So many students are waiting and willing to spread their wings and try new things inside and outside the classroom. However the classroom setting is not always conducive to a particular students’ learning style or ability. Students look to their teacher for inspiration but more importantly to provide other examples of people who can inspire. One way to do this is to establish connections between what they know and love and what they want to do in the world after high school. Any opportunity for a student to be able to learn “outside the [ir] usual classroom routine” can evoke so many new emotions and stir motivation for grasping their education.
Allowing students to complete regular class work outside of the school can aid in helping create a concrete example of their future. Designing projects that involve other experts shows them that what they accomplish now is related to what they can accomplish later in life. Focusing on not many but maybe just one particular learning experience, ensures that the students will gain a lot from one and not the other way around. Arranging for students to participate in internships is one way that can directly correlate what they currently know and understand with what they want to know, understand, and eventually do with their life. Once school is out for the summer or for a break, it is important to still be able to reach your students. Helping them to find summer and enrichment programs that can build/continue on their knowledge while you or another adult figure in their life is not there can be very beneficial.
Being able to recognize and support each student’s learning is crucial. But more importantly being able to support each student’s learning on their own is vital to their future understanding of material. Giving students the tools they need to succeed is what helps not just to shove them through the education system but helps them to really know what they are doing and take charge of their life.
Monday, March 23, 2009
FITB- Chapter 9: When Things Go Wrong
This chapter, more so from my perspective, was for the emotions of the teacher. It can be very hard and overwhelming to try so hard with so many students and not be able to reach all or even the ones who you had hoped to reach. An important aspect of teaching is failure. Learning and teaching both need failure in order to learn, grow, accept, and move forward with more learning and more importantly understanding. Many students, similar to teachers (interestingly enough), want to succeed in every aspect of their lives and when one aspect does not go right, it usually affects all the others. The most important tool to remember is to not give up on others but more importantly yourself.
Having confidence in yourself and in your students can help the overall atmosphere within the classroom. Students’ confidence can receive blows from many aspects of their life and academic journey, beginning with grades. But communication can help to solve these confidence blows with reassurance that the help is there, the ability is there, the implementation of all of these just needs to come together. Students who have these blows or feel unnoticed at school may often want to stop going especially if they think that they will never be able to do the work and pass anyway. As a teacher, reassuring students that whether they succeed or fail you are there and will help is important. Response to these situations does matter to students as well as how teacher reacts to different situations within the classroom. Whether it is during a discussion, group work, partner work, or even just talk, students need to feel safe, physically, mentally, and emotionally within the classroom.
There are many important things to remember as a teacher and some of them can help when trying to overcome learning, behavioral, or emotional issue within the classroom. Remembering to have a hard shell but remain true to yourself is important. Share who you are and what you want from your students, keeping in mind not to cross the line of being friendly versus being a friend. Teachers should not be afraid to apologize to their students if something is said out of line or if they cross a line. Sometimes reexamining your approach can make a big difference. But some of the most important points that I thought were in this chapter were to not take a bad day too hard, don’t judge yourself by whether you are popular with your students and don’t try to be a superhero. All teachers and students make mistakes but working together is the most important part of learning.
One thing I loved is that I now understand the title of the book. Some students set “Fires in the Bathroom” and you have to learn and know how to handle, deal, and help them. It is not just an act but something more going on within the student and maybe you can be the one to help them work it out, or at least give them an outlet for that possibility.
Having confidence in yourself and in your students can help the overall atmosphere within the classroom. Students’ confidence can receive blows from many aspects of their life and academic journey, beginning with grades. But communication can help to solve these confidence blows with reassurance that the help is there, the ability is there, the implementation of all of these just needs to come together. Students who have these blows or feel unnoticed at school may often want to stop going especially if they think that they will never be able to do the work and pass anyway. As a teacher, reassuring students that whether they succeed or fail you are there and will help is important. Response to these situations does matter to students as well as how teacher reacts to different situations within the classroom. Whether it is during a discussion, group work, partner work, or even just talk, students need to feel safe, physically, mentally, and emotionally within the classroom.
