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Post by Daniel on Sept 5, 2013 12:24:40 GMT -5
1. What are some key out-of-school causes of discipline problems that educators cannot control but need to understand? I feel that teachers sometimes fail to acknowledge that students arrive to school each day with the baggage of their life with them. Some children have their homework neatly completed in their folder (maybe even with a parent's signature), some have a healthy lunch with a note tucked away from parent encouraging them to work hard, while others arrive with an empty backpack, folder, or even stomach. These are situations that children arrive to school with daily whether teachers are prepared or not. I have personally witnessed children misbehaving because they are simply hungry, or the fact that they have repeatedly asked their parent to sign their agenda, but can't get them to comply. It can be very difficult as an educator to assess the situation in the short amount of time during the day to actually talk with them. Simply stepping back (or pulling them aside) and asking them what's going on can be a powerful way for a teacher to "see it through the child's I love how you highlight kids and show their work on the SmartBoard from the iPad. I’m doing that now in my classroom and the kids love it! They are more motivated to do their best work to be able to show it off!
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Post by Daniel on Sept 5, 2013 12:26:39 GMT -5
3. How many specific strategies or phrases can you think of to positively influence student behavior? Student interest surveys Praise students doing expected task as role models Refrain from singling out students using sayings like "waiting on 3, ... Waiting on 2.... " instead of names Highly engaging lessons Opportunities to pair share Authentic learning Class/individual Celebrations Peer nominations Students stamping others for positively helping them 10:2- mini lessons under 10 minutes Chances to make better choices I love how you highlight kids and show their work on the SmartBoard from the iPad. I’m doing that now in my classroom and the kids love it! They are more motivated to do their best work to be able to show it off!
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Post by davidson on Sept 5, 2013 14:05:08 GMT -5
#2. What are some things that teachers and administrators inadvertently do that actually lead to discipline problems?
1. Ignoring the fact that we often have to teach parenting-type skills 2. Relying too heavily on a bribery system, which might give students a sense of entitlement 3. Expecting all students to ace a test, instead of concentrating on individual growth (making it a competition) 4. Not engaging all students - leading to boredom which may lead to behavior problems 5. Not allowing students to have choices. 6. Not following through with consequences - (example, I am going to call your mom in here!) or setting clear limits 7. Not allowing all students a chance for opportunities such as eating lunch with the teacher, which just further angers some 8. Not celebrating success - no matter how small. This one is hard because we have all had the student who would rather do nothing then take a chance and get it wrong. Teachers might need to be creative on how to encourage these students to try. The teacher might have to make the entire environment as encouraging as possible.
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Post by davidson on Sept 5, 2013 18:34:49 GMT -5
@mcintyre - I like that you put lack of community centers on your response to question 1. I often worry what my students are doing when they get off the bus. Are they getting real life experiences or are they getting in trouble? Unfortunately, community centers don't always have funding or volunteers for students to go there at no cost. I also like that you put lack of role models - it was interesting that many students said they never met someone who went to college. They need someone to show them what college is worth.
@appleby - I agree about violence in media. it's sad how much violence is in video games alone. There are so many games dedicated to war and killing. At what age should children be allowed to play these games? I love video games myself, but whatever happened to Tetris? Students come to school thinking it's okay to hit and play rough, because they see it on TV or on the play station. I also notice some behavior problems just stem from students having too much technology in their rooms - making it hard for them to sleep at night.
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Post by Saunders on Sept 5, 2013 19:12:03 GMT -5
6. Lack of Acceptable Outlets to Express Feelings: I always found when I taught students that it was o-kay for them to BE angry…it was the manner in which they expressed it that could get them in “trouble”. In that way, I could help them diffuse their anger quickly. When I gave the students ways to express or even to release their anger, behaviors improved. Counting to ten, taking deep breaths, flexing their fingers out then making fists, etc. go a long way in bringing kids down from “a good mad”. Our book study of Teaching With Poverty in Mind by Eric Jensen taught us that children are “hotwired” for anger, but we need to teach them how to express it. --Dianne L. Burke I really agree with this statement. I learned last year that some students have never been taught proper ways to express themselves. Instead of throwing a chair when they are angry, I could teach them ways to calm down like the ones you listed or having them do math problems or drawing a picture. I think it is extremely important to realize that we do not just teach the content to our students, but we also teach them life skills. I agree with both of you! It is not only important that we provide scenarios in which we provide positive reactions to situations, but also that the emotions we feel are ok, when shown in the right way. I know personally I focus on pointing out a better way to handling a situation as opposed to teaching that feeling and expressing emotions is ok and that everyone (even adults) experience them all.
