1. How should an administrator respond to a teacher who, during the first week of use, refers a student who demonstrates an Intensity I Offense on the Behavioral Matrix to the office? How should an administrator respond to a teacher who continually does this, even after specific feedback and correction?
One of the most important aspects in the learning environment is student discipline through appropriate behaviors. As a result, the Behavioral Matrix has been developed and widely used in learning environments since they specify behavioral expectations for all students within the classroom and school setting. Intensity I Offenses are described as annoying behaviors that teachers can address using minimum intervention or interaction. School administrators play a supporting role to teachers and students in today’s learning environment to help in achievement of learning objectives and establishing a suitable environment for learning. For a teacher who refers a student who demonstrates an Intensity…...
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References
Knoff, H.M. (2012). Implementing Project ACHIEVE at the School and District Levels: Positive Behavioral Support System (PBSS) Implementation Fact Sheet. Retrieved September 6, 2017, from Meador, D. (2017, June 9). The Ultimate Teacher’s Guide to Discipline Referrals. Retrieved September 6, 2017, from https://www.thoughtco.com/the-ultimate-teachers-guide-to-discipline-referrals-3194620 http://projectachieve.info/assets/files/pdfs/PBSS%20Proj%20ACH%20School%20Implemt%20Fact%20Sheet%20412.pdf
School Uniforms
The topic of school uniforms has been a debated issue for many years. Proponents of school uniforms argue that they are necessary because they encourage children to focus more on their education and less on what they are wearing (Brunsma, 2004). On the other hand opponents of school uniforms argue that school uniforms stifle creativity and discourage individuality (Brunsma, 2004). The purpose of this discussion is to confirm that school uniforms are an effective way to improve student discipline, increase student focus, and increase student motivation.
School Uniforms Lead to Improved Student Discipline
Student discipline is a crucial component in the development of a school environment that is conducive to learning. Uniforms create a sense of conformity and establish for students that school is a place that is designed to encourage learning.
Less fighting over controversial clothing
Non-uniform clothing often leads to students wearing offensive articles of clothing that may cause conflict among…...
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References
Brunsma, D. (2004). The school uniform movement and what it tells us about American education: a symbolic crusade. Lanham: Scarecrow Education
Craik, J. (2005). Uniforms exposed: from conformity to transgression. New York: Berg.
Fielder, D. (2003). Achievement now!: how to assure no child is left behind. Larchmont: Eye On Education.
Reflection on Learning
Student discipline is one of the most important elements in the establishment of a safe learning environment for all students. A safe learning environment is in turn the premise with which students thrive as they work towards achieving desired academic goals. In this regard, teachers need to work with other school staff and the school administration towards enforcing and ensuring student discipline. Consequently, teachers engage in classroom discipline and behavior management as part of their efforts to enhance student discipline in the instructional environment. However, teachers need to understand the various aspects or factors that affect effective classroom discipline and behavior management as well as the significance of utilizing a preventative approach like a Positive Behavioral Support System (PBSS).
Influence of Grade and Building Levels
As previously mentioned, classroom discipline and behavior management is affected by various factors that determine the effectiveness of initiatives or approaches adopted by teachers to…...
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References
Knoff, H.M. (2012). Implementing Project ACHIEVE at the School and District Levels: Positive Behavioral Support System (PBSS) Implementation Fact Sheet. Retrieved September 9, 2017, from Marzano, R.J., Marzano, J.S. & Pickering, D.J. (2003, September). Classroom Management That Works. Retrieved September 22, 2017, from http://www.ascd.org/publications/books/103027/chapters/The-Critical-Role-of-Classroom-Management.aspx O’Brennan, L.M., Bradshaw, C.P. & Furlong, M.J. (2014, June 1). Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior. School Mental Health, 6(2), 125-136.http://projectachieve.info/assets/files/pdfs/PBSS%20Proj%20ACH%20School%20Implemt%20Fact%20Sheet%20412.pdf
Student Bullying/Discipline
1. Abstract
According to the Illinois Legal Aid Online (2018) Bullying can be understood as the aggressive and unwanted traits espoused by school going children. The traits entail some perceived or real power imbalance. Some of the students will use this power (such as their physical strength, popularity, access to privileged information) to harm, blackmail or harm other students. This behavior has to be repeated or have the potential of being repeated for it to qualify as bullying (Illinois Legal Aid Online, 2018). This paper explores a bullying scenario and maps out a strategy to alleviate bullying among students. In doing so the paper quotes three cases (i.e. Goss v. Lopez, Tinker v. Des Moines Independent Community School District, and New Jersey v. T.L.O). The rulings in these cases will be used to delineate the process of investigation, disciplining of bullies and bullying prevention measures. The paper also gives recommendations…...
