...NBT1 Classroom Management (1114) Task 1 Michael Huffman 000425912 20160316 A1. Positive Social Interaction Ms. Smith’s homework policy has some positive ideas within it in order to develop the students and parents social and interaction skills. For example by providing handouts for students to review and give to their parents allows the parents to get involved in the child’s education and provide guidance for them in regards to homework requirements. Also, by writing the assignments on the board it forces students to get into the classroom mindset prior to the beginning of class (Akalin, 2015). Furthermore by allowing students to appeal their homework grade after an assignment is completed lets them have a voice within the classroom and challenge the decisions of others when they feel as though they are correct. I hope to teach in the fifth grade and this type of policy would open a line of communication between myself and the students as well as between myself and the parents. A2. Self-Motivation This policy extensively promotes each student to take personal responsibility for their own completion of all assignments as well as encourages parents to get involved in their child’s educational requirements. Ms. Smith provides the guidance by issuing handouts as well as daily details on the whiteboard for the students to reference. After that, the students must ensure the homework is complete, turned in and picked up on time in order to obtain the proper grades for the assignments...
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...NBT1 Task 1 Positive Social Interaction: In a 6th Grade classroom social interaction has to be promoted in a positive way. The homework policy described in scenario 2 encourages social interaction by requiring the students to speak with their teacher before turning in late assignments. The topics of discussion will allow the student to discuss with the teacher why they are turning it in late, and what they can do to avoid late work in the future. The word discussion is important in scenario number 2. The fact that the students are allowed to discuss the late homework with their teacher, teaches them some great social skills. Taking responsibility sometimes includes face to face interaction with real people. It is much easier to slide late work in under the table when you don’t have to interact with anyone, but with this homework policy no student is able to do that. The other part of Scenario two’s homework policy that promotes social interaction is the pickup work policy. The students are taught during the first part of school what the policy is, and they know what is expected of them. Having to meet with the teacher and explaining why you are not following polices, promotes good social interaction. In Junior high it is often a problem that students are afraid to speak with a teacher about anything. Teaching students in the 6th grade how easy, and important it is to maintain an open dialogue with the teacher will help them find the courage to talk to a teacher...
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...NBT1 (1114): Task 1 By: Ashlyn Fellman Student ID# 000298280 Introduction A short overview of Ms. Smith’s classroom scenario describes the students as diverse in their maturity level and also their academic and social skills. Ms. Smith requests that students turn in their homework at the beginning of school on the right side of her desk. She also asks that students pick up their graded work from the basket on the left side of her desk in the morning. The students that don’t do either of them within the set amount of time, must ask Ms. Smith about an extension or for their graded assignment if possible. Ms. Smith will let students appeal their grades if they think there is a grading mistake. In order to make a formal appeal, they must write 1-2 sentences explaining why they think there is a mistake. They need to have support and the original answer stapled to the back. To find out the effectiveness of Ms. Smith’s homework policy for my 4th grade students, we need to consider whether her policy establishes and maintains three critical points in classroom management and learning. The three critical points are 1.) positive social interaction between students, teachers, and parents, 2.) motivation, and 3.) active engagement. I discovered that Ms. Smith’s policy could go in either point but it depends on how she communicates with the students and parents. If she is as strict as she sounds in her written policy and how long it is, some students and parents might...
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...NBT1 Classroom Management, Engagement, & Motivation (1114) Task 2 July 30, 2015 A1. Disruptive Student Behavior I chose to evaluate the Elementary School Scenario. I am writing from the perspective of a kindergarten teacher. The student I chose to analyze is Sarah. Her out of seat behavior, and constant wandering the classroom are very disruptive to the entire class. Once Sarah leaves her seat, certain other students follow suit. Kindergartners are relatively new to the concept of remaining seated at their desks and following a structured school routine. Sarah’s disruptive behavior seems signal certain other individuals to leave their seats at inappropriate times, as well. This creates chaos in the classroom, and disrupts our lesson or activity. I must frequently stop instruction to correct this negative behavior, and it consistently adds up to several minutes of lost instruction time. I feel that a substantial amount of my time and energy is being spent on getting everyone back to their desks several times per day. It is very frustrating, and the students that are displaying appropriate behavior by remaining seated throughout these episodes are the ones that suffer the most from the frequent interruptions. A2. Possible Antecedent After reviewing our daily routine, and observing Sarah’s out of seat behavior for a week, I have determined that Sarah has the most difficulty remaining seated when she appears bored with a lesson or activity we are working on as a class...
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