There are many important things to remember as a teacher and some of them can help when trying to overcome learning, behavioral, or emotional issue within the classroom. Remembering to have a hard shell but remain true to yourself is important. Share who you are and what you want from your students, keeping in mind not to cross the line of being friendly versus being a friend. Teachers should not be afraid to apologize to their students if something is said out of line or if they cross a line. Sometimes reexamining your approach can make a big difference. But some of the most important points that I thought were in this chapter were to not take a bad day too hard, don’t judge yourself by whether you are popular with your students and don’t try to be a superhero. All teachers and students make mistakes but working together is the most important part of learning.
One thing I loved is that I now understand the title of the book. Some students set “Fires in the Bathroom” and you have to learn and know how to handle, deal, and help them. It is not just an act but something more going on within the student and maybe you can be the one to help them work it out, or at least give them an outlet for that possibility.
FITB- Chapter 8: Teaching Teenagers Who Are Still Learning English
It is interesting to think that America is growing as rapidly as it is considering that “At least one in every six adolescents going to school in the United States comes from a family in which English is not the main language”. This means that it is not those students who must adapt but the teachers as well. Teaching to students who have a language barrier are not any less intelligent than other students, they just have a different way of learning. To reach these students the most important thing is to establish a connection. Really knowing your students, who they are, what they like, what home is like, where they are from, when they came to school, and why they do the things they do can help to ensure that you reach them on many levels including academic.
Allowing your students to see the “links” between their lives and culture and the life and culture they have been thrust into can help them understand that they are valued and they are an important part of the class and are expected to learn. Making sure all students know that you believe in them, you have confidence in their abilities can help them to find their own confidence. Focusing on the important thinking and not their mistakes as well as helping to succeed not simply get by can help them in their future whether academically or not. There needs to be a transition between the important texts and the texts they can handle, helping them to understand the “language” of the textbook, which means also giving them clues to reading material that is not in their own language. This also means giving students alternate methods to learning the material at hand, even if it means putting it into another form to aid in their understanding.
Allowing for you students to take risks is so vital. When they can learn from a mistake or a huge risk gone right, then they know those risks are worth taking. Students should also be able to use their own language to work with others and work on problems in class. Students, taking into account that they are dealing with an ongoing struggle, need to be able to use repetition to enhance their knowledge of the material. Listening, seeing through the disruptive behavior and having patience is crucial when you have students who relate to the information at hand in a whole new way. Above all, respect is what any student is after or desires from another. But those students who are of another culture and language are looking to be respected for who they are and where they are from. Respect can form the basis for all learning, allowing all children to be on an equal playing field no matter the background, no matter the learning style, and no matter what culture.
Allowing your students to see the “links” between their lives and culture and the life and culture they have been thrust into can help them understand that they are valued and they are an important part of the class and are expected to learn. Making sure all students know that you believe in them, you have confidence in their abilities can help them to find their own confidence. Focusing on the important thinking and not their mistakes as well as helping to succeed not simply get by can help them in their future whether academically or not. There needs to be a transition between the important texts and the texts they can handle, helping them to understand the “language” of the textbook, which means also giving them clues to reading material that is not in their own language. This also means giving students alternate methods to learning the material at hand, even if it means putting it into another form to aid in their understanding.
Allowing for you students to take risks is so vital. When they can learn from a mistake or a huge risk gone right, then they know those risks are worth taking. Students should also be able to use their own language to work with others and work on problems in class. Students, taking into account that they are dealing with an ongoing struggle, need to be able to use repetition to enhance their knowledge of the material. Listening, seeing through the disruptive behavior and having patience is crucial when you have students who relate to the information at hand in a whole new way. Above all, respect is what any student is after or desires from another. But those students who are of another culture and language are looking to be respected for who they are and where they are from. Respect can form the basis for all learning, allowing all children to be on an equal playing field no matter the background, no matter the learning style, and no matter what culture.