Student Affairs as Both A Field of Study and a Profession
What is Student Affairs?
Tyrell (2014) believes student affairs professionals have a continually expanding and evolving role in community colleges, with recognition of increasingly complex student experiences and with broadening of community colleges' role in the way students are engaged outside of and within formal, institutional settings.
The student affairs domain is an extensive and complex part of college campus operations, covering several departments and involving professionals hailing from a broad range of academic backgrounds. Student learning does not occur only in classrooms; rather, it is interwoven all through students' experiences in college, right from their freshmen days to the time they leave its doors after earning their college diploma. College students are molded by these experiences, conflict management lessons learnt from sharing dorms with fellow students, critical thinking skills perfected through challenging coursework, leadership skills attained through leadership positions in student…...
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REFERENCES
Hoffman, J. L., & Bresciani, M. (2012). Identifying What Student Affairs Professionals Value: A Mixed Methods Analysis of Professional Competencies Listed in Job Descriptions. Research & Practice In Assessment, Vol 7, 26-40. Retrieved from http://www.rpajournal.com/
Long, D. (2012). The Foundations of Student Affairs: A Guide to the Profession. In L. J. Wong, Environments for student growth and development: Librarians and student affairs in collaboration (pp. 1-39). Chicago: Association of College & Research Libraries. Retrieved from http://ir.library.illinoisstate.edu
Long, D. (2012). Theories and Models of Student Development. In L. J. Wong, Environments for student growth and development: Librarians and student affairs in collaboration (pp. 41-55). Chicago: Association of College & Research Libraries. Retrieved from
Student Searches, Free Speech & Expression, and Privacy in the Wired Age
Student searches and in-school discipline for off-campus conduct
Free Speech and Expression on and off campus
Privacy in the wired age on and off campus. (Facebook, twitter, myspace, blogs, cellphones)
What are a students' constitutional rights when it comes to searches and seizures, on and off campus discipline, free speech, expression, and privacy in the wired age when on and off campus? How are students protected by the United States Constitution and Bill of Rights when it pertains to the three items listed above?
Students are often subject to rules and regulations that are associated with school codes of conduct and those rules and regulations are sometimes not reflective of constitutional rights to free speech and free action inside the laws. These long list of potential violations are printed by institutions and are made available to students, in secondary and postsecondary schools. Students…...
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In short students and especially minor students and their parents should make themselves aware of the codes of conduct the student is expected to uphold and live within those guidelines even if they feel the guidelines are overreaching as students have little recourse because even most public institutions such as public schools are still considered voluntary and enrollment in them requires certain standards to be upheld. This is not to say it is likely that all new students will read and memorize a code of conduct but they must beware that violations especially that hurt others will not likely be tolerated. It is not likely that the constitutional protection of students will be expanded, rather to the contrary laws that protect others from immoral, unethical and/or illegal or harmful behaviors in a public forum such as the internet, across email, and cell phones will likely be expanded. It also must be made clear that the intent to harm another does not have to be present for that harm to be done or for the individual(s) responsible to be held accountable for it. In other words consider yourself under public scrutiny when you are enrolled in any institution and act accordingly, upholding the law and the moral and ethical standards associated with your role as a student.
Wheeler, T. (2011). Facebook Fatalities: Students, Social Networking, and the First Amendment. Pace Law Review, 31(1), 182-227. Retrieved from EBSCOhost.
Williamson, L. (2009). Private Rants Become Public When Aired Online. InsideCounsel, 20(211), 67-68. Retrieved from EBSCOhost.
driven) instruction?
DDI is a systematic and precise method designed to enhance learning by students. The cycle of inquiry for data driven instruction entails assessment, analysis of the student performance and action. It is a central causal factor for the realization of student success. The student tasks indicate to us what our learners are capable of doing and what they know. They also indicate points of weakness in their learning activities. The central question is how to make use of such data to close the gaps in the learning process. Experts in the education sector cite the use of data driven instruction and inquiry as an important tool in improving student performance (Data Driven Instruction, 2016).
What did you learn in the program you are now completing, including in student teaching, about the use of data-supported instruction?
The data that shows student achievement is highly valuable in helping education managers to make…...
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References
Barbara Means, Lawrence Gallagher, & Christine Padilla. (2007). Teachers' Use of Student Data Systems to Improve Instruction. Jessup: U.S. Department of Education.
Bongiorno, D. (2011). Student Assessment. Virginia: U.S. Department of Education.