Ashley-I also like the formula you stated. It just made a huge lightbulb go off when reading the part about acknowledging how the student is feeling when addressing a concern. They themselves may not even understand exactly what it is they feel, or why they feel that way.
As far as question #1, I think it is important (like everyone else has mentioned) to realize our students come from a variety of backgrounds. I would venture to say that many times our students are so caught up in a fight or flight state of mind because that type of lifestyle is what they are used to. We need to help them realize that some of their circumstances are not where they have to stay, despite what they are told at home or have experienced. We then need to continue equipping and encouraging them to be the best they can be.
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narmi
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Post by narmi on Sept 5, 2013 19:26:45 GMT -5
What are some key out-of-school causes of discipline problems that educators cannot control but need to understand? Some key out-of-school causes of discipline problems that educators cannot control but need to understand are: family instability such as homelessness, lack of positive parental influence, neighborhood violence and crime, lack of self-confidence and motivation to succeed in an unfamiliar world.However we should seek to foster a sense of purpose and determination in our students to encourage a sense of accomplishment in their own abilities.
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Post by angela on Sept 5, 2013 19:33:08 GMT -5
Question 2 It is important to know that we can actually contribute or even cause negative discipline issues with students. This chapter points out many ways we can help our students avoid discipline problems and provide solutions to our children that can be applied in and out of the school environment. We must turn the negative possibilities, into positive solutions.............
- Lack of success > Provide learning activities the ensure that each child succeeds based on their individual ability. -Powerlessness > Allow students chances to share their ideas. Even our youngest students want to share their ideas and have choices. - Unclear Limits > I must identify my expectations and clearly explain them to my students. -Lack of acceptable ways to express feelings > All feelings, including anger, are natural. Often children simply do not know how to express their feelings. I want my students to realized that it is okay to feel sad or angry. It is important to teach them ways to express their feelings.
These are just some of the ways I can help students to be successful at BLA.
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Post by fyu1988 on Sept 5, 2013 20:04:54 GMT -5
1. What are some key out-of-school causes of discipline problems that educators cannot control but need to understand?
After reading Chapter 1, I believe Lack of a Secure Family Environment to be the biggest out-of-school cause of discipline problems. One of the most important element's in a child's life is family. Those who are fortunate enough to have a Mother and a Father these days are considered the "lucky ones." Your parents are the people who care for you, as well as who you see the most, so they become your first role-models. They are the ones who teach you some of life's critical lessons; Respect your elders, treat others the way you want to treated, and above all, have confidence in all that you do. These family members shape and mold the person you will become. While many of us can say we had these childhoods, there are a lot of children who do not. They lack have a strong family structure, resulting in abandonment and fear. Without family members or a roof to support them, they start wondering about when their next move will be, instead of what homework was assigned that night. I have always found that without a stable home, all other factors in one's life are directly affected. It is because of this that discipline problems arise in the school setting. They carry their troubles with them into the classroom, which impedes their education. Eventually, these issues overthrow learning and it is difficult to continue on the right path. Similar to a domino effect, one thing allows another to fall until they have all fallen. Therefore, children who grow up in stable families are more likely to live a happier and independent life, while ones who do not will have much more challenges to face.
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Post by fyu1988 on Sept 5, 2013 20:16:14 GMT -5
@akelley: I really love what you said about acknowledging a student's "baggage" they carry with them to school. Sometimes, we are so quick to assume they "forgot their homework" or "left their agenda at school." However, there are more serious situations going on at home that we are unaware of. It's the teachers who ask the student what's wrong or if they can help that make the biggest difference!
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Post by fyu1988 on Sept 5, 2013 20:20:12 GMT -5
angela: I really like what you said about how we can provide activities to ensure the child's success. As teachers, we often have to reflect on our practices and see if what we are doing is in fact helping our students. It is not enough to "know" our children. Instead, we have to constantly challenge the students, as well as ourselves.