FITB- Chapter 7: Teaching Difficult Academic Material
This chapter was very interesting to me because it discussed so many different ways to helps students when tackling difficult material. Many times students feel that they do not have enough freedom or enough strictness in the classroom. This means that there needs to be a happy medium of freedom with guidance in order for the teacher and student to be able to work harmoniously together. In order to begin any subject, topic, or difficult piece of material it is helpful to know what the students have already learned as well as link the hard material to those things they understand well. Breaking down the material that seems to be very complicated can be done in many different ways, with different approaches and connections to their other classes as well as personal interests.
To further push a student’s thinking questions that make them think and ask not only about the material but about their own understanding is important. Relying heavily on just the textbook for support or for the students to learn the material will only end in the majority of the students remaining bored and uneducated. Helping students to find new ways of thinking about the material can begin by helping them to find and use multiple resources. They need to be able to work with what they see before them mentally, physically, and socially. It can be helpful to view some students through the eyes of another. Many times the barrier between a teacher and a student can be broken by a student and a student, working in partners or in groups. If a teacher can monitor this partner or group work and then work with them, not just leave them on their own, then the teacher has the opportunity to clarify, explain further, and tie all tie all the information together.
Changing the way students think is crucial for them to positively view their education. A teacher who asks for feedback, uses assessments that show the students’ understanding as well as put their up coming tests, quizzes or even standardized testing into perspective can help students to better see where they are going with their newfound knowledge. Walking a student through the process of learning is just as important as their actual learning. Realizing their process, struggles, and potential may help them see their education as a journey for something greater. Using different ways to see something such as giving examples that relate to something outside class, not relying on a book too heavily, doing problems or creating drafts for understanding and not drills are all ways that could help students become more engaged in the material at hand. Break down complex pieces into parts, take their questions and responses seriously and best of all introduce humor or props that can help them to view the material as approachable and fun not horrible and frustrating.
Creating fun ideas or “hooks” can enable more students to want to learn and engage in the material. Focusing on the important parts of the problem, the novel, the essay, the facts of history may help the overall understanding rather than the minor details that can cause confusion. Letting each student feel they can find their own opinion and then defend it is crucial. The only way for this to happen is through encouragement. Let your students know from the beginning that you are here to learn and grow with them not apart from them.
To further push a student’s thinking questions that make them think and ask not only about the material but about their own understanding is important. Relying heavily on just the textbook for support or for the students to learn the material will only end in the majority of the students remaining bored and uneducated. Helping students to find new ways of thinking about the material can begin by helping them to find and use multiple resources. They need to be able to work with what they see before them mentally, physically, and socially. It can be helpful to view some students through the eyes of another. Many times the barrier between a teacher and a student can be broken by a student and a student, working in partners or in groups. If a teacher can monitor this partner or group work and then work with them, not just leave them on their own, then the teacher has the opportunity to clarify, explain further, and tie all tie all the information together.
Changing the way students think is crucial for them to positively view their education. A teacher who asks for feedback, uses assessments that show the students’ understanding as well as put their up coming tests, quizzes or even standardized testing into perspective can help students to better see where they are going with their newfound knowledge. Walking a student through the process of learning is just as important as their actual learning. Realizing their process, struggles, and potential may help them see their education as a journey for something greater. Using different ways to see something such as giving examples that relate to something outside class, not relying on a book too heavily, doing problems or creating drafts for understanding and not drills are all ways that could help students become more engaged in the material at hand. Break down complex pieces into parts, take their questions and responses seriously and best of all introduce humor or props that can help them to view the material as approachable and fun not horrible and frustrating.
