EDUC 5329 Portfolio
TExES Framework & Competencies
Competency 001(Domain I): The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and needs.
Reflection
In relation to this competency, I believe that I can be successful in working with all students in a developmental and class management way. The tools I have obtained have given me this belief involves understanding issues related to student behaviors and discipline. Before I read chapter 7, which discusses student behavior and discipline issues, I’ve always had the inclination that good behavior and discipline should exist in the classroom and especially in the home.
I have acquired the knowledge that a teacher’s classroom must be a safe haven that supports the learning of all students. I have learned that you can’t prevent students with serious behavior or discipline problems from being assigned to your classroom. But, you can try to decrease or prevent the behavior or discipline problems by using strategies like guiding and mediating a student’s learning and motivating ability. For example, an activity that I completed in class involved “at risk” students. Our instructor had given us many labels to choose from, so I chose to describe specific symptoms and cause of “violent students.” In my research I found that there are several methods and strategies that help prevent or reduce the behavior of violent students and through out my brief descriptive paper, I examined and analyzed the causes and symptoms of “at risk” students.
I have also come to the understanding that a teacher must acknowledge and beware of your school and district’s behavior and discipline policies in order to plan accordingly to your own classroom rules, procedures, and teaching strategies. The tools that I have obtained which will give me confidence to succeed in the classroom, came partially from chapter 7 readings, field reports, and other classroom management activities.
Coursework (Session 8):
Contemporary Influences
Students who come from poverty, children that come from toxic and disintegrated families, children that are abused and alienated, students with disabilities and violent behaviors, and students who are victims of learned helplessness are labeled as “at risk” according to our educational system. Unfortunately, labels are placed on people and things. Labels can sometimes have a negative or positive influence on a person’s personality. But sometimes people ask the question, “Why and how is a person labeled that way?” There is one label on a behavioral spectrum that concerns me which involves the prevention of school success. In this brief report, I will describe and inform you of symptoms and causes of violent students.
In the United States, one in four children is labeled as “at risk.” “Approximately 17 percent of White non Hispanic are at risk compared to over 50 percent of Black children and 45 percent of Hispanic children” (Fitzpatrick, 131). There are a number of risk factors that put are youths in a wide spectrum of what Fitzpatrick calls “health- compromising behaviors. These behaviors involve the engagement of aggressive and violent behaviors. On an at risk scale, boys tend to be more aggressive and engage in fighting. At the sociodemographic level, children who lack adequate life skills, self control, assertiveness and self esteem, and are more favorable toward negative behaviors are more likely to engage in risk taking behavior. Fitzpatrick also argues that “In addition, we expect that youths with favorable attitudes toward fighting and youths who have close friends and peers who view aggression and/or fighting as an acceptable behavior for resolving conflict are more likely to engage in this kind of behavior” (133).
A second risk factor that pertains to the violence label is the family environment. In the early stage of a child’s life, family is the most enduring influence. If a child sees that violence is a norm for resolving conflict, they too will adopt the same strategies when confronted with their own problems at home or at school. A child who engages in health-compromising behaviors like fighting, are sometimes exposed to family dysfunction where there is generally no support, rules or positive expectations. Studies also show that children who come from a single parent home are more likely to engage in health-compromising behaviors than children in an intact (both parents present) family environment.
A third risk factor that pertains to an “at risk” label is school environment. Our children practically are in school for the majority of their day. “If this environment is uncertain, unsafe, dirty, and without consistent rules, they are more likely to engage in health-compromising behaviors compared to youths who attend safe, well managed schools with their clear policies and rules regarding behavior and general expectations” (134). This statement is what I’ve been learning in my 5314 text, Methods for Teaching. In relation to this topic, I’ve learned that a teacher must provide a safe, comfortable, and an inviting environment in order to have a productive and motivated learning environment.
Another important factor in regards to the school environment involves academic failure. A child that seems to experience ongoing failure at an early age is more likely to become distracted or distant to an academic environment. The absence of this behavior could result in a health-compromising behavior like violence or alienation. We as teachers must motivate and continue to support our students so maybe behaviors like violence could be retained or toned down to enhance a safe classroom environment.
To help reduce the negative impact on at risk students, there are several strategies that can be used. According to Fitzpatrick, there are three protective risk factors that help reduce health-compromising behaviors. The first is individual characteristics. This involves high IQ, resilient temperament, strong coping skills, high self-esteem, etc. Second, there is bonding. This includes strong relationships with family, teachers, or other significant positive influences in a child’s social environment. The final strategy is called healthy beliefs and standards. This is a set of clearly established rules and expectations for our children to understand the benefits and consequences of their own behavior. I think these are good strategies that parents could and should use on a daily basis.
References (APA Format)
Fitzpatrick, Kevin M. (1997). Fighting Among America’s Youth: A Risk and Protective Factors Approach. Journal of Health and Social Behavior, 38 (6), 131-48.
Contemporary Influences Rubric
Highest Quality of Work Possible. Included all required elements, well elaborated, excellent mechanics. 10-9
Exceeding Expectations. Included most required elements, some elaboration, generally good mechanics. 8
Met Expectations with Minimum Standards. Included the minimum required elements, little or no elaboration, acceptable mechanics. 7
Needs Improvement or Did Not Address. 6-0
Online Data Search
8.0
Descriptive paragraph of symptoms and causes
10
Reference Citations
9.3
Read and Respond to 3 learning team members and reply to all responses to your original post.
10
Total Possible 30/40 points.
37.3/40= 93
Student Responses & Replies:
Melissa,
This was very informative. Until, now i didn't know what all involved disintegrated
families. You could say that I came from a disintegrated family because my parents
divorced when I was in the 7th grade. I was old enough to know that my parents were
not getting along so well and my older brothers kind of support my emotions when going
through this particular stage.
As far as the teachers finding out about my parents divorcing, none did. Back then,
there were only a few students who were disruptive through out the entire school. I had
enough family support that this problem didn't affect my school work much and I still
excelled in sports. The only thing that I did regret is that my mom never saw any of my
high shcool soccer games because she worked the 2nd shift (3 to 11).
You also gave great strategies and tactics in helping students during their terrible
times. Getting involve with the student's parents is a great start for resolving any
problem the child may have.
Margarita,
You know, I never understood this type of student when I was in school. They alienated
student would alsways sit alone, never took showers and practically disassociated
themselves from other students. Some of my freinds thought they were strange, but I
felt something was wrong with them. I at least tried to aknowledge them and said hi to
them because that's just my nature. I think we labeled these students," loners."
Kim,
Great paragraph! I didn't know what learned helplessness was until I read your
paragraph. I've noticed in my classes when I substitute, that there are many students
that fall into this particular behavior. As a teacher, how do you relate to this child and
me wanting to teach speech, this will be a very hard challenge for me because my
students will have to speak in front of the public or their peers?
Also, will a students eventually grow out of this behavior or will this last a life time?
Competency 005 (Domain II): The teacher knows how to establish a classroom climate that fosters learning, equity, and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive.
Reflection
In relation to this competency, I have learned the dynamics of enforcing discipline and how it implies to a student’s school life. My skills of practical intuition are progressing and have provided me with effective interventions for handling disruptive classroom behaviors. In one particular section of chapter 8 in our text, it discussed a “class bully.” In every class there is some type of behavior that involves characteristics of a class bully. The “class bully” section made me understand how to solve and prevent disruptive behaviors and have fostered my learning ability to be aware of and create a physical, emotional, and safe and productive learning environment.
A class activity that I completed, helped me understand how to implement tactics to resolve conflicts and end behaviors that may threaten the class climate. This particular activity also gave me strategies to implement an intervention to resocialize whose student’s behavior threaten the safety of other students and cause a negative solidarity to the classroom.
The Class Bully Report
What I have experienced in my substitute teaching years is that class bullies come in all shapes, sizes, colors, and genders. As I stated in my myth report, most girls were labeled fragile, innocent, sweet, and not disruptive in the mid 1980’s on an education level. As you have read, this 5th grade disruptive, bullying student happens to be a girl. To resolve conflicts like this particular one in the classroom, you must employ certain tactics and strategies to promote a safe learning environment for your class.
One tactic I would use at the beginning of the school year is to inform my students about classroom rules. In my classroom rules, I will contain statements like, “I will not allow students to bad mouth or put down each other in class.” If you use any profanity in my class your hand will be tired from writing 100 sentences stating, “I will not use profanity in Mr. Breedlove’s class.” If you use profanity and you happen to be in athletics, you maybe running a mile or doing 100 push ups for me before school starts. If you don’t show up for the punishment, 1 increment will be added on toward the punishment. Also, have your students read aloud the classroom rules so they can hear it themselves instead of the teacher telling it to them. Ask the students if they don’t understand something, ask to clarify a specific rule. Make sure the student understands each rule clearly.
To ensure that each student has a good understanding of these classroom rules is to conduct an assessment. Once you have gone over the class rules in a mannerly fashion, create a short quiz of about 10 multiple choice, true/false questions the next day. If 50% of the class doesn’t do well on the quiz, you haven’t done your job on explaining the classroom rules clearly. A perfect example of this situation is when college instructors quiz their students on the syllabus. Instructors plan these quizzes because student’s sometimes never read their entire syllabus and some teacher’s think that it is wasting paper or their time if their students don’t read what’s going on in the class through out the semester.
If you incorporate these tactics and strategies in your classroom, I doubt that bullies will exist in your classroom. Be firm and aggressive, but fair when setting the classroom rules. If your rules are a little harsh or drastic, reflect back on your mistakes and reevaluate your rules. Some teachers may let their students set their own rules, but not I.
The Class Bully Report Rubric
Highest Quality of Work Possible. Included all required elements, well elaborated, excellent mechanics. 10-9
Exceeding Expectations. Included most required elements, some elaboration, generally good mechanics. 8
Met Expectations with Minimum Standards. Included the minimum required elements, little or no elaboration, acceptable mechanics. 7
Needs Improvement or Did Not Address. 6-0
Resolution tactics
9.8
Resocialization intervention strategy
9.8
Read and Respond to 3 learning team members and reply to all responses to your original post.
