References:
Jones, V. & Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed.). Upper Saddle River, NJ: Merrill.
Sometimes teachers can unknowingly contribute to students’ misbehaviors because they are too focused on following the school and classroom procedures. “Although most attention is focused on teaching students to follow selected school and classroom procedures, student behavior can often be more quickly and dramatically improved by altering the procedures adults follow” (Jones & Jones, 2010). I believe that it is important for teachers to be flexible and supportive in their students’ needs and expectations. Setting rules as guidelines is important; however, when they are detrimental to student productivity and cause students to misbehave, or make existing behaviors worse, it may be time to explore other alternatives. Teachers who are married to their rules and the schools procedures need to be aware that rules written down on paper, may not always work in application. Slightly adjusting procedure but staying within guidelines may be necessary to maintain students’ behavior. Jones and Jones (2010), “recently worked with an elementary school staff who expressed concern about student behavior both at the end of recess and in the hallways. After considerable discussion about how to teach students to behave more responsibly in these settings, one of the teachers noted that if teachers would develop the procedure of meeting their students outside at the end of recess and walking their students to physical education, music, and lunch, there would be much less chaos and many happier students”. I believe this shows that it is important for teachers to consider changing procedure if students’ misbehavior continues.
References: Jones, V. & Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed.). Upper Saddle River, NJ: Merrill.
0 Comments
In communicating with parents, technology can be a powerful resource for teachers to use to keep in contact with parents. “As in any relationship, it is better to deal with problems when they first arise than to wait until a crisis has occurred. Parents are justified in their annoyance when they attend a conference and discover that their child has been behind for six or eight weeks. Although it is true that some parents are less able to work with their children, it is important to hold positive expectations” (Jones & Jones, 2010). Personally, when communicating with parents, I use technology quite often. Email communication is by far my favorite and preferred form of communication aside from verbal to parents. This type of communication is considerably difficult if the school district does not have the means to support such technology. It is important however, that if the means are necessary, to do so. Parents are not stuck in the middle ages. This is the day that parents have blackberries and access to the internet through a variety of resources. Communicating through email is a great way to keep them informed. Not only this, but considering the types of jobs parents usually have, their access to email is by far more easy to remain in contact with the parents then other resources. I choose, in addition to morning conversations and approximately monthly check-ins, email as my weekly update for parents. I might leverage this to improve my communication by sending out reminders of school events, emails newsletters in addition to posting them on the bulletin boards. I believe this will help the parents to receive the information, rather than sending it home in trust with their children, or posting it on a bulletin board they may or may not receive.
References: Jones, V. & Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed.). Upper Saddle River, NJ: Merrill. |
Lindsey PietrocolaSince 2010, I've been incorporating technology (in some form or another) into a classroom as a teacher. Archives
April 2019
|