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Post by crippen224 on Sept 5, 2013 20:46:19 GMT -5
There are quite a few factors that can lead to behavior problems in a school environment, including media pressure, seeing others not take blame, song lyrics, and peer pressure. However, I believe the most influential factor is not having a secure family environment. If a child does not have this safe environment, they do not recognize the "wrongs" he/she is seeing amongst his peers or in the media. They have no way of knowing that violence and not taking blame for their mistakes is not the right way to do things if they don't have a strong head of house. Without a solid role model within the family, all the responsibility is on the child to figure out right and wrong; They don't have someone teaching them simple manners, the importance of school, or basic coping skills.
As a teacher, it is our responsibility to treat each child as their own person. I loved the example in the book talking about two patience going to the Doctor complaining of headaches; One ended up needed glasses, the other needed surgery. As the case with anything in life, there can be different causes for the same problem that each require different treatments. As difficult as it can be sometimes, I need to look at each behavior problem as a unique case and figure out the cause of this behavior. Although it may be easier, it is not beneficial to the student or the teacher to simply view them as "behavior problems" and apply a blanket approach. I need to do my best to delve into their lives, figure out the cause of the problem, and do everything in my power to help them learn and correct their behavior.
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kathy
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Post by kathy on Sept 5, 2013 21:29:52 GMT -5
I would like to answer number two: First, when I was reading the Chapter I kept thinking to myself: this is the perfect approach to the children at Billingsville. Having said that, in one way or another, I believe that unclear limits for our students have one time or another, impacted the way students approach their day to day interactions. I have learned from mistakes in previous years for myself, that without clear expectations, students cannot be held accountable for that which they have not been clearly taught. As the chapter mentions, I believe that often, due to the many (MANY) constraints educators are faced with (most of which is out of our control) it becomes difficult to manage all that is required for a successful learning environment. Limit setting is something that takes a great deal of practice and patience. In a course I took this summer I learned an approach that I found to be successful to children in counseling, and I could see how it could generalize to the classroom. When children have been taught limits, and are "testing the waters", "pushing their luck" or any of the other phrases that indicate not meeting expectations, they, as many of us know, are searching for a reaction or attention. To recognize both the limit, and their feeling, a formula I have found to be helpful is: a. Acknowledge the child's feelings, wishes, and wants: "You are (be genuine!) b. Communicate the limit: "The doll house is not for hitting with the hammer." c. Target acceptable alternatives: "The log is for hitting with the hammer." For example, the student who is running down the hall: "You are excited to get to where you are going (you are having fun running, you are happy playing with your friend) but, the hallway is not for runnning. You can run when you go to gym, recess, or at home". The student who is speaking out of turn: "Susie you are really excited to tell me about ___. Group discussions are not a time to shout out. You can shout out during ___ (unstructured time). You may raise your hand to share during this time".
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Post by Kingsberry on Sept 5, 2013 21:39:13 GMT -5
Question 1:
There are many things that cause discipline problems that educators cannot control but need to understand such as a child’s at home environment and things that they are exposed within their personal lives. A child that lives in an environment where he or she doesn't feel secure and has little stability and structure can face many challenges in the classroom. For example a child that has to deal with living in poverty and worry about other important things that a child shouldn't have to worry about can cause the child to not focus in the classroom. Some children have to worry about how they are going to help their siblings get home or eat at night. Children can also be exposed to things that only adults should know about, but due to lack of parenting and supervision they end up having anxiety, stress, and a lack of boundaries.
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kathy
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Post by kathy on Sept 5, 2013 21:40:35 GMT -5
Ashley-
I love the 3 step process for students who are testing the limits. By acknowledging the student's feelings you are letting the student know you care about him/her. Then letting the student know what the limit was and giving acceptable alternatives show the student you want to work as a team and you are not just dictating what can/can't be done. Reminds me of the I feel __________ because _____________ . that can be used to find out why a student is sad, angry, etc. Both strategies validate that you care about the student and allows the student the opportunity to work on communication skills.