This helps them deal with administrative tasks such as applying for grants, reporting their progress, appeasing parents, etc. In addition, teacher-based methods of assessment have at least one positive implication for students. According to Flood et al., teacher-based assessments allow teachers to enter the process of scaffolding with significant foreknowledge. Flood et al. (2003). suggests that all good assessment includes a component in which a teacher plans and sets goals, and then collecting data and interpreting it. This can be done in the classroom or at the macro level -- applicable to either the school itself or the state. Teachers can use the data gleaned from teacher-centered assessment as a means by which to identify areas of weakness and address them (Kearns, 2009). Standardized testing and teacher-based testing in classrooms allows teachers to determine where most students are having problems and use scaffolding techniques to intervene on the student's…...
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References
Chall, J.S. & Adams, M.J. (2002). The Academic Achievement Challenge: What Really
Works in the Classroom. New York: Guilford.
Flood, J. et al. (2003). The Handbook of Research on Teaching the English Language
Education eview
The author of this report has been asked to offer a review of the graduate program that is in the process of being completed by the author. The author is to reflect on the "nature and extent of their professional growth and development." This is to include development when it comes to philosophies about education. There was also some observations to be made about the practicum that was undertaken. There was skill-building and strengthening of teaching skills as well as work with children. As part of this analysis the author will consult at least five scholarly journals and use them as a reference point that new teachers might face in the current culture, society and overall teaching paradigm. In particular, there will be a focus on data-supported instruction with children. While some people may think it is easy, learning to become a teacher and then actually starting to do…...
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References
Admiraal, W., Janssen, T., Huizenga, J., Kranenburg, F., Taconis, R., & Corda, A.
(2014). E-Assessment of Student-Teachers' Competence as New
What, in your view, should the purpose of higher education entail?
Degree-granting institutes are expected to make sure that college-goers develop both generic dispositions (e.g., beliefs, attitudes, curiosity, etc.) and skills (communication, oral, written, compassion, tolerance, etc.), and discipline-specific abilities (e.g., knowledge, skills, attribute, responsibility, etc.) on completing their college degree. Existing research indicates that receiving higher education doesn't only entail acquiring discipline-specific education or applied competences. ather, affective and socio-emotional skills (non-cognitive factors), which make a graduate an effective citizen, also constitute valuable outcomes for career readiness and college success (Chan, Brown, Ludlow, & Noguera, 2015).
I believe that higher education's chief purpose is, and ought to be, the development of prepared young minds. Higher education, specifically, and education, in general, have numerous purposes, of which one among the most crucial is promotion of citizenship. By surveying the present-day political scene, I feel that the presence of good and…...
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References
Astin, A. (1968). The college environment. Washington, DC: American Council on Education.
DISCPLINE vs. Management
Compare Discipline and Management
Discipline in the classroom is often equated with punishment, although punishment is only one of the tools of discipline that can be used by a teacher. One common definition of discipline is "teaching others right from wrong" with "methods to prevent or respond to behavior problems so they do not occur" (Behavior management, Sage Publications, 5). Discipline's "most typical current meaning seems to be most associated with the notion of bringing children into line" (Allen 2010). In my own personal classroom vocabulary, I think of discipline as informing students of expected consequences, both good and bad, such as if a student turns in all of his homework on time he gets a sticker at the end of the week but if he does not he has to do an extra assignment. In other words, discipline is a way of dealing with problems and reducing the…...
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References
Allen, K.P. (2010). Classroom management, bullying, and teacher practices. The Professional
Persistence: Students that received long-term contact with teachers were more likely to foster feelings of belonging. The persistent contact acted as encouragement which promoted student motivation (Edgar & Johnson, 1995). Teachers that continually worked with students were sending nonverbal messages affirming their belief in the students. Edgar & Johnson (1995) found counselors were more successful when students perceived them as trusting and helpful. Actions that earned counselors the respect of the students were: demonstrating continual interest in the students, doing favors to show care, and by being respectful and courteous in return to the students (Edgar & Johnson, 1995). According to Wheatley (2002), teacher persistence was especially beneficial for students who had low self-expectations and whom others viewed with lower expectations. Teacher persistence has been noted to promote higher expectations among their students (Wheatley, 2002).
Fairness: Edgar & Johnson (1995) cited findings that encouraged schools to review their school rules to…...
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Literature Review- Scholarly examination on the subject of student-teacher relationships shows only marginal and very sporadic accounts within the educational field prior to 1980. Edgar & Johnson (1995) suggested using relationship building strategies that have been approved by three federally financed prevention programs for middle school and high school youth for promoting teacher-student connectedness. Strategies presented were: maintaining persistence, establishing fairness procedures, and increasing student affiliation (Edgar & Johnson, 1995).
