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What We Do in Response
In this final section of Rick Smith's book, Conscious Classroom Management, the topic Intervention is addressed. Items such as rules and consequences, students' misbehavior, and how all the chapters are connected are discussed. Throughout this page you will discover my interpretations of the chapters and where the South Carolina ADEPT Standards relate.
rules and CONSEQUENCES
Rules and Consequences, chapter 12, relates to the ADEPT Performance Standard and Key Element APS 4: An effective teacher establishes, clearly communicates, and maintains appropriate expectations for student learning, participation, and responsibility; and APS 8: An effective teacher creates and maintains a classroom environment that encourages and supports student learning.
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Rules and consequences are placed into action within a classroom to maintain order. Within my classroom three big rules that are placed into action are:
1. Respect others, teacher, and equipment. 2. Follow instructions the first time they are given. 3. One whistle means go, Two mean stop. After reading the chapter and experiencing first hand how rules and consequences keep order within the classroom, I learned that even though the rules are set in place, each class will be different. For example, one of my classes has no problem respecting the equipment and their peers, but another class does. |
breaking the cycle of student misbehavior
Breaking the Cycle of Student Misbehavior, chapter 13, relates to the ADEPT Performance Standard and Key Element APS 7: An effective teacher maintains a constant awareness of student performance throughout the lesson in order to guide instruction and provide appropriate feedback to students.
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When reading this chapter, on quote that really jumped out at me was, "When a student acts out, it is often a call for help. By addressing these calls directly and honing in on solutions, we provide students with a chance to make real and lasting changes." (Page 203). One statement I constantly say to my students from day one all the way up until the very last day of the semester is that they have my respect. They have that respect from the moment they walk into my class. I show this respect to them through my words, actions, and behavior. I believe this helps break the cycle of misbehavior in my class because students see that they are important. When reading the section on "Why Students Act Out", I saw that sometimes they do not receive this respect or feel important until they come to school and receive this from their teachers. Being able to understand how the student feels and what they are going through is crucial as the teacher. The book puts this idea into words when it states, "Students don't act out because they are bad people. They are simply looking for ways to establish and maintain a sense of self while navigating through the sometimes extreme experience they have." (Page 202).
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Putting it all together
Putting it All Together, chapter 14, relates to all the ADEPT Performance Standards and Key Elements as it is a recap of the book and it's elements.
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In this final chapter, we receive a recap of the teaching tools learned throughout the book. We are reminded of the do's and do not's as a teacher and how classroom management constantly falls into play. Smith provides us with an observation checklist of qualities a veteran teacher, a Mrs. Allgood, would have and what we should look for when observing her. We are reminded that, "as we facilitate ways for our students to navigate through these waters, we provide ourselves the same skills." (page 221).
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