10
Total Possible 30 points.
29.6/30= 98
Student Responses & Replies:
Darren Breedlove
EDUC-5329
M.Ed.T (Certification Only)
Secondary Speech 8-12
English/Language Arts
TeXes Speech 8-12
Content Practice Test: Study Assignment Given by Dr. Hadaway/ In progress
TeXes Content Exam: Scheduled to take in October
PPR Practice Exam: Not Taken
TeXes PPR: Not Taken
Melissa,
Your points about bullying were very well made. I like the statement you made about
providing an outlet for Sally's frustration and anger problems and teaching her an
alternate approach of dealing with her feelings. We all know that having other
alternatives to a problem is a definite plus when it come to dealing with feelings.
As you stated, discussing diversity in the classroom is major. Students need to know
how other people are feeling when negative words are expressed. Give them examples
and scenarios of how people expxress themeselves on a communication level.
Margarita,
1. I like the points you made in this question. You said that the goal is to guide the
students to become respectful self-learners that can contribute to form a free risk
classroom. This statement is so true. You provide a risk free classroom so the students
can feel comfortabe, for example if a student is participating in an oral report, he or she
feels comfortable talking in front of the class.
Now Margartia, there is one strategy that I'll have to disagree on. The strategy about
students taking part in developing and creating there own consequences of classroom
procedures. I would be a little hard on students when it comes to this situation, probably
because I grew up in an authoritarian household and I think consequences should only
be enforced by the teacher only, not the student. That's just my opinion.
2. In this question, you are probably right. If the student does not imrove on their
behvioral antics in the classroom, I too would address this problem to the assistant
principal.
Kim,
I enjoyed reading your class bully opinion. You made some good points. And yes, Sally
should get walked down to the AP's or principal's office immediately for her actions. I
also liked how you would talk to your students about Sally's disruptive behavior when
she is out of the room. It paints a better picture to the students who are present in the
room instead of them staring at Sally if she was in the room.
And about setting up a conference with the student and her parents is a great idea. I
would see how you would want to know a child's background and the relationship
between the student and the parent. By setting up such a conference, a teacher could
really tell if the student comes from a single parent home or a dsyfuntional home
environment. I will definitely use this tactic in my classroom.
Margarita Tarver
EDUC 5329
Program: Certification only
Seeking certifications: in Spanish, ESL, Bilingual
National Standards for my certification: ACTFL
Spanish Competencies: ExCET 6-12
State Competencies for my certification: TExES Spanish 8-12
PPR Competencies: TExES Spanish 8-12
TExES content exam: Passed
POPT: Passed
PPR practice test: Not yet taken
TExES PPR: Not yet taken
Darren,
I agree with you that it is a good idea to let the students read the rules and procedures
instead of the teacher. I can see that a couch can have an advantage of using running,
push-ups, etc, to punish the students who misbehave and are in sports. I am going to
look into that more closely this year coming. At the school where I work, the couches
keep a very close check on their athletes. They are constantly checking for their grade
and behavior. I noticed that many students, who are athletes, care more about what
their couches think than what the regular teachers or parents think.
What would you do if one of your students is not in sports and you know that the student
is being a bully to somebody, but he/she is doing that in other classes-not in yours?
Margarita
Kim Santos
EDUC 5314, EDUC 5329
Certification only
All Level Art
TExES PPR EC - 12
TExES Art EC - 12
Content practice test: not taken
PPR practice test: not taken
TEXES content test: not taken
TEXES PPR test: not taken
Darren,
I agree that bullies come in all shapes, sizes, colors, and genders. While the
stereotypical bully is the larger stature student who physically picks on the smaller
stature classmate and intimidates him in other ways, that’s not always the case. Also,
girls can be bullies in very subtle, non-intimidating ways that may be as slight as
excluding a certain girl from playing with the rest of the girls. I think the situation
described in your myth report where the obnoxious girl is sitting on the desk making fun
of the other girl’s hair style is a form of bullying.
I like the tactic you would use at the beginning of the school year to inform your students
about classroom rules. I agree that these types of rules should be non-negotiable rules
set by the teacher. While our text recommends letting students set class rules, I believe
our text also supports the view that the teacher should establish rules that will not be
negotiated with the students. Certainly your rules against students putting each other
down in class, or the use of profanity fall in this category. I also like the idea of
administering a quiz to assess whether the students understand the rules. I wonder if
some uncooperative students might not do well on the quiz on purpose though. Have
you thought about their incentive for doing well on the quiz and the consequence for
failing?
Subject: Re: Class Bully
Message no. 1263 [Reply of: no. 1158]
Author: Melissa Connaughton
Date: Thursday, July 26, 2007 5:52pm
Interesting point of using the coaches to your advantage. I'll keep that in mind in the
future.
One point I'd like to make slightly off the topic, but not really. Anyway, in the literacy
program here at UTA we have been taught that many students resist writing because
they find it to be a miserable experience and they have had awful experiences with it in
the past. Your writing punishment may work, but it makes an English teachers job of
getting kids to enjoy writing that much harder. Just something to keep in mind.
Competency 006 (Domain II): The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior.
Reflection
In regards to this competency, I have learned how to deal with everyday classroom life by developing routines, promoting responsibility, and responding to problems. In my reading of chapter 4 in our text, I have come to a conclusion that to obtain a productive learning environment and manage student behavior, a teacher must plan his or her routines and procedures accordingly. For routines and procedures to be effective, you must ask yourself questions like, what are purposes of each procedure, who will be the participants in the decision-making, what will be the process of developing and maintaining classroom procedures, and what sort of patterns a teacher has to create to maintain consistent routines and procedures. In my field activity I completed, I learned how to create and organize classroom routines and procedures in order to have a productive learning and safe environment.
Coursework (Session 5):
Classroom Procedures
I. Start Class:
a. Greet students at the door
b. Turn OFF all cell phones when you get into class
i. Cell phones that are not turned off will be confiscated
c. Define 5 vocabulary words from the text that are on the board and turn in with in the first 10 minutes of class after the tardy bell
i. A designated box will be displayed to turn in vocabulary words
ii. If the 5 vocabulary words are not turned in within those 10 minutes, your
grade will be docked 5 points.
d. Check role by the assigned seating chart while students are doing their vocabulary words
e. Return any graded papers
II. During Class:
a. Bathroom/water privileges begin after the first 10 min of class
i. A bathroom pass will be distributed (on the pass will have date, time out, time in, and a student must print their name)
b. Lecture over the lesson plan
c. Work on assignments, group projects and oral speeches in class
III. End of Class:
a. Remind students of all homework or projects that are due the following day
b. 5 minutes before the bell rings, clean room
i. Straighten desks that are out of order
ii. Pick up paper
c. Last 2 minutes of free-time to talk quietly with other students
d. After all duties are done, dismiss students
IV. Student Responsibilities (In the Classroom):
a. Student’s will do their vocabulary words the first 10 min of class
b. Turn off cell phones or any electronic devices
c. Clean and pick up room (return all dictionaries, texts and other material back to its original area)
d. Clean chalk/white board
e. When asking a question, student will raise hand
f. Show other students respect by not talking over each other and listen to what the other student has to say without any interruption
g. Every student will help pass out papers
Session 5: Classroom Procedures Rubric
Highest Quality of Work Possible. Included all required elements, well elaborated, excellent mechanics. 10-9
Exceeding Expectations. Included most required elements, some elaboration, generally good mechanics.8
Met Expectations with Minimum Standards. Included the minimum required elements, little or no elaboration, acceptable mechanics. 7
Needs Improvement or Did Not Address. 6-0
Fully answered question # 1
9.8
Fully answered question # 2
9.8
Fully answered question # 3
9.8
Fully answered question # 4
9.8
Responded to 3 members of your learning team and reply to all responses to your original post.
10
Total Possible 50 points
49.2/50 = 98
Responses & Replies:
Message no. 767 [Reply of: no. 728]
Author: Margarita Tarver
Date: Wednesday, July 4, 2007 12:54am
Darren,
I like the about placing a time before the students go to the bathroom/water. At the
school where I was working, in the beginning of the school year, the students were
allowed to go to the restroom and water when they needed. Many students were taking
advantage of the situation and they were walking the halls. I had my own rules. I
allowed each student three passes every six weeks. Some students were complaining to
me about why I was the only one with this rule. In addition, soon after, the
administrators started getting on the intercom and giving different restroom and water
rules, in their desperation to control the halls. It was a mess because this destroyed my
restroom procedures. I finally adapted one of their restroom procedures and I kept it
and I did not change it for the rest or the year. I did not allow the students to go to the
restroom until after 30 minutes in class. We had 90 minutes class periods.
You have good ideas. Thanks for sharing
Subject: Re: Session 5: DB Classroom Procedures
Message no. 807 [Reply of: no. 728]
Author: Melissa Connaughton
Date: Thursday, July 5, 2007 8:51pm
Ah! Cell phones! That is the bane of my existence. I completely agree with you on that
point. “Turn them off, or turn them in” is my in class motto.
Competency 011 (Domain IV): The teacher understands the importance of family involvement in children's education and knows how to interact and communicate effectively with families.
Reflection
In relation to this competency, I fully understand the importance of family involvement of a student’s learning development and achievement. In my three year experience of substitute teaching, I found that parents have a very important impact in a student’s academic career and social scene. I bring a lot of knowledge and experience into the classroom in regards to communicating with adults through out my managerial job experiences.
I also understand the term, “medium-level” intervention. This process involves “talking with the student and his or her family, or deciding on a negative consequence related to the student’s actions” (Powell, 85). If a negative incident occurs or teacher is having behavioral problems with a student, there are three steps that must occur. The first step is to call or send a letter home to the parent, alerting the parent about a situation(s) that may have occurred. In step two, you should send a letter to the parent that relates to the incident in a more detailed matter which states your perspective in the situation. In the final step, a teacher should plan a conference with the student or a family member, in an informal or formal condition. By being informed by other classmates who are teachers and conducting interviews in my EDUC 5314 class, I have come to understand that setting up a teacher-parent conference is more productive. I have also learned certain strategies to use when dealing with parents on an academic level and I have created a better understanding of how to successfully communicate to parents in regards to their child’s well being and learning ability. A field report that I completed dealt with how to management incidents. In this field report I interviewed a teacher and one of the questions stated, do you call parents about behavior problems with your students? If you do, how effective do you believe it is in intervention? One of the teachers answered, “When I have to contact the parents, they are usually responsive and supportive of getting their child to behave appropriately.”
