One of the discussion boards I joined was sarcastic/ mocking student comments, which I joined on September 15. Here teachers talk about different ways that students are rude in their classrooms. People tell what the problem is and others respond by telling how to handle it and some give similar opinions as to what happened in their classroom. They also offer much insight as to different management and discipline procedures these teachers can try.
From September 5 to September 18 a middle school teacher was having problems disciplining her class. She would hand out warning cards to the students who would in turn make fun of her for them. They would turn it into a game to see who could get a warning card for doing stupid things they knew she would be mad about. She was looking for advice as to how other people would handle it and how she could resolve it. Most of them responded to her problem by telling her to forget the warning cards and to really get to know her kids. Make them feel as if they were wanted and that she cared about them. Most of the people felt that it is important for kids to know that a teacher cares about them, and once they feel cared about they will be more responsive to the teacher and less discipline problems will occur. Others felt that she needed to be more forceful with her consequences. The only way that these warning cards would work was if she implemented a policy to go with them, for example calling home to parents or taking away a privilege. I personally agree with the response on consistency. I responded to her by saying to implement rules with the warning cards and after so many issued a phone call goes home to the parents. A lot of them thought that she should forget the warning cards. Instead, she should reward the students who are acting well. They feel that once kids she that other people are being recognized they will want to be recognized as well. I haven’t yet implemented any of the ideas, however, now when I have the fifth grade I think I will try to be more responsive to them. Instead of me putting up a wall to be tough I think I will really show them that I care about them. I will also constantly reward the ones who are doing what they are supposed to be doing.
Responses to Others Questions
I choose this particular post to comment on because I find it very difficult when I have to teach 5th grade. I wanted to see the sort of things that go on in middle school and I also wanted to see the advice so I could try to implement some policies. By listening to her I offered her advice that I have tried during subbing. However, by reading other people’s comments I also gained insight as to what I can do the next time I sub in an upper grade. I agreed with all of them when they said that teachers need to have consequences and rules for these consequences. Consistency is also a big factor in teaching. You must, I believe, stick to what you say all the time. If you do not abide by what you say the students will walk all over you. Whether you like it or not, in the long run you are establishing structure for these kids and a more successful year.
From September 11 to September 23, 2008 different people have been talking about various issues within their classroom. A lot of people had the same ideas as to classroom management. A lot of teachers complained that they have too much unnecessary paperwork, lack of parent involvement, and behavior problems that have not been addressed. A lot of people respond fairly quickly to each others problems. They give each other examples of their own scenarios. For example, a 5th grade teacher responded to that woman saying that her class uses a checkbook system. They can earn or loose money for not meeting her expectations. At the end of the month they must have earned a certain amount of money to be able to participate in a celebration. With the response to parent involvement someone else replied by saying parents don’t want to be brought to reality. One thing she suggested was that they keep trying to make contact with the parents and send home information as to further steps they could take with their child to make sure their educational needs are being met. Another replied by telling her to be firm. In order for her goals to be achieved she needs to clarify to the parent what her expectations are and how to reach the goals.
Responses to Others Questions
One woman was talking about how her students didn’t follow directions and were hard to get under control. I responded to her by telling her my experience from subbing. I told her to try stickers. Every time a child or a group does what they are supposed to do I make sure they get complimented. I chose to answer this particular comment because she was talking about the lower grades. I have experience subbing in the lower grades and my motivation for them to be good is stickers. I think that it handles behavior and discipline problems. Another person responded to my answer, which I thought was very useful. She had explained that stickers are good and she uses them, however they are a huge time constraint. I offered advice by saying if it takes up to much time, get a chart and give tally marks and the table with the most gets the stickers for the day.
Questions You Posed
One woman explained that she had been a teacher for 20 years. She was explaining to the group about sticking to their guns with parents about their expectations. I thought that was extremely good advice and I figured as a veteran teacher she may be able to answer one of the things that I find the hardest, “How does she differentiate her instruction?” I chose to ask her this question because I felt that she had plenty of time in the classroom to be able to offer helpful advice. She starts off by saying that her groups are determined by pretests. Most of her groups are independent groups. Some are on the computers while others are working together to achieve a certain goal. From her response I realized that differentiating instruction is always difficult and it varies from year to year. She said that the best thing to do is to find out quickly who has trouble with what and try your hardest to gear your lessons around that. She also explained that small group work is usually geared towards individual needs.
