. Part 2 The Case of Jesus Gonzalez a) Key Factors This case is about a first grade student named Jesus Gonzalez, his family, and teacher, Mrs. Kiffen.
Most students don’t want to disappoint their teacher and having to appeal to the teacher for not having the homework turned in on time, So they will make sure to keep up with their work and what is expected of them. By having requirement like due date allows students to be mindful of prioritizing and time management. For teachers, building these bonds with students helps to develop an extensive repertoire of strategies, tools and methods
The teachers had to be responsible for students’ physical safety, safety from insult and diminishment, and even “there was safety to take risks, to push beyond what you can comfortably do at present” (46). Only such a guarantee could bring students psychological and spiritual comfort in their studies. Beside safety, the respect of people toward others was also important in a democratic classroom, especially toward students of different ethnicities. “From what I could tell, it meant many things, operated on many levels: fair treatment, decency, an absence of intimidation, and, beyond the realm of individual civility, a respect for the history, the language and culture of the peoples represented in the classroom” (46). They had to respect each other’s background, language and history.
There would be far fewer discipline problems and behaviors requiring corrections and discipline if the student’s basic needs are being met within the classroom. Particularly with more challenging students, it is helpful to find what the student is getting from the misbehaving, that is, which goals or functions are being met when misbehaving and help the student meet their for appropriate rather than inappropriate behaviors. These are the students that need attention and interventions. To get in touch with and educate these students effectively educators need to be trained in appropriate instructional and structured strategies in order to implement modifications and accommodations for these students. Classroom teachers are not expected to know which are the best strategies and techniques to try or what are recommended practices for addressing the needs of our diverse learners without
Then, it means the teacher treats the pupil accordingly acting as if the predications are already true. The pupils internalise the teacher’s expectations of their self-concept so that they actually become the kind of pupil that the teacher believed them to be when labelling. If the teacher believes that a pupil will fail, they more than likely will fail because they have been labelled to be a ‘failure’. Although, this is not always the case, some people will also be labelled like a failure but they will try and prove the teachers wrong and will try their hardest to pass
Making it on your own At times people tend to work well while they are under pressure. To others they simply must be under pressure to get work done and give their full effort. In her article In Praise of the F Word, Mary Sherry argues “Flunking as a regular policy has just as much merit today as it did two generations ago. We must review the threat of flunking and see it as it really is- a positive teaching too.” By making it clear to students that flunking can definitely be a result of them not putting in the time and effort in assuring they pass their class will make them more determined to learn and earn their good grades, it will also help stop those students who choose not to even try in their classes. Also by making students fear failure it will not only motivate them
Flunking students can be used as a positive tool by our education system. The consequence of flunking and holding students back alone can be used to motivate and encourage students to put full effort into class work. Most students fear flunking only because they’re afraid of what friends, peers and society will say or think about them; this is all wrong, the real fear should be failing and not being
The will again realise that the teacher understands their individual needs and will feel comfortable and relaxed in their company. When adults and children are not using effective forms of communication this can cause misunderstandings and a child will be left feeling ignored, worried and angry because their individual needs are not being met. Also if effective communication is being used it can help people, young adults and children to set out and understand the necessary and important boundaries within the school environment on a daily basis. If those boundaries are understood by all involved then a more positive environment is set. Non verbal forms of communication can also help to create a positive relationship.