The Caveman By Lynne Kenney Summary

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

"I Believe," written by Jason Rene Castro and Seth David, is a song about having faith. The narrator believes that we can control the future, but more specifically, our own future. The title extensionally defines this song by indicating all the things that he believes in and why he believes in such things. There is a deep meaning throughout the song and it expresses how people should be good and positive, even in the darkest times, which I believe is true.

academic success and research by Astor and others has consistently found key factors that can make schools safer: cultivate social and emotional health, connect to community resources and respond, particularly, to troubled students.” If schools had better communication and relationships,

It isn’t easy for new teachers to jump into a school where things don’t go so smoothly every day. She claims that new teachers are put into urban schools where teaching can be a difficult task, where there are too many kids in a class, and where students haven’t even met their grade level requirements. The top reason new teachers leave their jobs at urban, low-income schools is because of the difficulty in managing class and student misbehavior. Shernoff includes the fact that in urban school’s disruptive behavior is seen three times more often than usual. This causes stress for new teachers who haven’t gained the skills to manage a class like experienced teachers have.

In addition to these standards, rights, and responsibilities, all teachers need to be consciously aware of possible problems dealing with students on an individual basis. In their mission of providing for the safety and welfare of all students, teachers can sometimes find themselves in situations that may be detrimental to themselves and their students. In practice, knowing how to avoid these situations is key. Dr. Troy Hutching’s presentation (Developing an Ethical Framework for Teacher Student Relationships: A Continuum of Responsibility, Nov. 1, 2011 Northern Arizona Univ.) was an eye opener. He provided the following startling facts: Shakeshaft (2004) reported 9.6% of grade 8-11

(2011), Thirty one percent of the teachers in the GREAT intervention report that while the certified officers where teaching the GREAT lessons, they use that time to grade school work or prepare future class lessons. Also, some of the teachers ignore the student’s misbehavior, leave the classroom for breaks, and use the time to speak to students about non-GREAT topics. In addition, one of the component of the GREAT program encourages teachers to reinforce some of the intervention’s content during regular school hours, but eighty four percent do not do so (Esbense et al., 2011). The classes that do not have teachers involved are more likely to lead to some issues with time and class management. It was noted that a small percentage of GREAT instructors are forced to eliminate some context of the weekly lessons due to lack of time, which was directly related with students misbehaving (Esbense et al., 2011). These obstacles that the GREAT instructors face do not hinder the effectiveness of this particular

The teachers, administrators, parents and students at Resthaven Elementary are all facing a huge dilemma. It’s clear that the teachers are frustrated and perplexed on how to effectively teach their students. The parents are becoming doubtful that the staff can adequately accommodate their children. In addition, the student’s have begun engaging in disruptive behaviors most likely caused by a lack of interest and motivation to learn. Fortunately, there are steps that can be taken to turn all this around.

We also know that disruptive behavior interferes with overall classroom functioning and individual student academic achievement (Atkins, Hoagwood, Kutash, & Seidman, 2010), and effective classroom management can reduce disruptions and improve learning (Reid, Gonzalez, Nordness, Trout, & Epstein, 2004). There is growing evidence that implementing EBIs to promote positive student behaviors may reduce emotional exhaustion and similar constructs among educators (e.g., Ross, Romer, & Horner, 2012). However, much less is known about the driving factors behind this association, and whether the same effect occurs in urban schools, where higher levels of teacher stress and numerous organizational barriers are often reported (Shernoff et al., 2011). Organizational barriers (e.g., school leadership and teacher collegiality) are particularly significant due to their frequent association with teacher stress (Dorman, 2003). The current study advances understanding of stress and satisfaction among teachers in urban schools by examining predictors at three levels (individual, classroom, school-wide) and how training in and use of EBIs may impact them.

Humans has evolved very much from the stone age. People now aday people think how people lived back then.

The Woodson Foundation, a large nonprofit social service agency, is teaming up with the public school system in Washington, D.C, to improve student outcomes. It appears the schools have problems with truancy, low student performance and crime. The teachers are discouraged to help students due to the disrespect and behavioral issues in the classroom. The turnover rate for the best teachers is high, they tend to leave and go to schools that aren’t as troubled (629).

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

The first step in classroom management is to create an environment where students feel cared for and valued. To do accomplish this, teachers need to build positive student-teacher relationships. Marazano (2003) reports in his book, Classroom Management That Works, which is cited in the Jones and Jones (2013) book, that “Positive teacher-student relationships were the foundation of effective classroom management” (p.56). I am committed to creating a safe learning environment that is organized, structured and conducive to student learning. While influencing a classroom of community learners, I strive to also build positive teacher-student relationship with all of my

Sometimes students fight emotional and maybe even physical battles before coming to school and I believe there is a way every teacher can be a beacon of light for students. Through relationships with the students, teachers can compel them to move past what they are dealing with and focus in class. It is through relationships that the classroom atmosphere is established. If the

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.

The ability for an educator to produce a safe learning environment should not take years of chaos and turmoil to find solutions to behavior problems in the classroom. The availability of researched based information found on the internet is only seconds away. Professional learning communities are available to assist in such matters, yet persistent discipline problems end careers for many young teachers. Polat, Kaya, and Akdag (2013) stated teachers new to the education system leave the profession within their first three years of employment. What can be done to stop the outflow of educators leaving the field as the inflow of students continues to increase? Educators must be reflective teachers in order to change practices that fall short