Coursework (Session 10/EDUC 5314): Chapter Ten in Jacobsen, D., Eggan, P., & D. Kauchak (2002) Methods for Teaching: Promoting Student Learning. Upper Saddle River: NJ. Merrill/Prentice Hall. ISBN 0-13-030898-6
Darren Breedlove
EDUC-5314
M.Ed.T (Certification Only)
Secondary Speech 8-12
English/Language Arts
TeXes Speech 8-12
Content Practice Test: Study Assignment Given by Dr. Hadaway/ In progress
TeXes Content Exam: Scheduled to take in October
PPR Practice Exam: Not Taken
TeXes PPR: Not Taken
Session 10 All Work
Part A) READER RESPONSE
Reader Response: Session 10
Characteristics of Effective Intervention:
Our text states, “Intervening in the case of management problems is never easy. If it were, classroom management wouldn’t remain among the teacher’s most intractable problems” (Jacobsen, 319). Our text mentions that there are 4 characteristics of effective intervention that are helpful in classroom management.
Withitness and Overlapping:
I’ve never heard of this word before until reading this passage in our text. Withitness refers to the teacher knowing what’s going on in her/his class at all times and communicate awareness toward her/his students. Usually when I had those types of teachers at the secondary level who could display this sort of technique, the classroom climate was not disruptive. In relation to withitnessing, I’ve seen some teachers sit at their desk the entire time, when their instructing or teaching. I’ve seen teachers who walk around the room most of the time during their instruction or teaching. Which one do you prefer? Or, do you do both through out the period? When substitute teaching, I’ve noticed when walking around the room, you get more production out of the students because they know you’re watching them. I’ve experienced sitting at my desk, students get away with more horseplay and passing notes. In some situations when I’m substituting a class that I’ve substituted before, I can sit at my desk and when I look up and stare for about 20 seconds at the student or in the vicinity of the horseplay that takes place, they sit at attention in their seats or the horseplay has stopped for a second. When and if it starts up again, I move the students across the room from each other. Some students know that I’m a substitute that doesn’t play when it come to horseplay and disrupting other students in class when they are trying to learn.
Overlapping is another effective characteristic that involves intervention. Overlapping refers to a teacher having the ability to do more than one thing at a time. I pretty much thought all teachers could do this, but some can do it better than others. Let’s just say that some have more experience than others when it comes to overlapping. Our text gives an example of a teacher named Mrs. Poulos who uses the withitness and overlapping technique. When she first sees disruption from a student, she stops at the student’s desk and quietly and firmly tells the student, “We keep our hands and feet to ourselves in here.” I’ve seen some teacher’s just stop in the vicinity of the disruption without saying anything. That’s power of classroom management right there.
Consistency and Follow Through:
Being able to follow through or being consistent with something is not an easy task. I’ve seen this take place several times with individuals who have their own kids. Our text says that achieving complete consistency in a teaching atmosphere is impossible. They also go onto say that effective managers follow through on all interventions, just to be certain that disruption has stopped completely. I’ve heard and experienced from my family members and friends, that it’s hard to be consistent. It’s hard to be consistent in what? Telling little Johnnie to stop hitting his sister or explaining to little Johnnie why he shouldn’t hit his little sister. There has to be a happy medium, but a parent must try to instill some discipline into the child at some time. When that happens, I have no clue, but sometimes it does get done.
The same situation must happen in the classroom. Rules and classroom procedures are not just there to break them. They are there to enforce them. I believe that teachers should try every day to instill these rules and procedures into their students, so they (both teachers and students) can create a comfortable and inviting learning environment for their students.
Brevity, Clarity, and Firmness:
In our text, they define clarity as “the precision of the teacher’s communication with respect to the desired behavior” (Jacobsen, 321). Always be clear when giving instructions to anyone. That way the students will not waste class time asking questions about the assignment continuously. Also, give instructions twice, verbally and physically. Write the assignment on the board and read the assignment to them. Leave the assignment up on the board the entire class time, so students have a chance to copy down the assignment at a later time. For people like me who write slow, this is an effective technique to use.
Our text defines firmness as “the ability to communicate that the teacher means it and intends to follow through to be sure the behavior stops” (Jacobsen, 321). In this day and age, you have to be firm with students sometimes. In order to get your point across toward students who act like 1st graders in a horse playing sense, firmness works well in this case.
The text also mentions that reprimanding a students wastes instructional time and disrupts students who are working. I’ve had many teachers who reprimanded students in my class. This technique seemed to get the point across to not only the student, but the entire class. Yes, it does take time, but how much time, 2 minutes? How many of you embarrass or reprimand student’s in your class when disruption occurs? This technique worked for me when I was in class, but now, student’s love attention and embarrassment, they sometimes crave. Who figure?
Preserving Student Dignity:
Well, the above paragraph is should fall under this topic, but being firm and persevering a student’s dignity goes hand in hand. You must learn how to be firm in a respectful tone. Loud public reprimands, criticisms and sarcasms reduce student’s sense of safety, create resentment, and detract from a productive learning environment. When a student breaks the rules, just remind them why the rule was set and why the rule is important to them and his/her classmates. Just try to be consistent while enforcing rules. “Stick to your guns.”
Theoretical Approaches to Intervention:
In this section, I learned three factors that influence the way learners/students understand and respond to interventions. Congruent communication is where students are to develop an understanding and a responsibility that makes sense to them. Congruent communication can be confusing sometimes, but this is where clarification and consistency takes place. Students can get the wrong message, if you relay the message in an inappropriate tone or gesture.
An “I” message is another factor where a teacher describes the behavior, identifies the consequences of the behavior, and states their feelings. I think this type of intervention would work well at the elementary and middle school level. This intervention gives a child an understanding of why he or she disrupted the class or spoke out of line.
“Logical consequences treat misbehaviors as problems and help learners see a link between their actions and consequence” (Jacobsen, 326). This type of intervention let’s the child know what his or her consequences are and to develop a sense of understanding where they will not make the same mistake or action continuously.
Immediate Actions:
I really enjoyed this section in our text because this type of disruption in the classroom can happen and has happen from time to time. The immediate action falls under the serious management problems in our book. Our text states that there are 3 steps that take place. First you must stop the incident, second, protect the victim, and third, get help. I once experienced a fight or scuffle that was about to break out when I substitute taught at a middle school. These two boys voices started escalating and I knew something was about to go down, just by the tone of their voices. I quickly reacted to the situation by getting in between them because I knew that blows were about to be thrown at one another. Second, I calmed them down by using some slang language to where they knew where I was coming from and by then other teacher’s heard the loud confrontation and rush into the room. I also had one of my female students to go get another teacher next door. Needless to say, I had to walk both of them down to the principle’s office.
Part B) READER RESPONSE REPLIES & RESPONSES
Dg,
In regards to making judgments on student behavior, you had a lot of good points that you made. There are several factors to consider when deciding on what to do when a students makes inadequate decisions. Like you said, maybe he or she is having family problems at home. In this situation, you just have to get involved with your students to see how they react to certain things and use probing questions to see what their emotions are like on a particular day. I’ve noticed that child’s personality and emotions at the secondary level changes every minute. They are almost like time bombs. One second their happy and smiling, the next second their crying. Get to know you students could resolve some of this behavior.
What would you do if the student spit at your classroom door? My first reaction would be clean the door now! I also would talk to the student and ask him/her why they did such a thing. I always ask a lot of probing questions because it gets me in tuned on what the student is thinking and maybe I can resolve their problem if something is troubling them at home or with one of their peers. What do you mean when you said that management needs intervention to cover their assets from a legal and management perspective?
I like your made up word, “interactionist” intervention. This was a good example you used with a boy at your day camp. I really felt sorry for the boy because this was the only way that he could get attention. It might have been the wrong way, but it was his way of getting attention from his peers. Even though the boy entered into the program in the middle of the session, the teacher’s could have added on an extra person to be in a particular group. Groups don’t have to be in perfect pairs, like 2, 4, or 6. The teacher’s should have been aware of that and made the boy welcomed in any group they put him in. This entire example takes me back to the solution to always try and have an inviting and comfortable atmosphere for students to feel safe in. The environment that the boy was in, was not inviting, so disruption occurred. Teachers have to be aware of their surroundings at all times, or else the reaction of the boy’s fighting will take place.
Awareness, prevention, punishment, and rehabilitation, are all factors that teachers need to address when dealing with all ages of students. Like you said the punishment should fit the crime. Now, if a boy steals an eraser from another boy and the boy comes and tells the teacher, what would be the punishment in this case? Do you think there is some form of rehabilitation in classrooms today? Our text has not covered this in any of the chapters as of yet?
Margarita,
1) That’s good that you had a conference with his mother. At least you were trying to get to the bottom of the student’s disruptive behavior. Students are always trying to tests teachers in general, whether they are new or old. Some students just want to see what they can get away with.
2) Withiness and overlapping is a challenge, but I’m sure it took no time to get use to. This is what mainly teachers have to do in order to have a smoothly ran classroom. I don’t have any kids yet of my own, but this is where teachers who are moms work well in this type of pressure. I’m sure you did with the overlapping process.
3) Different ethnicities do have their own customs and it’s hard to adapt to an environment that is different from the norm. I thought that the principal’s eye opener example was great. I think this example shows that principals may need more class observation in the classroom. If she was shocked of the behavior from only one culture, try several different cultures in a class or 30 students with raging hormones.