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Post by Kingsberry on Sept 5, 2013 21:47:27 GMT -5
1. What are some key out-of-school causes of discipline problems that educators cannot control but need to understand? I feel that teachers sometimes fail to acknowledge that students arrive to school each day with the baggage of their life with them. Some children have their homework neatly completed in their folder (maybe even with a parent's signature), some have a healthy lunch with a note tucked away from parent encouraging them to work hard, while others arrive with an empty backpack, folder, or even stomach. These are situations that children arrive to school with daily whether teachers are prepared or not. I have personally witnessed children misbehaving because they are simply hungry, or the fact that they have repeatedly asked their parent to sign their agenda, but can't get them to comply. It can be very difficult as an educator to assess the situation in the short amount of time during the day to actually talk with them. Simply stepping back (or pulling them aside) and asking them what's going on can be a powerful way for a teacher to "see it through the child's eyes." I really agree with everything that you have said Kelly. The relationship that you build with students is the best thing you can do to understand them and try help them. I have noticed already that even with some of our kids it is important that we stop and ask them, "what's going on" when you see a difference in their mood or attitude.
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Post by Kingsberry on Sept 5, 2013 21:57:04 GMT -5
Question #1 It is important for educators to be aware of key out of school causes of discipline problems. The ones that stood out in my mind while reading were children watching violent television shows, not having role models at home to teach them life skills, parents using violence as their only discipline method, children being held accountable for something for the first time and children who come from divorced families are likely to struggle with emotional issues.
As educators we often have to remind ourselves our job is not just to teach academics but to teach and reinforce everyday skills which will prepare our children for life. We should never assume our students know right from wrong, skills to deal with emotions, the ability to share and use good manners. If we want our students to succeed then we need to make them well rounded individuals. (Kingsberry) votaw I agree with you! If we can't teach them life skills and how to deal with day to day life the academics will do them no good. Good manners, a positive attitude, and hard work can take you very far in life and that is what our kids need to know as well.
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kathy
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Post by kathy on Sept 5, 2013 23:04:50 GMT -5
3. How many specific strategies or phrases can you think of to positively influence student behavior? Student interest surveys Praise students doing expected task as role models Refrain from singling out students using sayings like "waiting on 3, ... Waiting on 2.... " instead of names Highly engaging lessons Opportunities to pair share Authentic learning Class/individual Celebrations Peer nominations Students stamping others for positively helping them 10:2- mini lessons under 10 minutes Chances to make better choices
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kathy
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Post by kathy on Sept 5, 2013 23:10:09 GMT -5
Amber-
Thanks for all the great strategies for positively influencing student behavior. I love the idea of student interest surveys. What a great way to find out what students are interested in and then capitalizing on it but engaging them in conversations. This lets the student know you value them as a person and are truly interested in them. Praising students for doing what is expected works because many students thrive on teacher/peer approval so when you praise one student for doing what is expected, many times that is all that is needed for the students not doing the right thing to correct their behavior.
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kathy
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Post by kathy on Sept 5, 2013 23:12:03 GMT -5
I just reread what I wrote in response to Amber and all I can say is SORRY for my run-on sentence.
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Post by wandajones on Sept 6, 2013 8:56:07 GMT -5
1. What are some key out-of-school causes of discipline problems that educators cannot control but need to understand?
After reading this chapter, I have decided to post my response to question one. It is critical for us to be sensitive to the needs of our students. Some of our students come to school each day with a lot of issues. We should work hard to understand that some of our students come from homes where there is alcohol and drug abuse present. We have children in foster care who would love to go home to their biological families each afternoon but due to circumstances, they are not able to do so. Many of our students come to us with a sense of entitlement because that is the life they have lived. Another key out-of-school cause of discipline problems is effects of media. Many students try to emulate what they see in the media and this ends up having a negative impact. It is important to understand that in many cases there is a contributing factor to why a student is behaving the way he/she is. While these issues are out of our control, we are still responsible for providing a nurturing and safe learning environment for each student.
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Post by Admin/ A. Mistretta on Sept 6, 2013 9:28:04 GMT -5
So true AKelley! A Kelley said: Sometimes teachers are in such a rush we want to quickly end a negative behavior by responding in a "mean" way. Teachers must remember that we must help children make good choices each and everyday through positive interactions. Also, if a child is running in the hallway or calling out, let's take a step back, because what they're doing isn't causing ANY harm to anyone else. Does it really require a teacher to fly off the handle or say something "mean"? I think not.