Creating fun ideas or “hooks” can enable more students to want to learn and engage in the material. Focusing on the important parts of the problem, the novel, the essay, the facts of history may help the overall understanding rather than the minor details that can cause confusion. Letting each student feel they can find their own opinion and then defend it is crucial. The only way for this to happen is through encouragement. Let your students know from the beginning that you are here to learn and grow with them not apart from them.
FITB- Chapter 6: Motivation and Boredom
Any one can tell you whether a teacher, a student, or any job profession, that it isn’t enough to be told to do something because it “might” be useful one day. Students need an extra push, and those who are having trouble need an even bigger push, to help learn and understand why school is worth all the trouble and work. Students need to understand that an education is important to their life and their success in life, so ask yourself, “why does this matter?” If you can’t answer that question then how can you teach your students? Help them to grow, to question and to more importantly think about life and how their lives NOW affect them latter.
Students know that school is important but they view this importance as an independence step not as an educational one. They want to use their age and knowledge for freedom away from a variety of situations and places. Help them know why everything they do in school matters in their not just as “a way out” but because it is a way into a whole new life of opportunity. School is a place for change in every aspect of their lives, now how can you impact every aspect of their lives? Students will appreciate the effort you put into them, but only if they feel you truly mean it. Teachers, in today’s world have become another outlet or adult figure similar to a parent- someone who holds rules and guidelines as well as hold high expectations from students. Students want many things, among these to “be well represented; to have a voice, to learn and survive in society, and to find a career path and a well-paying job”.
How can you motivate a student? Well for starters, let your students know that what society and the “outside” world expect of them will change consistently. Being passionate and presenting issues they care about that can connect to not just the outside world but to their world is important to them. Giving students the opportunity to make their own choices and learn with each other can help them to grow not apart from their peers but with their peers. A teacher should always being checking in on their students, but checking for understanding and then responding in a positive way will ensure that you really do care about their choices and opinions. Helping students stay on top of their work load as well as being able to show them how much their work matters, helps them to know that what they are doing is important not just to you but should be important to them as well. Giving examples of role models and people to look up to may help when they have no where else in their lives to look.
A lot of students do not want to complete an assignment or do their homework, mostly because they see no direct benefit to doing it. Therefore understanding that it will help in later assignments, that it will matter to their learning, it is or will be creative, then they can feel safe to explore the assignment and that they are not just repeating information. Treating their writing as important, as windows into their lives, and giving them opportunities for free writing as well as reading can help their interest in the subject. Lastly, students should be able to express themselves. This factor of expression is the biggest motivating feature in the classroom.
Students know that school is important but they view this importance as an independence step not as an educational one. They want to use their age and knowledge for freedom away from a variety of situations and places. Help them know why everything they do in school matters in their not just as “a way out” but because it is a way into a whole new life of opportunity. School is a place for change in every aspect of their lives, now how can you impact every aspect of their lives? Students will appreciate the effort you put into them, but only if they feel you truly mean it. Teachers, in today’s world have become another outlet or adult figure similar to a parent- someone who holds rules and guidelines as well as hold high expectations from students. Students want many things, among these to “be well represented; to have a voice, to learn and survive in society, and to find a career path and a well-paying job”.
How can you motivate a student? Well for starters, let your students know that what society and the “outside” world expect of them will change consistently. Being passionate and presenting issues they care about that can connect to not just the outside world but to their world is important to them. Giving students the opportunity to make their own choices and learn with each other can help them to grow not apart from their peers but with their peers. A teacher should always being checking in on their students, but checking for understanding and then responding in a positive way will ensure that you really do care about their choices and opinions. Helping students stay on top of their work load as well as being able to show them how much their work matters, helps them to know that what they are doing is important not just to you but should be important to them as well. Giving examples of role models and people to look up to may help when they have no where else in their lives to look.
