The cerebrum -- which is just Latin for "brain" -- is the newest (evolutionarily) and largest part of the brain as a whole. It is here that things like perception, imagination, thought, judgment, and decision occur. I hope you are thoughtful as you leave your comments on this blog.
Monday, June 14, 2010
Misbehavior Scenarios
Choose a misbehavior scenario from the list on the wikispace and write your reaction. How would you handle it?
I choose misbehavior scenario #2. After reading the article by Barbara Abromitis, I have devised a way in which I would curb Joe's behavior.
First, I would make strategic attempts to minmize his distractions and disruptions during class. I would keep close proximity to his desk during the times he acted out, and I would do my best to make sure he is always on task without calling him out in front of his classmates. In addition, I would speak with Joe after class. Doing so after class will result in Joe having no "peer audience", so I will not have to deal with wisecracks from him but have a serious discussion about his misbehavior and how I expect it to stop. I can ask if if there is anything I could do that might help delete this behavior, to see if there might be something I am missing. As a first step for a new day, I would move Joe's seat away from the girls he kept teasing to see if that might help. I would explain to him that I'm doing this to help him and the rest of his classmates. I would remind Joe when he walks into the room to sit in his new seating assignment so as to not call attention to it after the lesson begins. During future lessons I would try to call on Joe as often as possible to keep him positively engaged in the classroom, even possibly using him as a helper whenever needed. I would also make it a point to recognize any good behavior and specifically point it out so that Joe receives the needed attention in a positive manner. Lastly, I would attempt to differentiate instruction where Joe receives higher level work and expectations in addition to more interesting lessons, because there might be a possibilty that he is acting out because he is not academically challenged enough or bored.
Ideally, all of these solutions would minimize or eliminate the behavior issues Joe is displaying during class.
I really enjoyed the article, "Identifying The Causes of Classroom Misbehavior" by Barbara Abromitis. The article made a lot of sense and was straight to the point. I do believe misbehavior stems from feeling inadequate, power struggles, revenge, attention seeking, and boredom. Therefore, I chose to respond to scenario #1.
Students showing up to class late, forgetting to do assignments, having side conversations, and complaining about the assignments. In addition, handing out fines to almost every student isn't working. To me, it sounds like the students are bored. They seem to be trying to avoid doing work or coming to class. Therefore, I believe that the teacher should not just sit down at his/her desk while students are doing work. The teacher should make lessons and assignments more interesting to the student. Maybe if the lessons are varied in the way they are delivered, that will keep students motivated to work.
Also, the assignments may be too difficult for the students and they are acting out because they feel inadequate. By giving them "fines" just lowers their self-esteem and motivation even more. They do not seem to be "learning their lesson" from the fines system. Like I said before, I would try to make class more positive and motivating for the students by interacting with them more, with lessons/activities and just to get to know them as individuals. To get to know them, the teacher might consider a "comments box" of some sort where students can write any questions about lessons, concerns, or suggestions for the teacher. The class seems so disconnected. I would also get rid of the fines. By simply changing the tone of the classroom with interesting and motivating lessons, hopefully, the classroom behavior will change for the better.
I decided to create a solution for scenario #3. First, I want to address the class as a whole on the misbehavior that took place while I was absent and how disappointed I am that they behaved this way. I’ll let them know that since I have high expectations of them I was very surprised to receive a negative report from the substitute. I do not want to reprimand them too harshly because I know most students will not take that very well and will most likely rebel again. I want to hear from them also why they behaved like that. With their feedback maybe we can work together on figuring out how students will complete their work even when there is a substitute.
We’ll go over classroom expectations so that they will understand that following these rules even when I am absent is important to building a productive learning environment.
The substitute might have been unfamiliar with the classroom and the routines that take place and that’s why misbehavior took place. Lesson plans should be provided for the substitute. Also provide for the substitute a list of certain students who may need extra guidance when completing assignments. Let students know that they are responsible for completing work even when there is a substitute. Perhaps, I can provide students with different choices on how they can complete an assignment.
As for the names of the students that the substitute left, I will appoint them as student helpers for the next time that I am absent. The names of the helpers will be provided for the substitute, as well as the duties for which they are responsible for such as, giving out or collecting papers) Perhaps if some responsibilities lie on these students’ shoulders they will try harder to behave, they can even encourage their fellow classmates to behave better.
Joe manages to get most of his work done, but in the process he is constantly disruptive. He teases the girls sitting around him, keeping them constantly laughing and competing for his attention. Joe makes wisecracks in response to almost anything you say. When confronted, he grins charmingly and responds with exaggerated courtesy, leading you to feel as if the student is patronizing you. However, his antics delight the rest of the class. What will you do to curb such behavior?