4) “Avoid using seat work as a form of punishment.” I guess writing 100 sentences up on the board is seat work. I thought of this punishment because I didn’t think teacher’s used this anymore. It was kind of an old school punishment that I through in their, but according to our text, it’s not a productive technique. So, what do you in a case where a student is throwing paper or blowing spit wads at another student in class? One teacher made a student pick up all the spit wads and paper off the floor.
5) Assertive discipline is my cup of tea. Maybe because how I was raised, made a disciplinary individual. I now times have changed drastically in society, but if I’m the teacher, manager, facilitator, guidance counselor, and the boss, I think that I should have a say so on what is going in my classroom. This is why I strongly believe in making the rules, not the students making their own. That’s just my opinion.
6) Why do students carry all this aggression? Is it females more than males, or vice versa? This is the million dollar question. Could all this aggression come from the home environment or other peers? Some students are time bombs just waiting to go off. We as teachers have to prevent this time bomb to go off by searching for reasons why a student acts a certain way and by creating a comfortable atmosphere to where they feel safe and will be able to talk to a teacher about their problems at home or about their peers.
Jana,
I highly have much respect for all elementary teachers. I substituted an elementary class one day, just to see if I wanted to teach at this level. It was my second week of subbing and the previous week I subbed at several middle schools and high schools. Unfortunately, I had bad experience at the elementary level and found my niche at the high school level.
I thought that everyone should have had their pencils sharpened at the beginning of class. I wasn’t used to all the classroom procedures and rules at the elementary level. Kids were getting out of their desks left and right. “Tommy is pinching me, Debbie called me a stinky dog, Jeff is pulling on my hair.” Tattle tails were coming from all over and I’ve never experienced this before. I never knew you had to take the students to go eat lunch, wait for them to get back from eating lunch. By the way, when do you guys get a lunch break? And how long? Mine was about 15 to 20 minutes if I can remember. Nevertheless, my wife asked me how was my day and I told her that I lost about 5lbs and I’ll never step in an elementary classroom again, unless it’s with our kids, in which we do not have any at the moment.
A term that the book used is overlapping and you nailed the term in your own words as “multi-tasking.” This is definitely in a teacher’s job description. If an individual cannot multi-task, then he or she better look for a career change. Teachers overlap and withitness every minute of the day. If they don’t, their room is in chaos through out the day. I bet this was hard for you to punish a pre-kindergartener because their so cute and adorable, but it sounded like your way of thinking had changed quickly.
I do agree that behaviorist and cognitive interventions could go hand in hand. Why should you choose one method over another, if they both are productive? I think that the “I” messages is a great tactic to use at your grade level and when you’re feeling frustrated with a student.
Teaching at the elementary level is great. You shouldn’t have to worry about violence at the K-4 level. There are some cases that elementary student’s have brought guns and knifes to school. I have not experienced it yet, but there are some schools that I’ve substituted at, where it could happen. In any diverse setting and being a minority, I can never be blind to the fact that I have to be aware of situations like the Columbine incident that may occur. These day’s, nothing surprises me at all! Maybe because I grew up in a bad neighborhood wear drug dealers lived behind me and helicopters flew around my neighborhood three to four nights a week, but my street just happened to be one of the safe one’s.
PART C) READER RESPONSE RUBRIC
Reader Response Rubric
Clearly Oustanding10-9.3
Exceeding Expectations 9.2-8.6
Minimally Met the Requirements 8.5-7.9
Room to Improve7.8-0
Includes points to remember from the reading.
Several valid points from the reading are thoroughly discussed and analyzed.
9.5
Valid points are discussed, but not thoroughly OR not many points are discussed.
Some points are discussed or several points are discussed but are insufficient.
Few points are discussed and discussion is insufficient.
Connects readings to present or prior experience in education. Includes stories or examples to support these recollections.
Stories and examples clearly connect readings to present or prior experience; support is obvious.
9.5
Stories and examples attempt to connect, but support is not clear.
Few stories or connections were shared, lacked depth OR support lacked connection.
Little to no connection was supported.
Raises questions and/or offers comments for discussion on the discussion board thus offering opportunity for clarification, explanation, and/or extension.
Questions and/or comments facilitated discussion between members of the class; opportunity for clarification, explanation, and/or extension was furthered.
9.5
Questions and/or comments were shared but did not offer opportunity for clarification, explanation, and/or extension.
Few questions and/or comments were shared; opportunities for clarification, explanation, and/or extension were limited.
Few or no questions and/or comments were shared; if they were shared, they did not offer opportunities for clarification, explanation, and/or extension.
Responds to colleagues initial posts and acknowledges all follow-ups to own initial post.
Respond to at least 3 peers with a question or comment that facilitates discussion; every peer who posts to you is responded to.
9.5
Respond to at least 3 peers but question or comment does not facilitate discussion; every peer who posts to you is not responded to.
Responds to only 2 peers; questions do not facilitate discussion; few peers who posted to you are responded to.
Few peers are responded to; questions or comments do not facilitate discussion; little to no communication is occurring between you and your peers.
Total your points and divide by the maximum. Post the rubric, % score, along with a copy of your reader response posting, and responses to others to your self assessment folder.
38/40= 95
PART D) FIELD EXPERIENCE
Field Experience Report
In this particular field report, I interviewed two elementary school teachers who happen to teach at the same elementary school. The two teachers I interviewed were named, Mrs. Tracey and Mrs. Kirkley. Mrs. Tracey’s interview took place through the communication of e-mail. Mrs. Kirkley’s interview took place in her kitchen, at her house. In my interview, I conducted questions that were answered differently by both teachers that pertained to classroom management and their opinions on effective and ineffective managers.
Question 1, I asked, how do you typically handle management incidents. Mrs. Tracey’s response was that she gave each child a warning for their offenses, like talking, not working, not, following directions, gum, and so on. The second warning, Mrs. Tracey writes the student’s name down on her disruption sheet and they have to sit out for recess for 5 minutes. When a student’s name is written down through out the week, Mrs. Tracey sends it home to the parent with their weekly papers on Friday. This disciplinary action is implemented because it makes the parents aware of any problems that the student and the teacher had that entire week. After the third offense from the student, she then calls the student’s parents and sends them to the office. She also added that for major offenses like talking back and fighting, the student automatically is sent to the office.
Mrs. Kirkley responded to this question by saying that she addresses management incidents as soon as they occur. She reminds her students of the tasks that their working on. Then she reminds them of the consequences if they do not get back on that particular task that their supposed to be working on.
Question 2, I asked, what do you fell are your most chronic problems? Both responses for each teacher were short and simple. Mrs. Tracey said that the most chronic problems in her class are excessive talking and not turning in homework. Mrs. Kirkley’s chronic problems were much different. She stated that her most chronic problems in the classroom are getting off task and not being prepared for class. Not being prepared for class results in not bringing pencils, paper, and homework to class. Shouldn’t this be part of the parent’s responsibility to have their child equipped with the proper materials for class? This is where the ball is dropped many of times in the parent’s court. A teacher can only remind a student so much to where he or she has to take proper disciplinary actions toward the student, if they are not prepared on a daily basis.
In question 3, I asked both the teachers, which classroom was harder, this year or last year? Mrs. Tracey said that last year was harder because she had a group of kids that had been together since kindergarten and they talked a lot. She also said that these students had a lot of personality conflicts which resulted in a slew of verbal disputes. Mrs. Kirkley’s response was a little bit different because she didn’t have any year to compare with because she was a first year teacher. She did say that last year’s class was hard to manage than she thought it would be. She thought this had to do with the fact that she was a first year teacher and was afraid of being too mean to the her students.
Question 4 stated. Have you ever had a serious incident, such as an attack on you or a fight between two students? What did you do in response to the incident? Mrs. Tracey actually experienced a fight last year. One of her boys went after another boy from another class because he was talking about his mother. For some reason, fights start out like this every time. I think it’s in a boy’s nature to talk about the other person’s mother. Why that is, I have got no idea? Mrs. Tracey also had an incident where one of her male student’s called her a “bitch,” because she was getting on just for talking and not working. That is sad, but not surprising. At this age, the respect issue is no where to be found. I wonder if this student had respect for his own mother. It makes you wonder sometimes. As a result of the two boys’ incidents, they felt great remorse for their actions and were removed from Mrs. Tracey’s class for three days.
Mrs. Kirkley also experienced a fight her first year teaching. The fight took place at recess time. She ran up to stop the fight, but it stopped before she got there. She then asked both the students what happened and reported the incident toe the vice-principal who is in charge of disciplinary actions.
Question 5 stated. What do you feel are the differences between effective and ineffective managers? It was ironic that Mrs. Tracey and Mrs. Kirkley had the same opinion about an effective manager. They said that an effective manager is firm with rules and consequences. An effective manager makes sure that everyone knows the rules and what will happen if there not followed. An ineffective manager does that opposite of an effective manager.
In question 6, there was not much elaboration for this question from both teachers. Mrs. Tracey and Mrs. Kirkley responded that they do not take points away from a student’s misbehavior, nor give points for good behavior because that it is against policy. Personally, I don’ think you should take away a students average because of their behavior because that’s what citizenship grades are for, right?
Question 7 stated. Do you call parents about behavior problems with your students? If you do, how effective do you believe it is in intervention? “I am always in contact with parents on a weekly basis, providing them with behavior folders and phoning them when behavior is out of control if necessary,” Mrs. Tracey’s says. She says that with some parents, phone calls are good interventions when they talk to their child. Mrs. Tracey also says that “sometimes just knowing that their parents are going to know is enough to deter their behavior.
Mrs. Kirkley also calls parents when needed. She says that “they need to know who their child is behaving.” She said that the parents that she did have to contact were very responsive and supportive of getting their children to behave appropriately. This is good to know that there are some parents out there that do care how their children act at school.
The interview questions that I conducted were very informative and I found that different management techniques and skills work for different people. It was interesting to see that two elementary teachers that work at the same school, had entirely different opinions of how management in the classroom should be.