Sometimes teachers take offense to these behaviors that our children exhibit on a daily basis but it is only because they have not been taught and given ample time to practice "acceptable school behavior." Too many times, teachers expect our students to hear a rule once and just be able to follow it no matter what at that moment. It takes time and practice.
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Post by Admin/ A. Mistretta on Sept 6, 2013 9:42:53 GMT -5
#2. What are some things that teachers and administrators inadvertently do that actually lead to discipline problems? 1. Too many threats and not enough follow through. 2. Relying to much on a bribery system rather than teach and practice appropriate behavior. 3. Not allowing the student enough choice. A test is not always the answer to showing what a student has learned. A student who is a bad test taker could become one of the major behavior problems in a class. 4. Using the same lesson plans over and over even when it has been proven that they haven't worked or the students have shown extreme boredom. 5. Focusing more on the negative behavior rather than celebrating the desired behaviors. 6. Not allowing students to start fresh. After a mistake has been made, it should be erased and the student should be able to learn from the behavior and move on. So many time, adults cannot move on and put past student mistakes out of their minds. crippen224-You are so right about treating each child as if they are their own person. Every child isn't going to act the same way. They are going to perform the same way and they need to be treated as their own. Treating each child as if they are their own person will cause teachers to reflect on their practices to make sure that they are meeting the needs of all the students in their class.
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Post by ashleyehorn1987 on Sept 6, 2013 11:55:55 GMT -5
Question #1 What are some key out-of-school causes of discipline problems that educators cannot control but need to understand? Home environment- We can’t control how active/ inactive caretakers are in the home setting. The school setting could be the only place where students are receiving consistent boundaries and are expected to meet a set of expectations. Resources- The child might not have means for the proper therapies or medications that could be used to help control or extinguish possible discipline issues. Exposure to media- violence, language, inappropriate behavior Predispositions- we don’t know if the mother took drugs or got proper health care throughout her pregnancy which could result in a learning disability. I like what Ms. Applebee mentioned about our students are children and they might not know better. It is part of our job to teach our students appropriate behaviors and expose them to the correct ways and just know we can’t control what happens outside of the classroom. I think we need to be more aware that they are children and sometimes they might not know any better. The students are going to act based on what they see at home or on television. We need to set a great example so that they have something else to base their decisions on. Over time after exposure to positive behaviors the student’s negative behaviors will decrease.
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Post by Felder on Sept 6, 2013 11:59:31 GMT -5
1. What are some key out-of-school causes of discipline problems that educators cannot control but need to understand?
One of the key things that we cannot control is the environment in which our students live in. What a student experiences in their neighborhoods and homes can greatly impact their behavior at school. If a student is homeless, being abused, or lacks positive (and tangible) role models within their environment, the student may act out in school in order to gain attention or lighten the burden of what he or she has to deal with once they leave school. That is why it is extremely important for educators to try and get to know our students in may different ways.
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Post by youathao on Sept 6, 2013 12:10:54 GMT -5
Question #1 The book mentioned numerous out-of-school causes but I would like to add one more to the list. Acculturation is one we need to take a better look at since we have a relevantly high population of English language learners. We assume the adjustment and adaptation of this process may only take a few years but what if we are wrong and it truly takes some families generations to overcome. Do we know where the students’ families are on the road to overcoming acculturation or are we replacing their uniqueness with what we think the true American dream should be? Acculturation may be just another word added to your vocabulary today, but keep in mind that it can influence our students psychologically, sociologically and anthropologically.