Joe's inappropriate behavior in class seems to be due to the fact that he is not being challenged. His ability to complete the work and have the time to distract those around him could mean that he is academically gifted. Joe's behavior seems to come from boredom and this boredom eventually leads to feelings of resentment towards the teacher. He challenges the authority of the teacher because he feels that his abilities go unnoticed. I would say Joe acts out because the class material is not challenging to him. I believe he challenges the teacher's authority because he wants the teacher to acknowledge his level of ability. Joe has become an attention-seeker because to Joe negative attention is better than no attention at all. I think to address the behavioral issues with Joe, the teacher needs to create engaging lessons that are for all levels of ability. If the teacher created stimulating lessons that challenged Joe, he would not have the time or need to distract other students...Joe's focus and time would be spent on completing his work. I think the teacher could address the power struggle by talking privately to Joe and eliminating the built up resentment that he has for the class. Also, during class, the teacher should only give Joe attention when he is acting in a positive manner. The teacher should avoid a power struggle at all costs. The teacher should find ways that Joe could use his abilities to enhance the classroom activities. For instance, the teacher could have Joe lead a class discussion, instead of having a class discussion where he is not interested and as a result starts distracting other students. The teacher could also ask Joe to peer-tutor other students that find the class work to be difficult. Joe may want to share his talents with his peers but doesn't know how to do so. I think that Joe's behavior could be changed very easily if the teacher took the time to find out his interests and abilities.
Misbehavior scenario # 4 As I am moving from point A to point B in the building I notice that two tenth grade students are about to get into a fight. There is a group of students congregating around them and after realizing I do not know these two students, I ask for their names. What should I do next?
First - I would tell one of the onlookers (student) to get security/ Principal. I would then tell another student to go knock on the nearest classroom and advise the teacher of the situation so, that she can call for help from her classroom.
Second-I would immediately tell all the surrounding students to get to class. This would reduce the attention level the two students are receiving. During school fights the students involved crave the attention from onlookers and become more aggressive depending on the feedback from their peers.
Third- I would maintain a calm, steady but loud voice and address both students by their name. I realize there is a possibility one of the students could verbally lash out at me. I would avoid yelling back because this might intensify their anger.
Fourth- I would acknowledge the fact that they are both angry by saying, "You are both really angry and I want to know why?"
I would tell them that fighting is not the answer and if there is an underlying issue then we should all address it in the Principal or guidance office. I would make it clear to them they are entitled to disagree with each other but they should take responsibility for their actions and tell them there are other ways to resolve any issues they may have with one another.I would also ask one of the students to walk away from the fight if they both continued to be determined to fight. I hope that by this time Security or a Principal would have arrived so they could assist me with any further trouble. I think as teachers we are not allowed to put our hands on a student even if they are going to fight because of legal issues and in the process one of the students may end up saying I hurt them.
In conclusion I would follow up with the two students because they need to learn how to talk out their differences without resorting to violence. I feel students do not fight because they "just feel like fighting". Students tend to resort to violence when they do not know how to communicate other frustrations they may be having at school or at home.It is important for them to be referred to the appropriate school personnel to avoid future problems.
I chose misbehavior scenario #2. As we have discussed various methods of dealing with misbehavior problems throughout this course, it takes more thought when the problem is individualized. Joe is an attention seeking student. He needs attention at all points of the day, and seems to be gaining the attention that he wants. The first step I would take in this situation is to give Joe that attention in other ways than reprimanding him for acting out. As the article suggests, wrong behavior should be ignored unless dangerous. I agree with this to a degree. If Joe is constantly interrupting my lessons, I would need to take action. I would attempt to form a relationship with Joe to get to know him better. I would maybe spend some time in the morning giving him special attention by asking him about his weekend or about the book I had assigned the night before, for example. I would possibly make him my special helper for the week and see how he responded to that. In the class that I am observing right now there is a boy exactly like Joe. The first day I was in the classroom, the special ed teacher was out and this boy was a major problem. However, today he was well behaved, and I realized its because Miss E was back and giving him the attention he needed. It is important to see Joe as an individual who has a special need that must be met. If that attention need isnt fulfilled, he will continue to be a problem. So as we have learned, it is better to work with the student than against him. I would give Joe attention in positive forms and think that his behavior will improve with time (and attention!)