PART E) FIELD EXPERIENCE REPLIES & RESPONSES
Dg,
I love the answer to question 3 in Becky G’s interview. She is so right. Kid’s are getting cuddled and spoiled more at home. Why is that? She gave good solutions, but is there more you can come up with. The sad thing about this situation, they think that the coaches are being hard on them and some of them quit. I’ve also noticed that kids quit a lot of sports these days because of the coach’s rules and responsibilities that go along with participating in extra curricular activities (football, basketball, etc…). Answer me this, why are some kids so lazy these days?
Question 4: Where do liability issues come into play between a student and a teacher. Is because the student had ADD? Or, is it because the teacher cannot touch the student in any shape, form or fashion, no matter what the circumstances are?
Question 7: What did Coach G mean when she said that she’s had students who actually fear their parents? In some cases that’s a good thing, right? I know I feared my parents while growing up, especially my mother. We had a pretty good relationship, but if I behaved badly at school, which I didn’t, it was worse when I got home.
In Coach Hayes’ interview, his answers were much different than Becky G’s because of the age barrier. I enjoyed his opinion on the difference between an effective and an ineffective manager. Effective managers do use all of his/her tools that are available for each circumstance that occurs, whether it’s classroom management or out on the playing field. You must be able to use all of the resource you can, in order to create a positive outcome.
Margarita,
Mrs. Sierra: She handled situations that went on in her classroom very well. I liked how she handled the student who had his CD player taken away from him. Here is a teacher who was aware of a student’s emotions as soon as he walked into her classroom. She then approached him delicately and tried to calm him down. Later she resolved the matter by approaching the other teacher who confiscated the CD player and she made the student apologize. This situation is a prime example of knowing your student’s emotions. It also seems that Mrs. Sierra has great classroom management skills and expects a lot from her students, by not rewarding them extrinsically.
Mrs. Ortega: It sounds like that Mrs. Ortega has experienced both worlds. A world when student’s respected teachers and themselves and an era where is unfortunately absent. She might have handled the student who had to go to the bathroom a little wrong, by touching the student, but I’m glad she didn’t get into trouble or sued by the parents.
Jana,
That’s interesting how both teachers had pretty well behaved students, but I didn’t know that kids tend to pick the teacher’s personality. Reading your interview made me tired. The little and big things elementary teachers have to face is amazing. I can see why interrupting/inappropriate talking could drive them both crazy, but that’s what we all signed up for to a certain extent.
I could see why Ms. Goodwin had a much calmer atmosphere because most of her student’s were ELL. That make’s sense because they are not too familiar with the English language. I don’t know if that’s a good thing or a bad thing.
You said that Ms. Paschal had a boy who bit her and there was a little fighting. I would think that would be pretty serious, but in today’s classroom environment, it doesn’t surprise me.
When calling parents, I saw that both teachers had different interventions. In Ms. Pashcall’s case, does calling the parent every time there’s a problem, make her less credible as a teacher? Does it depend on the incident when calling a parent? I think I prefer Ms. Goodwin’s intervention when it is absolutely necessary to call parents, it should be done. Great interviews and the teacher’s had different intervention techniques that could be used in certain situations, or not used.
PART F) FIELD EXPERIENCE RUBRIC
Session TenField Report
Clearly Oustanding10-9.3
Exceeding Expectations 9.2-8.6
Minimally Met the Requirements 8.5-7.9
Room to Improve7.8-0
Multi Paragraphed Report
Your report includes an introduction and conclusions. Like topics are addressed in separate paragraphs. More than 4 logically developed paragraphs.
9.5
Your report includes an introduction and conclusions. Like topics are addressed in separate paragraphs. 4 paragraphs are logically developed.
Your report includes an introduction or conclusions. 2 to 3 paragraphs are logically developed or multiple unrelated topics are included in one paragraph.
Your report lacks an introduction and conclusions. Only 2 paragraphs are developed. Meaning is not clear.
Well organized (topic sentence, supporting examples, closing sentence for each paragraph) with good mechanics.
Your paragraphs are well organized. Each paragraph has a topic sentence, supporting examples and a closing sentence. Transitional words/phrases are used correctly and sentence structure is excellent.
9.5
Most of your paragraphs are well organized. Some paragraphs are missing one of the components (topic sentence, supporting examples and closing sentence). Transitional phrases are used correctly most of the time.
Few of your paragraphs are well organized. Many of the paragraphs are missing one or more of the components (topic sentence, supporting examples, and closing sentence). Transitional phrases are used incorrectly.
Your paragraphs lack organization. Most of your paragraphs are missing multiple components (topic sentence, supporting examples, and closing sentences.) Transitional phrases are not used when needed.
Lists and discusses findings from interviews with TWO teachers to find how they typically handle management incidents.
You discussed in depth your findings from TWO teachers regarding how they typically handle management incidents. You thoroughly discussed all of the questions provided for the interview.
9.5
You discussed your findings from TWO teachers regarding how they typically handle management incidents. You discussed the questions provided for the interview.
You briefly discussed your findings from TWO teachers regarding how they typically handle management incidents. You discussed most of the questions provided for the interview.
You only discussed in depth findings from ONE teacher. You discussed some of the questions provided for the interview.
OR
Your discussion is superficial concerning your findings from TWO teacher interviews. You discussed few of the questions provided for the interview.
Compare and/or contrast to what you have learned from reading and discussing the chapter
You thoroughly discussed how the knowledge gained from your interviews compares with what you have learned so far about
9.5
You discussed how the knowledge gained from your interviews compares with what you have learned so far about diversity, technology and inclusion and how these factors impact teaching.
You briefly discussed the comparison between your interview and the text about diversity, technology and inclusion and how these factors impact teaching.
Your report provided only superficial discussion on the comparison between your interview and your text about diversity, technology and inclusion and how these factors impact teaching.
Provided comments to at least two colleagues' reports and answered or acknowledged any posts in response to my original posting of the field report.
Responded to 2 or more colleagues with a question or comment that facilitates discussion; every peer who posts to you is responded to.
10
Respond to at 2 or more peers but question or comment does not facilitate discussion; or every peer who posts to you is not responded to.
Responds to 2 peers; questions do not facilitate discussion or are irrelevant to the topic; few peers who posted to you are responded to.
Few peers are responded to; questions or comments do not facilitate discussion; little to no communication is occurring between you and your peers.
Total:Divide your points by the maximum possible, and post your scored rubric to the folder labeled with your name under the assessments.
38/40= 95
Competency 013 (Domain IV): The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas.
Reflection
In relation to this competency, I have understood most of the legal and ethical requirements that entail the Texas educational level. It is impossible to know each and every law that is abided by the state. Our text suggests a teacher must be aware and adhere to the district’s and school’s policy. Also, in regards to a school or district’s regulations and procedures, it is my understanding that a teacher should seek assistance from building administrators “in applying the prescribed corrective actions in response to serious violations of acceptable student behavior” (Powell, 166).
In chapter 7 of the text, it has illustrated six cases of serious student behaviors that have been identified by a school board and administrators have complacently instructed that teacher adhere to these policies and procedures. In a field report that was conducted, I analyzed and examined the Birdville district’s management plan and student code of conduct. In my analysis, I found that when conflict or disagreements do arise, adherence to their code, assures all the parties are treated with courtesy, respect, and fairness.
Coursework (Session 8):
District Policies Report
I viewed the Birdville ISD management plan and student code of conduct. Their objective is based on the premised that one’s education begins with discipline and ends in self-discipline. Birdville ISD also believes that effective learning situations can best be provided and positive behavioral patterns enforced when unacceptable behavioral patterns and their consequences are outlined, communicated and understood by students, parents, and school personnel. When conflict or disagreements do arise, adherence to their code, assures all the parties are treated with courtesy, respect, and fairness.
I liked reading this particular policy because it was clear, consistent and firm. The policy was also very detailed oriented and listed standards and expectations of students. The policy also listed consequences and offenses by levels from disciplinary to seriousness offenses. It also lists a DAEP and a JJAEP program for students with behavioral problems. Sexual assault and harassment, bullying and hazing, and gang activity, firearms and other law enforcement penalties were clearly listed through out the policy. If I was a student of Birdville ISD and after reading this policy, I would be obligated to attend such a district like this because it seems as though that each school has a safe school environment with all of these detailed rules. I think that every parent should go over the rules of conduct with their child to reinforce the understanding of their expectations and consequences.
Student Response & Replies:
Margarita Tarver
EDUC 5329
Program: Certification only
Seeking certifications: in Spanish, ESL, Bilingual
National Standards for my certification: ACTFL
Spanish Competencies: ExCET 6-12
State Competencies for my certification: TExES Spanish 8-12
PPR Competencies: TExES Spanish 8-12
TExES content exam: Passed
POPT: Passed
PPR practice test: Not yet taken
TExES PPR: Not yet taken
Darren,
In all, your district rules seem really similar to the district that I did the report for. I like
what you say at the end. Similarly, I believe that every parent should go over the rules
of conduct with their children. At the district where my younger girl goes to school, they
send a separate letter with rules and procedures that the students must follow during the
school year. They explicitly ask that parents ‘must’ read the information to the child and
discuss the implications.
I like this because, as a parent, I was using their guidelines as support to complement
my responsibilities as a parent. I took it as support, for me, not so much for the school.
The way I see it - if parents support the school - not only the school beneficiates, they
beneficiate too.
Have a good day.
Subject: Re: District Policy Report
Message no. 1275 [Reply of: no. 1160]
Author: Melissa Connaughton
Date: Thursday, July 26, 2007 6:19pm
I like the point you made about parents going over the school rules with their kids. Too
bad that will never happen really. The kids whose parents choose to go over the rules
are not really the kids who will be causing much trouble in the first place.
Subject: Re: District Policy Report
Message no. 1340 [Reply of: no. 1160]
Author: Kim Santos
Date: Thursday, July 26, 2007 11:23pm
Darren, I noticed that your district’s policy, Erin’s and Margarita’s sound like they follow
the same format as the Carroll policy. I think there’s a generic canned version that most
districts have adapted for their own use. ---Kim
Subject: Re(1) to Kim: District Policy Report
Message no. 1359 [Reply of: no. 1340]
Author: Darren Breedlove
Date: Friday, July 27, 2007 8:18am
I didn't know that. That's pretty interesting. I guess they have a template set up for this
course of action?