A lot of students do not want to complete an assignment or do their homework, mostly because they see no direct benefit to doing it. Therefore understanding that it will help in later assignments, that it will matter to their learning, it is or will be creative, then they can feel safe to explore the assignment and that they are not just repeating information. Treating their writing as important, as windows into their lives, and giving them opportunities for free writing as well as reading can help their interest in the subject. Lastly, students should be able to express themselves. This factor of expression is the biggest motivating feature in the classroom.
FITB- Chapter 5: Teaching to the Individual, Working with the Group
Students have already established that they need teachers to really know them well enough to be able to “accommodate, value, and respect their differences. This chapter was interesting because I got to see the different types of students that I will find within my classroom: eye-roller, the wallflower, the hand-waver, the dreamer, the con artist, the goof-off, and the workhorse. This mix of children will occur in many different types of schools and classrooms due to the variety of academic backgrounds and ambitions. There will also be those children who participate, those who don’t, and those who just don’t show up to class. Students can feel embarrassed or insecure about public speaking that could open them up to ridicule. However it is good to make the students a little uncomfortable in order for some learning to take place.
It is important that when any question is asked, if asked appropriately, it is answered and treated as fairly as all others. Ensuring that all students have their questions answered can help them to feel like their ideas truly matter. With different students there will be different levels in one class. Adapting to the way that students learn and modifying the way you ask and respond to questions can help further learning and even avoid problematic situations. Students can learn more if a teacher is open-minded and flexible to their needs. Learning together in different ways can help each learner and enable all students to contribute at different levels. Working in groups is important to learning with and from their peers. With groups there needs to be specific roles for each group and/or person to fulfill. Each student needs to pull their weight but teacher monitoring needs to ensure that no one person or people are dominating the group, this means keeping an eye on every group. Letting students pick their groups can be fun, but sometimes assigning groups can be more helpful.
Identifying and assessing progress, even within groups, is important to do individually. Progress happens at different places and at different times with each student, being able to identify the progress and struggles with each student can only come from knowing each student very well. It is important to understand that each student will be producing different levels of quality work, meaning what is “the best” for one student at one level but not be the case for another. It is important as stated by a student, “to be fair to all”. This does not mean changing grades or lowering an expectation but instead being realistic about each situation and student. When dealing with these kind of issues, being able to tell each student exactly what you are looking for, give them examples of what is right/wrong or acceptable and not acceptable, as well as what rubric will be used for grading is crucial to their understanding of the task at hand. The most important tool I learned from this chapter is the tool of chance. Allowing each student the opportunity to re-do, re-work, re-talk, and re-think is important to their understanding.
It is important that when any question is asked, if asked appropriately, it is answered and treated as fairly as all others. Ensuring that all students have their questions answered can help them to feel like their ideas truly matter. With different students there will be different levels in one class. Adapting to the way that students learn and modifying the way you ask and respond to questions can help further learning and even avoid problematic situations. Students can learn more if a teacher is open-minded and flexible to their needs. Learning together in different ways can help each learner and enable all students to contribute at different levels. Working in groups is important to learning with and from their peers. With groups there needs to be specific roles for each group and/or person to fulfill. Each student needs to pull their weight but teacher monitoring needs to ensure that no one person or people are dominating the group, this means keeping an eye on every group. Letting students pick their groups can be fun, but sometimes assigning groups can be more helpful.
Identifying and assessing progress, even within groups, is important to do individually. Progress happens at different places and at different times with each student, being able to identify the progress and struggles with each student can only come from knowing each student very well. It is important to understand that each student will be producing different levels of quality work, meaning what is “the best” for one student at one level but not be the case for another. It is important as stated by a student, “to be fair to all”. This does not mean changing grades or lowering an expectation but instead being realistic about each situation and student. When dealing with these kind of issues, being able to tell each student exactly what you are looking for, give them examples of what is right/wrong or acceptable and not acceptable, as well as what rubric will be used for grading is crucial to their understanding of the task at hand. The most important tool I learned from this chapter is the tool of chance. Allowing each student the opportunity to re-do, re-work, re-talk, and re-think is important to their understanding.