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Post by kvang21 on Sept 6, 2013 12:34:26 GMT -5
3. How many specific strategies or phrases can you think of to positively influence student behavior?
1. One thing that I find helpful is instead of telling the student what he is doing wrong, challenge him to do what’s right. This gives the student a since of empowerment. Sometimes the student just needs some encouragement. Example: “You are being disrespectful.” “I know you can be respectful. Show me how to be respectful.” 2. For students who have a constant negative behavior, I would devise a plan. Example: For a child who hits when he is mad or unhappy, I would talk to him about his feelings and instead of hitting; he can put his hands in his pocket or squeeze a toy to get out the frustration. Instead of reverting to hitting when mad, he has an appropriate plan to show his frustration. 3. Giving praises to the student when he acts correctly. Example: “Great job _______. I see that you are using kind words today. Leaders know how to use kind words, and they use it often. Keep using kind words!” 4. Teacher can model right and wrong behavior. Example: The teacher can show the students the difference between being polite and being rude. “May you use your color pencils when you’re done please?” verses Student grabbing the color pencils out of another student’s hand.
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Post by vernon on Sept 6, 2013 13:43:38 GMT -5
#1. There are so many good comments here. It is all of the out of school things that children encounter, and have no contol over, that made we become a social worker. I am frequently stunned at the situations that children and parents encounter. This seems to be especially true for the children of Billingsville. In addition to the very low SES of most of our children and the stress that this can create for families, our children are experiencing levels of violence and conflict that many children never have to contend with. Police activity in Grier Heights certainly suggests that many of our children live in the middle of a conflict zone. We cannot control the community environment, but it is critical that we understand what is going on at all times. Not in a general way either, but to be aware of what happened last night!
I also believe that we have a population of parents who themselves struggle with following the rules of society, and therefore do not always demonstrate the expectations that we have for our students. This is seen frequently in problem solving skills and the abiltiy to negotiate a solution to a problem. We must be aware that we are modeling these skills at all times.
#2. Things that we inadvertently do that lead to discipline problems include not taking/having the time to understand what works for the individual student. They may be small, but they are individual little humans with different needs, different interests and different experiences. I also think that our environment often gets very loud and this can be hard on a lot of students. The volume of everything from our voices to the loudspeakers is jarring to me sometimes, so a suspect that for a child who doesn't handle such stimulation well it might lead to problems. A lack of consistenancy is also something we fall into. Most youngsters work best with a structured, consistent learning environment.
#3. Recognition of the behaviors we want, not with things, but with attention. Being genuinely happy to see each child every day and showing it. Letting a student know that you know that they might be going through a tough time, but that you are there for them and can help if they need to talk.
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Post by Felder on Sept 6, 2013 19:03:50 GMT -5
3. How many specific strategies or phrases can you think of to positively influence student behavior? Student interest surveys Praise students doing expected task as role models Refrain from singling out students using sayings like "waiting on 3, ... Waiting on 2.... " instead of names Highly engaging lessons Opportunities to pair share Authentic learning Class/individual Celebrations Peer nominations Students stamping others for positively helping them 10:2- mini lessons under 10 minutes Chances to make better choices I completely agree with all of the great strategies you listed. One that sticks out to me is the "peer nomination". I think that this is a great strategy because students can be very honest and sincere with the reasons why they nominate their peers for various things. Thus causing the students to reflect not only on their peers but on themselves as well.
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Post by Kincaid on Sept 6, 2013 19:24:25 GMT -5
Question #1 Family life is factor: single family, divorce Alcohol and drug problems Media to much of the wrong television violence Playing games that are violent orientated Parents if all children know is constant yelling, being degraded and being hit thats what they exspect. Finances lack of jobs therefore no money, poverty. Ms. Dolan I definitely think that when children are constantly yelled at and hit, it can result in bad behavior in school. It's almost like they become immuned to it, thus believing that is normal behavior. When that happens, it actually causes them to act out even more.
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Post by Frail on Sept 6, 2013 19:50:54 GMT -5
Question 1:
Some of the key out-of-school causes of discipline problems which we cannot control are the overall home environment and its lack of security, effects of the media, a child's sense of entitlement, diminished social civility, and the concentration on poverty. I agree with all of these factors but the one that stuck out to me the most was the concentration on poverty. Due to economics it's often inevitable to escape a particular socioeconomic status, however, in Discipline with Dignity the author makes the remark that although those schools may have greater resources that doesn't mean they will always have the best educators. Therefore those students' success rates have a lot to do with the attitude instilled by families that education brings prosperity. As educators, if we are working with families who don't convey this message to their children it is vital that we do and bring in resources to prove that success is based on what an individual wants and knows he or she deserves.
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