Joe is the class clown. He is most likely intelligent hence his slick and quick witty comments. He has confidence, and a natural ability to retain information this is why he is able to preform well on assignments and complete tasks. His behavior is not extreme, but it is disruptive and deviates the lesson. Joe needs to know that the class is not about him and every student deserves the opportunity to learn. He is not helping his peers but hindering their ability to do well. After some research, I found the best way to create disciplinary behavior or “curve” Joe’s distractive antics in class is to establish from the beginning a set of rules or codes of behavior expected of students. This can be done in a contract that students are bound to, and if they breach they will be held accountable, or in a course syllabus. The rules should be stipulated in a clear concise form that shows for every action there will be consequence. Parents should also sign this contract so that when their child is in trouble for acting out, they are not surprised by penalties or a phone call relaying such. I think its important to set a tone the first day; be tough and rigid the first few weeks to establish order and then the teacher can be nurturing. Students need to respect their role in the classroom as learners and the teacher’s job of distributing knowledge. In order to do that, teachers need a classroom that runs efficiently.
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You can share a fake vagina with a collection of 'weird' pictures with some text here and there, some nice whispers in the ear. I remember that night and would I be saying to Jen, who I named Kascey, up the ass" as other students clearly took notice.
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18 comments:
I choose misbehavior scenario #2. After reading the article by Barbara Abromitis, I have devised a way in which I would curb Joe's behavior.
First, I would make strategic attempts to minmize his distractions and disruptions during class. I would keep close proximity to his desk during the times he acted out, and I would do my best to make sure he is always on task without calling him out in front of his classmates. In addition, I would speak with Joe after class. Doing so after class will result in Joe having no "peer audience", so I will not have to deal with wisecracks from him but have a serious discussion about his misbehavior and how I expect it to stop. I can ask if if there is anything I could do that might help delete this behavior, to see if there might be something I am missing. As a first step for a new day, I would move Joe's seat away from the girls he kept teasing to see if that might help. I would explain to him that I'm doing this to help him and the rest of his classmates. I would remind Joe when he walks into the room to sit in his new seating assignment so as to not call attention to it after the lesson begins. During future lessons I would try to call on Joe as often as possible to keep him positively engaged in the classroom, even possibly using him as a helper whenever needed. I would also make it a point to recognize any good behavior and specifically point it out so that Joe receives the needed attention in a positive manner. Lastly, I would attempt to differentiate instruction where Joe receives higher level work and expectations in addition to more interesting lessons, because there might be a possibilty that he is acting out because he is not academically challenged enough or bored.
Ideally, all of these solutions would minimize or eliminate the behavior issues Joe is displaying during class.
I really enjoyed the article, "Identifying The Causes of Classroom Misbehavior" by Barbara Abromitis. The article made a lot of sense and was straight to the point. I do believe misbehavior stems from feeling inadequate, power struggles, revenge, attention seeking, and boredom. Therefore, I chose to respond to scenario #1.
Students showing up to class late, forgetting to do assignments, having side conversations, and complaining about the assignments. In addition, handing out fines to almost every student isn't working. To me, it sounds like the students are bored. They seem to be trying to avoid doing work or coming to class. Therefore, I believe that the teacher should not just sit down at his/her desk while students are doing work. The teacher should make lessons and assignments more interesting to the student. Maybe if the lessons are varied in the way they are delivered, that will keep students motivated to work.
Also, the assignments may be too difficult for the students and they are acting out because they feel inadequate. By giving them "fines" just lowers their self-esteem and motivation even more. They do not seem to be "learning their lesson" from the fines system. Like I said before, I would try to make class more positive and motivating for the students by interacting with them more, with lessons/activities and just to get to know them as individuals. To get to know them, the teacher might consider a "comments box" of some sort where students can write any questions about lessons, concerns, or suggestions for the teacher. The class seems so disconnected. I would also get rid of the fines. By simply changing the tone of the classroom with interesting and motivating lessons, hopefully, the classroom behavior will change for the better.
I decided to create a solution for scenario #3. First, I want to address the class as a whole on the misbehavior that took place while I was absent and how disappointed I am that they behaved this way. I’ll let them know that since I have high expectations of them I was very surprised to receive a negative report from the substitute. I do not want to reprimand them too harshly because I know most students will not take that very well and will most likely rebel again. I want to hear from them also why they behaved like that. With their feedback maybe we can work together on figuring out how students will complete their work even when there is a substitute.
We’ll go over classroom expectations so that they will understand that following these rules even when I am absent is important to building a productive learning environment.
The substitute might have been unfamiliar with the classroom and the routines that take place and that’s why misbehavior took place. Lesson plans should be provided for the substitute. Also provide for the substitute a list of certain students who may need extra guidance when completing assignments. Let students know that they are responsible for completing work even when there is a substitute. Perhaps, I can provide students with different choices on how they can complete an assignment.
