Groom Observation Paper

As it can be seen behaviorism is a major part of any classroom. For if one student acts out then the rest might get the idea that they can also act out in class and not receive punishment for it. It is also good to have a classroom management in place. Classroom management is also called behavior management. As it states in A Beginning Teaching Portfolio Handbook, “For these teachers, motivated students are those who do what they are told to do when they are told to do it.” (Foster,Walker,Song, pg. 99, para. 9) Which means when a

When she got the fighting under control, there were days that she could not command the attention of the room. I think she realized the administration wasn’t going to do anything more than suspend the students, which wasn’t considered a punishment by them, and that she developed her own strategies of classroom management that were ultimately successful.

A school’s Behavior Matrix can create a school climate that reinforces good behavior, a positive and safe environment, encourages responsibility of actions, builds positive relationships, ensues high expectations, and builds community (Muscott, Mann & LeBrun, 2008). The consistency of responses, consequences, and rewards will create an atmosphere that promotes positive behavior and discourages negative behaviors. The strategies set forth by the Behavioral Matrix are set up for the entire school population focusing on the students that do not necessarily have behavioral issues. It is mainly for the purpose of increasing student achievement, discourage problematic behaviors, and increase positive interactions throughout the school environment (Bradshaw & Pas, 2011). Therefore, the goal of a Behavioral Matrix is in fact to strengthen positive behaviors that are already in place and give a consistent disciplinary action guideline to move those individual that commit negative infractions towards positive direction. Positive Behavior Support systems are set up to acknowledge the good that students accomplish, and does not allow infractions to define who they are and allows for them to reinstatement the good

Harvey always listens to the students, attempts to understand what they are saying. The only weakness is the staff do not always address the children in a respectful manner and will sometimes call them names like brat to another staff member. On page 215 the readers are told fostering resiliency in a person and showing respect are approaches that share the same goal of healthy emotional development. The teachers not always being respectful may have an effect on the children’s emotional development. When it comes to interaction children are always supervised during play. The children interact with each other nicely. The Mrs. Harvey and her teaching assistant are sometimes quick to put a child in time out when their behavior is the same as everyone else’s as a way to calm the class. The interaction with the parents is good too, the parents are constantly informed about their child and what is going on in the

Barbara has “3 R’s of Discipline” which include restitution meaning, fixing what the student did and/or repairing the damage. Resolution, identifying and correcting whatever caused misbehavior so it won’t happen again. Finally, reconciliation by healing the relationships hurt by people by the misbehavior. These three steps of discipline known as the “3 R's of Discipline” help the student eventually regulate their own behavior and become inner disciplined.

In The Best Discipline Is Good Curriculum from The New Teacher’s Book, Kelley Dawson Salas talks about how hard she used to try to get her students to behave in her first year of teaching (Burant, 2010, p. 241). Salas tried everything from behavior charts to “pleading for sympathy” (Burant, 2010, p. 241). However, Salas learned that you do not have to wait for your students to be “under control” to teach them something worthwhile (Burant, 2010, p. 242). Salas learned that her students’ behavior improved, when she focused on the curriculum she was teaching, instead of their behavior (Burant, 2010, p. 242). Once she started focusing on the curriculum, she did not have to worry about the student’s behavior anymore. I believe that this is the most important aspect of this article because I believe that a good curriculum is the best discipline (Burant, 2010, p. 241).

The School-Wide Positive Behavior Support or SW-PBIS program is designed to teach behavior expectations in the same manner as any core curriculum subject. The main idea for the SW-PBIS program is for the school to focus on three to five positive behavior expectations rather than telling the students what not to do in the school atmosphere. The expectations and routines are enforced school-wide in each classroom and in non-classroom areas with the matrices posted throughout the school. These expectations and routines are taught through lesson plans at the beginning of the year in setting specific locations, such as lining up properly in the hallway using a hula hoop to demonstrate proper body space distance. The program also emphasizes positive behaviors through a recognition system of praise. Instead of always concentrating on misbehavior staff rewards appropriate behaviors with some kind of incentive. The Carl Junction School district uses this program by implementing the bark bonus program when staff notices appropriate behaviors at specials, in hallways, in the lunchroom, etc. A staff member gives a student or the whole a class bark bonus, eventually when each class receives a specified amount that classroom is rewarded. As a whole, the classroom votes on which reward they want, such as a movie, bring stuffed animal/blanket, wear pajamas, or play electronics during class.

Authoritative teachers will often “try to catch their students being good” and will reinforce the good behavior, rather than focusing on the bad. (Iannelli, 2004). It is critical that teachers praise their students for their efforts. A teacher can teach the entire classroom by recognizing one child’s positive action. Children desire praise and they will learn appropriate behavior when their fellow students receive praise. When teachers focus on bad behavior and make an example of a particular student to the entire classroom, it only makes the child that is being reprimanded feel alienated, ashamed, embarrassed, or possibly revengeful.

In response to ongoing concern regarding behaviour management a wealth of research being carried out and official documentation has been published, such as the Elton Report (DES, 1989) and the Steer Report (DfES, 2005), on ‘what works well’ in schools. Both reports hightlight that teachers were most affected by the impact of relatively minor, but persistent, low-level

Chaplain (2010) discusses how a multilevel nature of behaviour management, which extends from each child as a unique individual to the whole school ethos, can create effective learning. This coincides with clear expectations for behaviour in order to allow learning to happen.

Sara is a 75 year old who was born in Waldo and currently lives in Skowhegan. She is a widow with no children and two cats. She lives in a one story apartment building, with four rooms. She also enjoys going to church and helping out at the end with refreshments. I observed her cooking chicken and vegetable soup.

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went

I went to Japanese drum concert with my mother.The team called Kogumi. Members of the team in all of high school, I was also participating. Their performance was very nice! I was happy as a senior. I met with my friends and teachers of high school there, talked a lot. Story and of high school, talked about the current situation of each other. I was glad to meet with them.

Numerous studies have been conducted that look at using praise in order to decrease disruptive behaviors in the classroom. With my study I will look at the effects of using praise to reduce the disruptive behaviors of a 2nd grade student during class time. The three studies I have chosen to look at that use praise to decrease unwanted behaviors are a classroom teacher consultation model for increasing praise and decreasing disruptive behavior, positive attending to improve student behavior, and direct behavioral consultation. My first article looks at a classroom checkup that addresses the need for classroom-level support while minimizing treatment integrity problems which are common to school-based consultation (Reinke, Lewis-Palmer, & Merrell, 2008). My second article focuses on the teachers to improve student behavior in the classroom and this is

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.