2 comments:
Christina Mendez 9/19/08
Topic Headings
One of the discussion boards I joined was sarcastic/ mocking student comments, which I joined on September 15. Here teachers talk about different ways that students are rude in their classrooms. People tell what the problem is and others respond by telling how to handle it and some give similar opinions as to what happened in their classroom. They also offer much insight as to different management and discipline procedures these teachers can try.
From September 5 to September 18 a middle school teacher was having problems disciplining her class. She would hand out warning cards to the students who would in turn make fun of her for them. They would turn it into a game to see who could get a warning card for doing stupid things they knew she would be mad about. She was looking for advice as to how other people would handle it and how she could resolve it. Most of them responded to her problem by telling her to forget the warning cards and to really get to know her kids. Make them feel as if they were wanted and that she cared about them. Most of the people felt that it is important for kids to know that a teacher cares about them, and once they feel cared about they will be more responsive to the teacher and less discipline problems will occur. Others felt that she needed to be more forceful with her consequences. The only way that these warning cards would work was if she implemented a policy to go with them, for example calling home to parents or taking away a privilege. I personally agree with the response on consistency. I responded to her by saying to implement rules with the warning cards and after so many issued a phone call goes home to the parents. A lot of them thought that she should forget the warning cards. Instead, she should reward the students who are acting well. They feel that once kids she that other people are being recognized they will want to be recognized as well. I haven’t yet implemented any of the ideas, however, now when I have the fifth grade I think I will try to be more responsive to them. Instead of me putting up a wall to be tough I think I will really show them that I care about them. I will also constantly reward the ones who are doing what they are supposed to be doing.
Responses to Others Questions
I choose this particular post to comment on because I find it very difficult when I have to teach 5th grade. I wanted to see the sort of things that go on in middle school and I also wanted to see the advice so I could try to implement some policies. By listening to her I offered her advice that I have tried during subbing. However, by reading other people’s comments I also gained insight as to what I can do the next time I sub in an upper grade. I agreed with all of them when they said that teachers need to have consequences and rules for these consequences. Consistency is also a big factor in teaching. You must, I believe, stick to what you say all the time. If you do not abide by what you say the students will walk all over you. Whether you like it or not, in the long run you are establishing structure for these kids and a more successful year.
Classroom Management
From September 11 to September 23, 2008 different people have been talking about various issues within their classroom. A lot of people had the same ideas as to classroom management. A lot of teachers complained that they have too much unnecessary paperwork, lack of parent involvement, and behavior problems that have not been addressed. A lot of people respond fairly quickly to each others problems. They give each other examples of their own scenarios. For example, a 5th grade teacher responded to that woman saying that her class uses a checkbook system. They can earn or loose money for not meeting her expectations. At the end of the month they must have earned a certain amount of money to be able to participate in a celebration. With the response to parent involvement someone else replied by saying parents don’t want to be brought to reality. One thing she suggested was that they keep trying to make contact with the parents and send home information as to further steps they could take with their child to make sure their educational needs are being met. Another replied by telling her to be firm. In order for her goals to be achieved she needs to clarify to the parent what her expectations are and how to reach the goals.
Responses to Others Questions
One woman was talking about how her students didn’t follow directions and were hard to get under control. I responded to her by telling her my experience from subbing. I told her to try stickers. Every time a child or a group does what they are supposed to do I make sure they get complimented. I chose to answer this particular comment because she was talking about the lower grades. I have experience subbing in the lower grades and my motivation for them to be good is stickers. I think that it handles behavior and discipline problems. Another person responded to my answer, which I thought was very useful. She had explained that stickers are good and she uses them, however they are a huge time constraint. I offered advice by saying if it takes up to much time, get a chart and give tally marks and the table with the most gets the stickers for the day.
Questions You Posed
One woman explained that she had been a teacher for 20 years. She was explaining to the group about sticking to their guns with parents about their expectations. I thought that was extremely good advice and I figured as a veteran teacher she may be able to answer one of the things that I find the hardest, “How does she differentiate her instruction?” I chose to ask her this question because I felt that she had plenty of time in the classroom to be able to offer helpful advice. She starts off by saying that her groups are determined by pretests. Most of her groups are independent groups. Some are on the computers while others are working together to achieve a certain goal. From her response I realized that differentiating instruction is always difficult and it varies from year to year. She said that the best thing to do is to find out quickly who has trouble with what and try your hardest to gear your lessons around that. She also explained that small group work is usually geared towards individual needs.
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