Lesson+4+Post


 * Lesson #4 7/12/11 **
 * Response to video**

In the first part of the video, Mr. Grimes was definitely a teacher-centered teacher. I taught it and you didn’t learn it too bad. He just told the students they did poorly without showing them why (or taking responsibility). He did not talk to the students in a positive way therefore was not modeling expectations for positive behavior. According to many of the comments, he didn’t connect math to real life so that the students understand why they are learning it. In the second part of the video, Mr. Grimes became a student-centered teacher. He took responsibility for the poor test scores and cared about their learning by showing what the students did incorrectly. He connected the problem to real life situations. Used positive words and become friendly instead of a mean guy.


 * What evidence is there in your classroom that the expectation is for positive behavior?**

On the second day of school, we discuss classroom expectations and the consequences and rewards. Throughout the year, students are reminded about displaying positive behavior. If I see negative behavior, I’ll stop an activity and remind the students the “right” way to do the activity without pointing fingers. I will also talk to students individually after class if needed.


 * In what ways are rules and consequences displayed?**

When I taught atRosevilleHigh School, my rules were posted on the bulletin board as well as the consequences for not following the rules. I would pass out a copy of the rules and the consequences and rewards to each student to keep in his/her binder. However, at Antelope since I don’t have my own classroom my rules are not posted. We talked about my expectations for classroom behavior and the consequences but they aren’t displayed. Bad teacher!


 * What steps can you take to create an environment that promotes desired conduct?**

I’ve been reading a book called “Ultimate Classroom Control” and I have liked many of the strategies that I’ve learned in the book. First, I will post my rule on the wall in my classrooms. I like Foley’s one rule “If you make it so I can’t teach effectively or you or other students can’t learn effectively, then there is a problem”. I will also post the consequences. I will need to be consistent with my consequences and be sure to follow through as well.


 * How can outside factors (e.g., weather, visitors, trauma, teacher mood, current events) affect what goes on in your classroom? What can you do about it?**

All of these factors definitely affect student behavior. I think that in these situations teachers need to be flexible. Sometimes if I can’t get the students cooperation and I’m just getting frustrated I will stop and play a game still in the target language and then try to refocus. I like another idea from the book I’m reading. He will offer incentives. For example, he says: “If I can have 20 minutes of your undivided attention to finish this topic, I will give 5 minutes of free time at the end of the period. However, the third time I have to stop class because of a disruption, you’ll lose the free time and have to work right up until the bell rings.” I like this idea and want to try it.


 * What steps can you take to modify the behavior of students who have not responded to classroom rules and procedures?**

First, I would talk to the student and point out why his behavior is distracting from my teaching. I would see if the student has any suggestions so that he/she will respond to classroom rules and procedures. I would contact the parents to let them know what is going on and to try to work together. I would give praise for even the slightest change in behavior, but also I might separate the student from the rest of the class or keep them after class as well (part of being consistent with consequences). I might contact the counselor to seek additional information or support. I’ve never done a behavior contract before, but that is another option. To be honest, if I’ve tried and tried and the student still doesn’t respond, I might just give up.


 * In what ways can higher expectations help struggling learners achieve more?**

I think that having high expectations for all students shows that you care and believe in the ability of that student. Therefore, the student becomes more confident in his/her own abilities as well.


 * Read Pages 87 - 91 in the Professional Teachers Handbook. In what ways can you accommodate the at risk learner by modifying instruction?**

Making sure to differentiate instruction so that there are multiple ways for the student to experience success, providing additional scaffolding if necessary, conducting frequent comprehension checks, and offer more than one way to demonstrate learning.


 * Many of the articles listed below are written for special education students. Should special education students (with varying types of disabilities) be treated the same or differently? Explain your answer.**

Special Education students should be treated the same and differently at the same time. Lesson Plans should be made to include all levels of ability and all learning modalities by differentiating instruction. Extra help should be provided to all students if necessary after conducting frequent comprehension checks. However, on the other hand by having a 504 or IEP the teacher is required by law to treat the Special Education student differently