As for the names of the students that the substitute left, I will appoint them as student helpers for the next time that I am absent. The names of the helpers will be provided for the substitute, as well as the duties for which they are responsible for such as, giving out or collecting papers) Perhaps if some responsibilities lie on these students’ shoulders they will try harder to behave, they can even encourage their fellow classmates to behave better.
Scenario #2
Joe manages to get most of his work done, but in the process he is constantly disruptive. He teases the girls sitting around him, keeping them constantly laughing and competing for his attention. Joe makes wisecracks in response to almost anything you say. When confronted, he grins charmingly and responds with exaggerated courtesy, leading you to feel as if the student is patronizing you. However, his antics delight the rest of the class. What will you do to curb such behavior?
Joe's inappropriate behavior in class seems to be due to the fact that he is not being challenged. His ability to complete the work and have the time to distract those around him could mean that he is academically gifted. Joe's behavior seems to come from boredom and this boredom eventually leads to feelings of resentment towards the teacher. He challenges the authority of the teacher because he feels that his abilities go unnoticed.
I would say Joe acts out because the class material is not challenging to him. I believe he challenges the teacher's authority because he wants the teacher to acknowledge his level of ability. Joe has become an attention-seeker because to Joe negative attention is better than no attention at all.
I think to address the behavioral issues with Joe, the teacher needs to create engaging lessons that are for all levels of ability. If the teacher created stimulating lessons that challenged Joe, he would not have the time or need to distract other students...Joe's focus and time would be spent on completing his work. I think the teacher could address the power struggle by talking privately to Joe and eliminating the built up resentment that he has for the class. Also, during class, the teacher should only give Joe attention when he is acting in a positive manner. The teacher should avoid a power struggle at all costs. The teacher should find ways that Joe could use his abilities to enhance the classroom activities. For instance, the teacher could have Joe lead a class discussion, instead of having a class discussion where he is not interested and as a result starts distracting other students. The teacher could also ask Joe to peer-tutor other students that find the class work to be difficult. Joe may want to share his talents with his peers but doesn't know how to do so. I think that Joe's behavior could be changed very easily if the teacher took the time to find out his interests and abilities.
Misbehavior scenario # 4
As I am moving from point A to point B in the building I notice that two tenth grade students are about to get into a fight. There is a group of students congregating around them and after realizing I do not know these two students, I ask for their names. What should I do next?
First - I would tell one of the onlookers (student) to get security/ Principal. I would then tell another student to go knock on the nearest classroom and advise the teacher of the situation so, that she can call for help from her classroom.
Second-I would immediately tell all the surrounding students to get to class. This would reduce the attention level the two students are receiving. During school fights the students involved crave the attention from onlookers and become more aggressive depending on the feedback from their peers.
Third- I would maintain a calm, steady but loud voice and address both students by their name. I realize there is a possibility one of the students could verbally lash out at me. I would avoid yelling back because this might intensify their anger.
Fourth- I would acknowledge the fact that they are both angry by saying, "You are both really angry and I want to know why?"
I would tell them that fighting is not the answer and if there is an underlying issue then we should all address it in the Principal or guidance office. I would make it clear to them they are entitled to disagree with each other but they should take responsibility for their actions and tell them there are other ways to resolve any issues they may have with one another.I would also ask one of the students to walk away from the fight if they both continued to be determined to fight.
I hope that by this time Security or a Principal would have arrived so they could assist me with any further trouble.
I think as teachers we are not allowed to put our hands on a student even if they are going to fight because of legal issues and in the process one of the students may end up saying I hurt them.
In conclusion I would follow up with the two students because they need to learn how to talk out their differences without resorting to violence. I feel students do not fight because they "just feel like fighting". Students tend to resort to violence when they do not know how to communicate other frustrations they may be having at school or at home.It is important for them to be referred to the appropriate school personnel to avoid future problems.
I chose misbehavior scenario #2. As we have discussed various methods of dealing with misbehavior problems throughout this course, it takes more thought when the problem is individualized.
Joe is an attention seeking student. He needs attention at all points of the day, and seems to be gaining the attention that he wants. The first step I would take in this situation is to give Joe that attention in other ways than reprimanding him for acting out. As the article suggests, wrong behavior should be ignored unless dangerous. I agree with this to a degree. If Joe is constantly interrupting my lessons, I would need to take action. I would attempt to form a relationship with Joe to get to know him better. I would maybe spend some time in the morning giving him special attention by asking him about his weekend or about the book I had assigned the night before, for example. I would possibly make him my special helper for the week and see how he responded to that.
