The document describes different behavior management strategies used by a teacher, including making eye contact, proximity, and ignoring, and how effective they were when addressing talking, laughing, and disruptive students. The strategies of eye contact and proximity allowed the teacher to address misbehaviors without interrupting the lesson, while ignoring a student was only partially effective and may have negatively impacted his confidence.
The document describes different behavior management strategies used by a teacher, including making eye contact, proximity, and ignoring, and how effective they were when addressing talking, laughing, and disruptive students. The strategies of eye contact and proximity allowed the teacher to address misbehaviors without interrupting the lesson, while ignoring a student was only partially effective and may have negatively impacted his confidence.
The document describes different behavior management strategies used by a teacher, including making eye contact, proximity, and ignoring, and how effective they were when addressing talking, laughing, and disruptive students. The strategies of eye contact and proximity allowed the teacher to address misbehaviors without interrupting the lesson, while ignoring a student was only partially effective and may have negatively impacted his confidence.
The document describes different behavior management strategies used by a teacher, including making eye contact, proximity, and ignoring, and how effective they were when addressing talking, laughing, and disruptive students. The strategies of eye contact and proximity allowed the teacher to address misbehaviors without interrupting the lesson, while ignoring a student was only partially effective and may have negatively impacted his confidence.
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Day 9 Tuesday, November 24th 2015
Behavior management Strategies used by teacher
Make eye contact
Use proximity
Ignoring
What children did
Two students Mess
behaved, they were talking and laughing during the lesson.
When the teacher was
doing the dictation with students, two students were talking, trying to cheat from each other.
A child mess behaved, he
distracted the students while he was asking the teacher to go to the bathroom many times with a loud voice even though the teacher told him no.
How useful it was
It was very useful, because the teacher indicate her awareness to the two students to reinvolve themselves in the lesson without needing to signal that publicly or interrupt the flow of the lesson and they responded to her awareness. For example after she eye contact the 2 students who were talking, they stopped talking. It was useful, because She indicate her awareness to them without interrupting the dictation. For example after she moved towards them they stopped talking and every child put his eyes on the paper. It was useful because he stopped asking her after she ignored him many times, and she didnt need to interrupt the lesson to discuss with him. But also it wasnt useful because while the student was asking the teacher, the students were distracted by him also the student confidence was effected because he felt he is not
worthy.
Fatima Mohammed Hassan - H00328263 -section 1
1 Did the teacher maintain good order in the class? How did she do this? Yes, she always have a plan for the lesson, she knows what is she going to do in every class and she David the class into part, for example the circle time part for 30 minutes, the task time for 20 minutes etc. if she notice that the students didnt get well with lesson, she change the lesson plan or she change the activity.
2 Is the teacher clear and consistent in establishing rules and
expectations regarding behavior? Yes, first she establish the rules with them then develop the rules that suit kindergarten students after that she discuss and explain the rules with them, for example what will happen if they didnt follow this rule? Etc. and if she felt that they didnt understand the rules she model the rules. 3 Which of these strategies would you use/not use? Why? I will use the make eye contact and use proximity strategies because both of them I will not need to interrupt the lesson, exam or the task to warn a student. I will not use the ignoring strategy because the negative affect of this strategy is more than the positive affect. 4 Was there anything that could have been done differently? Yes, for the students who were cheating, she just warned them by moving towards them, I think she should have talked with them about how bad is cheating and explain for them why because cheating is different from the other Behaviors, because cheating is haram. 5 What surprised you? Positive The students really respond with the teacher very fast and sometimes when a child repeat a negative Behavior that the teacher warned the students before, the students themselves warn the student for example, if a child talk without raising his hand, the students will say you have to raise your hand. 6 What shocked you? Negative The teacher use the ignoring strategy a lot, and thats will affect the students confidence if she kept using this strategy in the further. 7 What delighted you? So happy
What delighted me the way the student love me and greet me every time they see me as well the teachers.