FITB- Chapter 4- Creating a Culture of Success
Teachers need to value and respect the students not just through words but through their actions. Holding your students to high expectations can help them to push harder to work for that higher grade and higher understanding because someone believes in them. Students need to feel that their teachers have faith in them and that someone will be there when the pressures of life whether home, social, personal or educational. At this point in their life, students (teenagers) are developing and trying to find their own identity. This can mean that it’s not always easy following or standing apart from the crowd, even when this may lead to self-discovery. Everyday is a battle between their own culture, customs, habits and style versus that of everyone around them. However, with a teacher that firmly believes in his or her students- having value in their abilities, a student will be willing to “try and try again”.
It is important to remind students that you expect the very best from them and that you are encouraging their efforts even when they are having trouble. It is also important to give feedback and support along the way and after they are finished. It may also be helpful to allow for revisions, allowing for greater understanding. It is important to set priorities along the way for students to understand what is important and how to organize everything going on within their life. When calling on students or asking to do errands or help with something, teachers should not favor the students that they “think” will do the best. All students should have equal opportunity to do errands, help with something and be called on. If all students are equal then they should not be compared to other students. Sticking with the students and not giving up on them is crucial to their understanding and their faith in you to help them.
A great way to create a fun and challenging environment for your students and yourself is to take some risks. However students need to feel comfortable and safe in the classroom in order to take risks for fear of being rejected by their peers or looking “dumb”. Encouraging students to build on one and other’s ideas helps learning because it takes the pressure off an individual and creates a group task. Students, whether or not they know they answer, may not want to draw attention to themselves. Teachers should also address those students who are having trouble privately, so as not to embarrass them. Praising a child should also be done privately. Grades and such matters are not for public discussion. The grades a student receives, whether or not the emphasis should be on grades or not, affects many aspects of their life. Making any sort of grading public is inappropriate and can really hurt some of the students. At some point, students will understand that being able to be a strong learning and obtain and education is more valuable- it has rewards within itself.
Keeping eye on students and when/ if they hand in their homework can help to solve any number of problems that a student could be facing in their lives. There are many other pressures that a student may feel because they are trying to respond to the “values, priorities of friends, family, and the culture that surrounds them outside and inside of school as well as their internal feelings can be overwhelming. Home life can sometimes be more pressure than school, dealing with experiences, duties, siblings, etc. Helping students to cope and work through these pressures can help them to further deal with and work through academic challenges.
It is important to remind students that you expect the very best from them and that you are encouraging their efforts even when they are having trouble. It is also important to give feedback and support along the way and after they are finished. It may also be helpful to allow for revisions, allowing for greater understanding. It is important to set priorities along the way for students to understand what is important and how to organize everything going on within their life. When calling on students or asking to do errands or help with something, teachers should not favor the students that they “think” will do the best. All students should have equal opportunity to do errands, help with something and be called on. If all students are equal then they should not be compared to other students. Sticking with the students and not giving up on them is crucial to their understanding and their faith in you to help them.
A great way to create a fun and challenging environment for your students and yourself is to take some risks. However students need to feel comfortable and safe in the classroom in order to take risks for fear of being rejected by their peers or looking “dumb”. Encouraging students to build on one and other’s ideas helps learning because it takes the pressure off an individual and creates a group task. Students, whether or not they know they answer, may not want to draw attention to themselves. Teachers should also address those students who are having trouble privately, so as not to embarrass them. Praising a child should also be done privately. Grades and such matters are not for public discussion. The grades a student receives, whether or not the emphasis should be on grades or not, affects many aspects of their life. Making any sort of grading public is inappropriate and can really hurt some of the students. At some point, students will understand that being able to be a strong learning and obtain and education is more valuable- it has rewards within itself.