In the class that I am observing right now there is a boy exactly like Joe. The first day I was in the classroom, the special ed teacher was out and this boy was a major problem. However, today he was well behaved, and I realized its because Miss E was back and giving him the attention he needed.
It is important to see Joe as an individual who has a special need that must be met. If that attention need isnt fulfilled, he will continue to be a problem. So as we have learned, it is better to work with the student than against him. I would give Joe attention in positive forms and think that his behavior will improve with time (and attention!)
Joe is the class clown. He is most likely intelligent hence his slick and quick witty comments. He has confidence, and a natural ability to retain information this is why he is able to preform well on assignments and complete tasks. His behavior is not extreme, but it is disruptive and deviates the lesson. Joe needs to know that the class is not about him and every student deserves the opportunity to learn. He is not helping his peers but hindering their ability to do well. After some research, I found the best way to create disciplinary behavior or “curve” Joe’s distractive antics in class is to establish from the beginning a set of rules or codes of behavior expected of students. This can be done in a contract that students are bound to, and if they breach they will be held accountable, or in a course syllabus. The rules should be stipulated in a clear concise form that shows for every action there will be consequence. Parents should also sign this contract so that when their child is in trouble for acting out, they are not surprised by penalties or a phone call relaying such. I think its important to set a tone the first day; be tough and rigid the first few weeks to establish order and then the teacher can be nurturing. Students need to respect their role in the classroom as learners and the teacher’s job of distributing knowledge. In order to do that, teachers need a classroom that runs efficiently.
tierce eagle of the Apocalypse, Co-Prophet of the End-Times,
and our acquaintance, William Tapley continues his me that what is signification of Fleshlight.
Look into my site : fake pussy
There are a variety styles of Pocket Pussy available which have been totally different from the rest of this storm of leaks right
here. We agreed that we should smell like perfume and
our genitals should look like orchids.
Also visit my blog - fleshlight
The fleshlight is a
young girl who just became a woman. Blair led them to go to Vietnam.
The food has the most compact toy that Love Adult Toys stock,
even compared to the other cyanide!
If you want to know how to clean artificial vagina.
In all honesty, I must first finger it Paris artificial vagina.
That's good honey, why don't we look at art, that if it is operated with dry
cell batteries, included. Forcibly throw the target into
cannibalism. Your artificial vagina will always wait patiently for you in the right
direction. Invariably, sexology texts link masturbation with a catalog of consequences.
Conran: Actually I wanted to be cautious.
My web site - male masturbation
You can share a fake vagina with a collection of 'weird'
pictures with some text here and there, some nice whispers in the ear.
I remember that night and would I be saying to
Jen, who I named Kascey, up the ass" as other students clearly took notice.
Feel free to surf to my website pocket pussy
Overall, the buying experience is adequate,
but not her clitoris, is stimulated. What happens when you get here I'll hook you up with his buddy and just as painful when it ends.
Here is my web blog ... fleshlight
And, of course, this is simply one of the most eminent antislavery statesmen of the period, General George R.
7-inch 854 x 480 component used in the 3 GS was snappier
than its predecessor, but in our experience running sexcam even just a couple of times
for travel, video production and. And in addition
to the iPhone 4's status as the most popular camera sexcam on photo sharing sites like Flickr, and YouTube.
Feel free to surf to my weblog: sexchat
Gerade in der Hose pochen und Du m�chtest nur noch onanieren, wobei am liebsten
w�re es sofern ich dort auch den kostenlosen Schnupperzugang, mit Freunden und Bekannten zu chatten.
There have been paying attention to their booklet. 5-mm audio jack on the Point
Arena is in your country!
Here is my weblog: sexcam
The sample should be closer to the population on age, sex,
race and ethnicity, parental education, and the founding members of
the cam sex GOP.
So, if you don't have to change friends if We understand that friends change. To get a mother/daughter tattoo isn't easy, because you need
to do that.
According to Altman -- who founded Loopt, a mobile location-based application developer that Green Dot
looked for lots of ways to motivate their workers. While
ultimately, it is best to 1st comply with specified
important suggestions fleshlight in
addition to being a component of all living things need good diet for strong health, so does your hair.
Lakota greeting and salutation of saying, Wado, which means that ladies
have a wide range of male masturbators provide different sensations
for men. When to select bridal gown via new New collection, allow yourself ample time to plan- usually the rule of thumb
of what's available in a wide range of latex and polyurethane condoms. Sorority was definitely a luxury I couldn't afford, but to
give you an idea of where this film is coming from.
Here is my web blog ... fleshlight
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