Subject: Re: District Policy Report
Message no. 1361 [Reply of: no. 1275]
Author: Darren Breedlove
Date: Friday, July 27, 2007 8:20am
Unfortunately you are right. The parents who does go over the policy with there kids are
the good ones. I'm trying to figure out when the parents bring up the discussion abouth
the school policy to their kids? Over dinner or something?
Subject: Re: District Policy Report
Message no. 1230 [Reply of: no. 1211]
Author: Darren Breedlove
Date: Wednesday, July 25, 2007 4:08pm
Very very true what you said about supporting the school. This also shows that you are
a concerned parent!
Competency 002: The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students' learning.
Reflection
In relation to this competency, I fully understand the strategies, methods, and instruction that tie into teaching a conventional and a diverse classroom. Through out my readings from chapter 8, it addressed a variety of strategies that accommodated multicultural classrooms. For example, I fully understand the teaching strategies and the assessment process to use when teaching ELL students. I also learned how to produce effective learning environments, teaching strategies, and instruction for “at risk” students. I can also differentiate between a low and high impact teacher and be aware of there certain characteristics that they both obtain. In our course work of EDUC 5314, we were instructed to read the chapters and reflect on what we read. We also had to respond to other classmate’s reading responses, which clearly help me understand other points that were discussed in our text. Web exercises were also completed. I also participated in a field report which increased my knowledge in the promotion of student learning in a multicultural classroom environment. In a field report that fell under chapter 8, I conducted an interview with two teachers. In this interview, I was well informed of how diversity has impacted both of their teaching strategies, instruction, and their classroom management skills and assessments. I will show you course work which pertained to the competency above.
Coursework (Session 8):
Darren Breedlove
EDUC-5314
M.Ed.T (Certification Only)
Secondary Speech 8-12
English/Language Arts
TeXes Speech 8-12
Content Practice Test: Study Assignment Given by Dr. Hadaway/ In progress
TeXes Content Exam: Scheduled to take in October
PPR Practice Exam: Not Taken
TeXes PPR: Not Taken
Session 8: All Work
Part A) READER RESPONSE
Reader Response: Session 8
Multicultural Education:
When I think of multicultural I think of diversity in the classroom. Diversity in the classroom for the teacher is challenging. In a positive way, different ethnic groups and classes can and may learn from each other and the teacher also. It also brings into the classroom a variety of ways to teach. In a negative sense, diversity brings several different types of personalities into the classroom where conflict strongly exists. For a teacher, he or she will have to sift through and find out how and why these different behaviors function. Get to know yours students, find out what there favorite color is or who is there favorite basketball player and why. Doing the little things will help you have a comfortable and inviting learning environment. Our text defines multicultural as a “comprehensive term for a variety of strategies schools use to accommodate cultural differences and provide educational opportunities for all students” (Jacobsen, 259). This is a good textbook way of defining this style of education.
Culturally Responsive Teaching:
This type style of teaching accommodates and acknowledges culturally diverse classrooms. It’s a given when teaching in Texas, diversity will always exist. So, I hope that several teachers will learn how to relate to their diverse student population. If not, there are going to wind up like Joanna, a teacher in our case study in my EDUC 5329 class where she quit teaching when she found that she couldn’t not reach her students because she was not prepared for a diverse classroom. Our text gives us many components of culturally responsive teaching. One is a creation of a positive classroom where every student is treated with respect and is valued. Second is a communication of positive expectations for the students. Third is attempting to interacting and integrating within the classroom and in the curriculum. Fourth is using teaching strategies that build on a student’s background and strengths. All of these components must be implemented to have a comfortable learning in environment is our diverse classrooms.
Teaching ELL Students:
When I first read this section, I was amazed on the numbers. There are approximately 28% of ELL students in Texas and 30 years from now, that number will triple. Our text also says and I agree that diversity is a challenge because instruction is mostly taught verbally. It makes me realize that I should have taken Spanish in college instead of French. I knew that our state was flourishing with diversity, but I had no idea how fast. The table that our text shows on page 261 is very detailed and clear. The section about immersion was fascinating. The sink or swim approach sounds very hard on the students and this may make a student’s self-esteem quite low, don’t you think? When they say that immersion and ELL programs emphasize a rapid transition to English, how fast is and do most of the students pretty fluent or not?
Our text said to add to our repertoire strategies to help ELL students learn both English and academic content. I think that my subject matter of Speech will help those individuals tremendously. Not only will they’ll be able to speak clear English, but they will leave my room with the confidence of speaking English clearly and properly. I noticed in my interviewing other teachers that Mrs. Kirkley is dealing with this situation her first year in her school. Approximately 80% of her school is Hispanic and she sometimes has a hard time getting the parents to come to a parent/student conference because some of the parents do not speak English. I really feel for her because she has to jump through many hoops to find a resolution to a student’s behavioral problems that may exist in her classroom.
Teaching “At Risk” Students:
There are many personalities and concerns that students bring into the classroom and one of them falls under the “at risk” label. These students consists of behaviors like, lower economic status, inner city residence, minority status, divorced parents and little or no familiarity of English. I didn’t realize what “at risk” meant until I read this section in our text. The drop out rate is astonishing and shocking. Reading these numbers saddens me and makes me more motivated in helping theses types of kids. I know there are some students out there that cannot be reached, but it doesn’t hurt to try. This is our future and it is looking pretty scary at the moment, so we as teachers must do our jobs successfully because if I had kids I would not want my kids growing up in a helplessness learning society.
Effective Learning Environment for “At Risk” Students:
Unfortunately, students who are placed at risk need supportive learning environments. This involves focusing on respect between teachers and students, personal responsibility, and cooperation. For a school to obtain these components, they must include: safe, orderly school climate and purpose behind classroom rules, academic objectives focusing on content mastery, caring and demanding teachers and high expectations for each student, cooperation, sense of community and social values. The mission statement for this at risk environment of learning is “You can and will succeed if you try.” I really like this mission statement. I think I will use this statement in my room while I’m decorating my new classroom.
Effective Teachers for Students Placed at Risk:
It takes a certain kind of teacher that deals with at risk students on a daily basis. This type of teacher needs to be skilled in making instructional decisions that encourage challenge and support of the student. I enjoyed reading the example given by our text about the 9th grader’s response. He said it’s like being a family. They argue sometimes but they make up. He also said that in his class, teachers get on you, but they try to make you understand what’s in the future. I’m sure this student didn’t notice, but he just made an analogy of what teachers are suppose to do. Support, motivate, and encourage a student using real life examples during the process of their content. Another student in our text named Melinda says that she acts different in her teacher’s class because the teacher is himself. He laughs and has fun with the students and he’s not trying to be what somebody else wants him to be. Now that’s what I’m talking about. This teacher sounds like me. There is a time to laugh and a time to be serious. You just have to know how to cut on and off these personality traits. It’s ok to be yourself because it’s obvious that students pay attention toward a teacher’s actions and responses. If you show empathy and sympathy, most of the times a student will respect that and listen closely to what you have to say.
The text also gives definitions for low and high impact teachers. Between the two, they are night and day. My personality falls under the high impact section. It is just in my nature to care and support individuals, especially our youth. For example, I substitute teach for a P.E. teacher who also coach’s tennis. These students have the same characteristics of “at risk” students. The kids in the P.E. class and his tennis class either hate to see me or love to see me. I’m hard on the ones who don’t participate in P.E. because I know they can do better, but I also pull those type students to the side and ask them “what’s wrong today buddy, are you sick or something?” “Why are you not doing your exercises today?” If you approach a student nicely, 90% of the time they will cooperate. The other 10% I won’t discuss. There was female student in my P.E. class that had the symptoms of alienation. She was an outcast because I think her boyfriend wanted her to be in a gang, but she was doubtful. So, I asked her, what’s wrong with you today. And she told her situation. Before our conversation, I had already built a rapport with her, as I try to do almost every student. It’s kind of hard when you sometimes have 50 to 60 students in a P.E. class to try and build a rapport, but I try. Meanwhile, I asked this young lady, how many Hispanic gangs are there? Believe it or not, she wrote down about 10 gangs and told me which colors they wore. After our conversation of me telling her that I grew up in the “hood” she was shocked of the stories I told her and was amazed of where I am today. The next year, that young girl broke up with her boyfriend and started to come to class more often.
Inclusion:
This section was very informative and I learned a great deal. I’m glad that students with disabilities are in the same classroom as regular students. Back when my older brother, Stephon, who is totally blind, was not involved in mainstreaming. Times have changed for the better I see and the laws are fair now towards students with disabilities. I’m sure that inclusion is very challenging for a teacher because you have to design and implement special programs for these students individually according to the nature of their disability. The table on page 273 explains in detail the IEP program and how it works. This is a great system and are there other systems in place like this one? Also, are there any of you that have special education students or students with exceptionalities in your class? If so, in a brief paragraph, what is the process like?
Diversity and Technology:
Technology is growing as fast as we speak. It is amazing how schools obtain a slew of computers. When I was in high school, I can remember there wasn’t such a class call keyboarding. It was called typing. Yes, typing on an electrical typewriter. My brother Stephon told me to taking typing because you may need this in the long run. He was right. I’m just glad I’m not a pecker on the computer like most of my peers. I did not realize that computers were being viewed as essential parts of instruction to helps students develop critical thinking skills. I hope that UTA offers a course in technology in regards to the “seeking certification program” because I’m a slow learner when it comes to computers.
Part B) READER RESPONSE REPLIES & RESPONSES
Doug,
Our society is diverse and like you said, it is increasing every second. I don’t think student’s at the undergrad level has gotten any experience in diversity through the undergrad Teacher program. I’m friends with a teacher who I interview consistently in my EDUC 5329 class and she said that the classes that she took at the undergrad level did not prepare her enough for the “real world” of public schools. And another point I would like to make is that colleges in their education program should offer information about substitute teaching and how it gives you a chance to be in a learning diverse environment. I always wanted to teach and coach, so when I went back to school part time and wanted to see how schools were like now, I decided to get a job substitute teaching. I applied to both Fort Worth ISD and Keller ISD because I attended a school in the Fort Worth district and my wife attended Keller High. It was night and day between the two districts, but I saw that students in the Fort Worth district were less fortunate that students in the Keller district so felt like I could contribute more to the my own district that I attended during grade school and high school.