Persistence: Students that received long-term contact with teachers were more likely to foster feelings of belonging. The persistent contact acted as encouragement which promoted student motivation (Edgar & Johnson, 1995). Teachers that continually worked with students were sending nonverbal messages affirming their belief in the students. Edgar & Johnson (1995) found counselors were more successful when students perceived them as trusting and helpful. Actions that earned counselors the respect of the students were: demonstrating continual interest in the students, doing favors to show care, and by being respectful and courteous in return to the students (Edgar & Johnson, 1995). According to Wheatley (2002), teacher persistence was especially beneficial for students who had low self-expectations and whom others viewed with lower expectations. Teacher persistence has been noted to promote higher expectations among their students (Wheatley, 2002).
Fairness: Edgar & Johnson (1995) cited findings that encouraged schools to review their school rules to ensure that the discipline procedures supported equal treatment for all students. By treating all students the same, in regards to discipline matters, demonstrated a sense of caring across all individual students' backgrounds (Edgar & Johnson, 1995). Regardless of ethnic or socioeconomic background, all students appreciated the core value that fairness be practiced by all school staff. Students quickly observed and perceived adult responses and made judgments as to whether or not they were
control group as well as potential other study groups (grade level and ability level
DCS2 -- Field Notes/Observational ecords -- Observation of the above classes engaged in either a various lessons; take detailed notes on behaviors observed and current strategies being use to refocus or mitigate that behavior.
DCS3 -- Audiotaped Interviews (Children) -- Interview students about ways they believe behavior or management intervention can be effective. Students innately understand that certain behaviors are acceptable and certain ones unacceptable, within the classroom. Use this to get their view on how they believe a teacher can be effective in classroom management and what that means to them.
DCS4 -- Interviews with experts -- Similarly, interview experts in the field of behavioral psychology, long-term teachers, or specialists in classroom management to discuss appropriate levels of classroom management and intervention techniques.
DCS5 -- Behavioral Scales -- Once literature review and interviews are complete, establish a behavioral…...
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REFERENCES
Churchward, B. (2009). 11 Techniques for Better Classroom Discipline. Discipline by
Foundations
Do you think this student might have a learning disability? Why or why not?
learning disability is referred to as affecting acquisition, organization, retention, and understanding of information, both verbal and nonverbal, as gauged from perceiving, thinking, remembering, or learning. The student understands information, memorizes information, understands science concepts, and has fairly good math skills.
ADHD
Do you think this student might have ADHD? Why or why not?
ADHD is defined through three main groups of symptoms; inattention, hyperactivity, and impulsivity. Inattention; the student has messy writing, lacks focus -- struggles to read class materials, and forgets to complete homework. Hyperactivity; the student has difficulty staying at his desk, and is very talkative in class. Impulsivity; has difficulty following rules, and talks out inappropriately without raising his hand.
What assessment tools would be used to determine whether or not this student has ADHD?
There is not an established criterion for the diagnosis of ADHD (Danielson, 2015).…...
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References
Danielson, M. (2015, October). "The Diagnosis and Treatment of ADHD Among Children in Foster Care Using Medicaid Claims Data, 2011." In 2015 AAP National Conference and Exhibition. American Academy of Pediatrics.
Siu, A. L. (2015). Screening for speech and language delay and disorders in children aged 5 years or younger: U.S. Preventive Services Task Force Recommendation Statement. Pediatrics, 136(2), e474-e481.
(ehavior Management Themes, 2007)
The basic rights of teacher in their classrooms include: (1) the right to establish optimal learning environments; (2) the right to request and express appropriate behavior; and (3) the right to receive help from administrators and parents as needed. (ehavior Management Themes, 2007) the basic rights of students in the classroom include: (1) the right to have teachers who help limit self-destructing behavior; and (2) the right to choose how to behave. (ehavior Management Themes, 2007) These rights and needs of students are most optimally met through use of assertive discipline in which the teacher "...clearly communicates the expectations to the students and consistently follows-up with appropriate actions, but never violates, the best interests of the students." (ehavior Management Themes, 2007) the work of Usha McNab entitled: "The Individual and the Whole Class" states that: "that the teacher needs to work on creating a social and…...
Carey, Timothy a. (2007) What is Different About Different Discipline Programs? Difference in School Discipline and Classroom Management Programs. Online available at http://responsiblethinking.com/different.htm .
McNab, Usha (nd) the Individual and the Whole Class. Online available at UNC Charlotte Behavior and Reading Improvement Center. Online available at http://education.uncc.edu/bric/intervention_descriptions.htm#Assertive%20Disciplinehttp://www.partnership.mmu.ac.uk/cme/Student_Writings/DMELE/Usha_McNab.html.
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