Keeping eye on students and when/ if they hand in their homework can help to solve any number of problems that a student could be facing in their lives. There are many other pressures that a student may feel because they are trying to respond to the “values, priorities of friends, family, and the culture that surrounds them outside and inside of school as well as their internal feelings can be overwhelming. Home life can sometimes be more pressure than school, dealing with experiences, duties, siblings, etc. Helping students to cope and work through these pressures can help them to further deal with and work through academic challenges.
FITB- Chapter 3: Classroom Behavior
As seen by the first quote in the chapter, “A lot of people are afraid of teenagers. They think we are these freak humans”, many students and teenagers feel misunderstood not just by their peers but by their teachers. Those teachers who want a classroom that works in every aspect need to help the students’ wants and “needs” by knowing and caring about the material, treating kids with respect and fairness, paying attention, and playing by the rules, and every once and a while letting go to allow for more freedom. From the first class meeting the students and teacher will be looking for information on each other and any hints towards what sort of learning or teacher they might be. It is important for the first step taken in the classroom to be on the right foot. Students need to know the plan for the class and the expectations and/or guidelines/rules for behavior. A teacher should know what the school expects and make students aware of those policies that are and have to be upheld in your classroom. Having routines or practicing habits that create and continue a good classroom tone can make the students feel more comfortable. Another important part of your students understanding and interaction is to keep the student learning as the top priority.
Many times the problem behind classroom disruptions is simply that students want to be heard and want to make a point. One behavior or attitude can have a variety of meanings. Therefore, understanding your students’ attitude, behavior, and signs of certain emotions will help when disruptive behavior happens to occur. Many times a kind word or simple gesture can help that student who was previously uninterested or disruptive. This means taking the time to listen to both sides of any situation and establish the facts for them to understand where you are coming from and for them to understand where you are coming from. They need to be treated as individuals giving them the benefit of the doubt and learning not to overreact and helping students understand that there are times for quiet and times for talking. When students do not respond to verbal communication or the rules within the room, consequences can be used to help them learn.
Every student will want something different from the class, from learning, and even from the teacher but one thing they may all want is to be happy with whatever they are doing. There were many important tips at the end of the chapter and a few that I found helpful were: don’t joke with your students until you know them very well, give the students physical breaks from sitting and working, keep an eye on all students not jus the disruptive ones, and don’t let them work with their friends all the time. As teenagers, clothing is a representation of who they are and what they like, being too strict or critical of their choices may hurt some feelings or even diminish their self esteem. Finally, calling parents should not just be about any problems that are experienced, but calling to “reward” a student is helpful to the parents’ understanding of their child in the classroom. Establishing communication on many levels is important to the student and teacher and even parent and teacher relationship.
Many times the problem behind classroom disruptions is simply that students want to be heard and want to make a point. One behavior or attitude can have a variety of meanings. Therefore, understanding your students’ attitude, behavior, and signs of certain emotions will help when disruptive behavior happens to occur. Many times a kind word or simple gesture can help that student who was previously uninterested or disruptive. This means taking the time to listen to both sides of any situation and establish the facts for them to understand where you are coming from and for them to understand where you are coming from. They need to be treated as individuals giving them the benefit of the doubt and learning not to overreact and helping students understand that there are times for quiet and times for talking. When students do not respond to verbal communication or the rules within the room, consequences can be used to help them learn.
Every student will want something different from the class, from learning, and even from the teacher but one thing they may all want is to be happy with whatever they are doing. There were many important tips at the end of the chapter and a few that I found helpful were: don’t joke with your students until you know them very well, give the students physical breaks from sitting and working, keep an eye on all students not jus the disruptive ones, and don’t let them work with their friends all the time. As teenagers, clothing is a representation of who they are and what they like, being too strict or critical of their choices may hurt some feelings or even diminish their self esteem. Finally, calling parents should not just be about any problems that are experienced, but calling to “reward” a student is helpful to the parents’ understanding of their child in the classroom. Establishing communication on many levels is important to the student and teacher and even parent and teacher relationship.
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