After reading your response, I’m so glad to hear that your friend got motivated and is going to attend UTA. And about your two questions about how did your friend slip through the cracks? Well, I’m not stung on that situation. You have some teachers that just don’t care. I think these teachers are labeled low-impacted teachers from our text. The situation on “at risk” students is troublesome and I hope one day that our educational system will create better alternatives and solutions to the problem. And like you stated, students who have parents that are involved in their students education, is more likely to receive attention than the student who do not support their child at the academic level. It is a sad case and teacher’s already have there hands filled twice. Answer me this, why is teacher’s pay so low if we are practically raising some of these students on a daily basis versus there parents? Maybe we should send our responses to Perry and Bush and let them respond to our concerns about the educational environment.
I can relate to your situation about the inclusion of disabled students. My brother is visually impaired/totally blind and has done wonders for himself. Unfortunately, when he was going to school, inclusion did not exist. But having a supportive and loving family encouraged my brother to advance himself into being just like one of the guys. Stephon, my brother did just about anything he could physically do as a child and a student. He would play basketball in our driveway with my oldest brother and me. My dad and his best friend took us all skiing one time and Stephon enjoyed skiing with my dad and me. And in 8th grade, he started wrestling for the Fort Worth Wrestling club and got me involve with the program. As he excelled in this sport, he went on to obtain a silver medal at the 1976 Handicap Olympics. Afterwards, he went on to wrestle for UT (Austin) where he obtained a law degree and now he is practicing law in Houston with two kids and married to a visually impaired woman named Marilyn.
Your Hispanic friend is the prime example of how parents who are not involved with their child’s education or well being could possibly fall through the cracks versus parents who care like yourself and motivate our kids so they can feel confident about anything they are trying to succeed in, like participating in P.E. I was getting a little steamed myself about the P.E. situation. Also, what is the 504 unit? Is that a special program for the disabled? Overall, you ask some great questions, but unfortunately, I wish I had the answers to all of them.
Margarita,
Your right in Spanish, it does give the students a chance to talk about not only the Spanish culture, but all other cultures that exist. This should give your students a chance for class participation and oral reports on their particular culture.
Is there another way that an individual can perceive self-perception instead of looking in the mirror? Probably, but the only thing I can think of is other individuals perceive you on an emotional and physical outlook.
The increase in Spanish culture was also mentioned in my undergrad intercultural communications class. And yes, it is important for our students to be able to speak a second language, especially Spanish. Now, I wish I took Spanish instead of French, but I had a terrible Spanish teacher in high school and I also took French in high school and enjoyed it.
I was intrigued to learn about the ELL programs. I never knew how they worked but I’ve seen these programs take place. Do you think that most students who are placed in the ELL programs are “at risk”? Do you help other teachers with strategies to use on ELL and ESL students?
In this section you made all good points. It is sad to see this happen, but what you did by asking them “what’s wrong” at least makes their day. It shows that you are concerned about them and that’s probably all they want. Students who have the attitudes most of times, want to be disciplined and noticed because there not getting that at home.
Well, Margarita, I saw that on the news. I never heard such a thing. What are the kids suppose to do on Friday? What are the parents suppose to do while there kids are at home and what about day care expenses. The administration is thinking what’s best for them, not the students in this case. Also, I think the administration is trying to run the schools like a fortune 500 business instead of a place for learning. I feel sorry for you guys if this 4 day week is implemented. If you notice, crime is at a constant increase in the summer because kids can’t find anything to do. That’s the parents fault.
Great strategy on effective learning towards the at risk students. I think questioning helps students think deeper and prepares them to evaluate problems in a wider spectrum of situations.
In this section, it sounds like the case manager is just collecting a pay check and not concerned with the outcome of students in the IEP program. I’m glad you questioned him on that particular situation because it shows that administration probably have not looked at this in that particular way. Your questioning skills are awesome. Way to think on your feet quickly Margarita! I’m not sure what you do when something like this is going on, but maybe you could go to other teachers in the district and build a support group on this situation.
Table 8.4 was very helpful for me too. Answering these questions for myself, if found that I preferred a quiet environment for learning and hopefully my classes will be the same. I want to present a comfortable, inviting, fun, but stern learning environment for my students, so they enjoy coming to my class. And that’s what it is all about. Students wanting to come to class and wanting to learn, I think?
This is what it’s all about. Trying to figure out what type of learning styles each student obtains. Whether its field dependence/independence, every student needs support and encouragement from the teacher and the parents, no matter what type of learning style he/she works well or better in.
Kim,
This chapter was very informative, I do agree. I also asked the question in my RR, if anyone of you guys have had an at risk, ELL, and exceptionality students in your classes before? I would like to know some more information on a real world level instead of a text. Not that the text wasn’t helpful or detailed, but I just like to hear situations and incidents regarding hands on experiences.
This chapter also helped me differentiate ELL and ESL students. I’ve seen this program while I was substituting, but I had no idea what it entailed. Both of these types of students have challenging goals to accomplish and I hope most of our teachers motivate and encourage them to achieve these goals. Taking 14 hrs of another language was pretty difficult for me and I can’t imagine what they have to grow through to understand the English language. I see you mentioned the “sink or swim” mentality and how it could have students fall in between the cracks, in a sense of dropping out or skipping tons of school.
A question arises in regard to at risk students and their behaviors. Take violent student for instance. Will some or most students grow out of this behavior as they grow older? Does studies show at what age do these particular individuals start acting this way? Some students at one time in their life need some type of emotional and psychological assistance and support, not just at risk kids.
The learning styles kind of through me off just a little bit too. The text goes from different cultures and behaviors to learning styles. I thought they discussed this in the early chapter in this text.
I also agree with you about inclusion and how it is helpful for other students to understand why and how they learn. I’ve never had a person with a disability in one of my classes in high school, but there were students in my high school who I saw were disabled, but were very strong hearted and determined to be like other students. These students didn’t let their handicap bother them, because they were so eager to involve themselves in every activity they could perform in.
PART C) READER RESPONSE RUBRIC
Rubric
Reader Response Rubric
Clearly Oustanding10-9.3
Exceeding Expectations 9.2-8.6
Minimally Met the Requirements 8.5-7.9
Room to Improve7.8-0
Includes points to remember from the reading.
Several valid points from the reading are thoroughly discussed and analyzed.
9.5
Valid points are discussed, but not thoroughly OR not many points are discussed.
Some points are discussed or several points are discussed but are insufficient.
Few points are discussed and discussion is insufficient.
Connects readings to present or prior experience in education. Includes stories or examples to support these recollections.
Stories and examples clearly connect readings to present or prior experience; support is obvious.
9.5
Stories and examples attempt to connect, but support is not clear.
Few stories or connections were shared, lacked depth OR support lacked connection.
Little to no connection was supported.
Raises questions and/or offers comments for discussion on the discussion board thus offering opportunity for clarification, explanation, and/or extension.
Questions and/or comments facilitated discussion between members of the class; opportunity for clarification, explanation, and/or extension was furthered.
9.5
Questions and/or comments were shared but did not offer opportunity for clarification, explanation, and/or extension.
Few questions and/or comments were shared; opportunities for clarification, explanation, and/or extension were limited.
Few or no questions and/or comments were shared; if they were shared, they did not offer opportunities for clarification, explanation, and/or extension.
Responds to colleagues initial posts and acknowledges all follow-ups to own initial post.
Respond to at least 3 peers with a question or comment that facilitates discussion; every peer who posts to you is responded to.
10
Respond to at least 3 peers but question or comment does not facilitate discussion; every peer who posts to you is not responded to.
Responds to only 2 peers; questions do not facilitate discussion; few peers who posted to you are responded to.
Few peers are responded to; questions or comments do not facilitate discussion; little to no communication is occurring between you and your peers.
Total your points and divide by the maximum. Post the rubric, % score, along with a copy of your reader response posting, and responses to others to your self assessment folder.
38.5/40= 96
PART D) FIELD EXPERIENCE
In my field report, I interviewed two elementary teachers named Mrs. Tracey and Mrs. Kirkley. Mrs. Tracey teachers 5th grade students and Mrs. Kirkley, 4th grade students. In this particular interview, I wanted to see the difference between the two grade levels’ class environment and see which impacted their teaching the most, diversity, technology, or inclusion.
Diversity in our public education environment is consistently increasing daily. At Bowie Elementary, where both Mrs. Tracey and Mrs. Kirkley teach, diversity barely exists. As I’ve noticed, when you mention diversity in an educational environment, some teacher’s seem to relate to the ethnic side of diversity instead of different types of learning skills or how students think cognitively or analytically. According to Mrs. Tracey, she viewed diversity in an ethnic sense. She stated that the majority of the school’s population is of low socio-economic status. 80% of the students are on reduced lunch, 80% are Hispanic, and their school has less than 1% African American students. The percentage of teachers at Bowie Elementary is 50% White and 50% Hispanic. There is diversity between the student and the teacher’s, but there is hardly any diversity in Mrs. Tracey’s classroom. Therefore, diversity regarding ethnicity is not a major impact in Mrs. Tracey’s classroom environment.
In my interview with Mrs. Tracey, she said that technology was a major impact in her teaching. She stated that “We are blessed at Bowie to have a computer lab with 30 stations, a library with 24 stations, and a wireless lab cart that has 22 lap tops. I never would have imagined that schools would be this far along in technology compared to when I was in high school. Mrs. Tracey also goes on to say that she takes advantage of the technological sources by applying a variety of applications in her class. Unfortunately each year, she has about 5 to 8 students who have access to a computer at their home. As she chuckles, she says that “I also usually have 3 to 4 of them that know more than I do on the computer.”
Inclusion has a more challenging effect on Mrs. Tracey. She is currently self-contained with the special education students in her class. For instance, they have a set requirement of minutes that they have to be pulled away from her class to be given adequate material at the grade level that she teachers, the 5th grade. She says that it is really hard when you have 24 students in your room and you then have to modify assignments for 3 to 4 students. She states, “It’s hard helping the regular students and the special education students simultaneously.” She says that this upcoming year, she really will be challenged. Mrs. Tracey has a student coming to her that doesn’t know how to write. This is sad. This student is in the 5th grade and has problems writing basic sentences. Mrs. Tracey also stated that at the end of the school year, these student are still required to complete 5th grade content in some way, shape, or form.
In reference to inclusion, there is also the “GT” student (gifted and talented). Mrs. Tracey says that these students “are a great help at times, but can be challenging other times. They can help others, or they become a handful when they are not being challenged.” The GT student also requires special attention as well. Like the special education students, the GT students are pulled out of her class daily for 45 minutes to get “GT” as Mrs. Tracey exclaimed with a certified GT teacher. Overall, Mrs. Tracey says that inclusion is good for the student learning environment, but challenging on the teachers.
My interview with Mrs. Kirkley was quite different in terms of diversity and technology than Mrs. Tracey. Mrs. Kirkley stated that diversity impacts her classroom the most, but in a learning style approach. She says that “some kids learn very quickly, while other kids learn slower. You also have to think about the different ways they learn. Some may learn auditory, visually, cognitively, or analytical.” The diverse learning style in Mrs. Kirkley’s classroom affects how she plans lessons and how she will teach students.
Instead of technology impacting Mrs. Tracey the most, in Mrs. Kirkley’s case, technology impact her classroom the least. She says that she tries to use as much technology as possible, but her kids have not been exposed to computers very much. She says, “With that in mind, you have to consider what their abilities are when it comes to computers, media, etc. because we see something that we think is cool and would be beneficial, doesn’t mean we can use it because the kids may not understand it.”
I thought that these interviews went quite well, but I wish I could have gotten a little bit more information from Mrs. Kirkley about diversity and inclusion. Overall, diversity and technology both had impacts in their classrooms, but inclusion seemed to fall by the waist side. No matter what type of classroom a teacher encounters, different components will always come into play such as diversity of all kinds, mainstream technology, and inclusion in regards to exceptionalities or at risk students. In chapter 8, I’ve come to some conclusion that a teacher has to learn how to balance three of these components in order to reach their goals and the student’s goals.
PART E) FIELD EXPERIENCE REPLIES & RESPONSES
Doug,
This was an exciting field report. I enjoyed Coach Hayes’ comments and opinions on diversity, technology, and inclusion. It seems as though coach has experienced every one of our topics to the fullest. It is great to see that all three topics have had an impact on coach’s teaching. When I first read this assignment, I thought that each teacher would have one topic that would stick out the most, but coach has covered them all. It also sounded like you and coach had the same opinions and facts that students with disabilities will sometimes fall through the cracks because of the lack of parent, teacher, and society’s support and encouragement. But, inclusion is a great thing and a helpful tool for our disabled individuals. It is also sad to see a system that contains the expenses to back it up, but there is no leadership or drive to make a difference.
I think coach has beaten every teacher out their in regards to teaching a diverse crowd. I am sure having all of those cultures together made UTA’s team exciting to watch and I’m sure there was some conflict that Coach Hayes had to deal with.
Becky G also had some interesting points. I saw that diversity impacted her teaching the most. In a positive sense, diversity has created a sense of femininity to the sporting scene. Title IX has been implemented and we have several new sports out there, like softball and field hockey. In a negative sense, diversity has caused budget changes in most schools athletic programs. There is one incident in Fort Worth’s district where they cut out soccer at the middle school level. They said it was too expensive. I substitute taught at many middle school’s where 80% of students were Hispanic and that is practically one important part of there culture. How is that expensive where the only equipment to buy is shorts, shirts, 2 nets, 2 flags and soccer balls. It’s not like they are playing the most expensive sport in the world, golf! I know students don’t play golf in middle school, but some of that money is going to golf programs at the Secondary level, not that I’m bad mouthing golf, but I think Fort Worth’s district could have taken into consideration that soccer is the only sport that these kids look forward to playing.
Margarita,
Between the two interviews, it sounded like Mrs. W and Mrs. Kidd had totally different teaching styles. According to our text, Mrs. W is defined as a low-impact teacher versus Mrs. Kidd who is a high impact teacher. You would think that Mrs. W would you her BCIS class to her advantage in regards to teaching students about technology, but it sounds like she’s just going through the motions. You would think an individual who teaches technology would be current on educational “verbage” like inclusion and diversity, but everyone’s teaching style is obviously different.
In Mrs. Kidd’s case, it seemed as though diversity impacted her in the classroom. It’s good that she recognized students’ different learning skills, ways of thinking and solving problems, and ways of socialization. It is also great to hear that teachers are going back to school to receive more knowledge on how to teach diversity in the classroom. This is one suggestion I should have given Joanna in our activity in our classroom management class (5329).
Overall, times have changed as Mrs. Kidd stated in the interview, but they have changed for the better. Technology, inclusion, and diversity all have something in common. They are steadily increasing in an instructional and a productive way.
Daniela,
One thing about coach’s sometimes, they don’t sugar coat anything. All through out the responses I’ve read, diversity seems to the number one impact. Well, it should because in our society, it is increasing by the minute. In Coach Fuller’s interview, he said that he could not believe what student’s have to go through sometimes. Taking on two jobs, taking care of their siblings and expected to attend school regularly is the norm for some students and is required for some cultures.
I have to agree with Coach Gibson on some issues. Diversity and inclusion is challenging in the classroom, but when it comes to technology, sometimes I think that’s society’s fault. People are just lazy sometimes. I am very old school and I don’t understand how sometimes technology is advantageous. For instance, you have two cubicles placed beside each other with two individuals in each cubicle. Person A has a problem that needs to be solved and he e-mails Person B because their communication is getting twisted because of the inconsistent “verbage” being sent between the both of them. Now, what’s wrong with face-to-face communication? Society has seemed to loose touch of this communication style.
Coach Gibson also made a good point about diversity in a gender sense. As male teachers, you really have to watch what you say and who you say too or you really will end up on the channel 5 news. I really wouldn’t be joking about that because we’ve seen several teachers on the news lately about some type of incident and it’s usually related to sex. Overall, both teachers had great points and it seemed as though diversity has ranked the highest of all the topics during my interviews and my peers interviews in this activity.
PART F) FIELD EXPERIENCE RUBRIC
Session EightField Report
Very near perfection!Exceptional Quality in content, mechanics, and organization10-9
Exceeds ExpectationGives the required information in a correct neatly organized format9.3-8.6
Meets minimal expectationGives the basics; may or may not be well organized and mechanically correct8.5-7.9
Needs Improvement 7.8-0
Multi Paragraphed Report
Your report includes an introduction and conclusions. Like topics are addressed in separate paragraphs. More than 4 logically developed paragraphs.
9.5
Your report includes an introduction and conclusions. Like topics are addressed in separate paragraphs. 4 paragraphs are logically developed.
Your report includes an introduction or conclusions. 2 to 3 paragraphs are logically developed or multiple unrelated topics are included in one paragraph.
Your report lacks an introduction and conclusions. Only 2 paragraphs are developed. Meaning is not clear.
Well organized (topic sentence, supporting examples, closing sentence for each paragraph) with good mechanics.
Your paragraphs are well organized. Each paragraph has a topic sentence, supporting examples and a closing sentence. Transitional words/phrases are used correctly and sentence structure is excellent.
9.5
Most of your paragraphs are well organized. Some paragraphs are missing one of the components (topic sentence, supporting examples and closing sentence). Transitional phrases are used correctly most of the time.
Few of your paragraphs are well organized. Many of the paragraphs are missing one or more of the components (topic sentence, supporting examples, and closing sentence). Transitional phrases are used incorrectly.
Your paragraphs lack organization. Most of your paragraphs are missing multiple components (topic sentence, supporting examples, and closing sentences.) Transitional phrases are not used when needed.
Lists and discusses findings from interviews with TWO teachers to find how diversity, technology, and inclusion impact their teaching.
You discussed in depth your findings from TWO teachers regarding how diversity, technology and inclusion impact their teaching.Provided at least three specific examples.
9.8
You discussed your findings from TWO teachers regarding how diversity, technology and inclusion impact their teaching Provided at least two specific examples.
You briefly discussed your findings from TWO teachers regarding how diversity, technology and inclusion impact their teaching Provided at least one specific example.
You only discussed in depth findings from ONE teacher. At least two examples provided.
OR
Your discussion is superficial concerning your findings from TWO teacher interviews. Only one example provided.
Compare and/or contrast to what you have learned from reading and discussing the chapter
You thoroughly discussed how the knowledge gained from your interviews compares with what you have learned so far about diversity, technology and inclusion and how these factors impact teaching.
9.5
You discussed how the knowledge gained from your interviews compares with what you have learned so far about diversity, technology and inclusion and how these factors impact teaching.
You briefly discussed the comparison between your interview and the text about diversity, technology and inclusion and how these factors impact teaching.
Your report provided only superficial discussion on the comparison between your interview and your text about diversity, technology and inclusion and how these factors impact teaching.
Provided comments to at least two colleagues' reports and answered or acknowledged any posts in response to my original posting of the field report.
Responded to 2 or more colleagues with a question or comment that facilitates discussion; every peer who posts to you is responded to.
10
Respond to at 2 or more peers but question or comment does not facilitate discussion; or every peer who posts to you is not responded to.
Responds to 2 peers; questions do not facilitate discussion or are irrelevant to the topic; few peers who posted to you are responded to.
Few peers are responded to; questions or comments do not facilitate discussion; little to no communication is occurring between you and your peers.
Total:Divide your points by the maximum possible, and post your scored rubric to the folder labeled with your name under the assessments.
48.3/50= 96
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