Response
to Tammy -- In response to your wonderment about students seeing teacher's
emotions ...I do think
that it is healthy for students to see their teacher's emotions. As I said
before, in response to Martha's similar wonderment, students need to see how
teachers react to situations. They need to see that we are human, and therefore
have emotions, just like they do. This knowledge will help students to trust
and feel connected to their teachers. They look to us to know how to react.
If we appear to do nothing when a behavior occurs, they will see this behavior
as acceptable to us.
Response
to Sheree B. -- You made a very good point in your comment about whether
or not James' model was pre- or post-Columbine. From one perspective, this
is something that hardly every happens and therefore does not need to be focused
on. But, on the other hand, it does happen; it has happened and it could happen
again. Because of this, such events must be considered. I would be interested
to know Jones's thoughts on the events surrounding Columbine. Secondly,
you mentioned that placing students who misbehave near the front of class,
puts them in a position to team up to cause bigger interruptions. Having multiple
students with behaviors in my classroom, I must say that I would much rather
have those students separated, even if it means that they are not all close
to me. Not only does placing them in the front give them the opportunity to
team up, it also gives them an audience in that the whole class is behind
them, in a position to watch them.
Response
to James -- As a
special education teacher, I have the same students for consecutive years.
I have seen both positive and negative results. Two of my students have been
with me since I started teaching. Others have known me even longer because
I observed in this district during college. These students know me well enough
to have a good idea how I will react with a situation. They often comment
to other students... "she is going to...". This can be good, because
it helps the newer students know what to expect from me. On the other hand,
It is harder to change and improve strategies from year to year. In this since,
students might see my changes as "wavering" and think that I am
not consistent in my methods. I
have other students who, when they were younger did not cause as much behavior
problems, and therefore did not see as much of the discipline side of my classroom
management. Now that they are older and more bold in their misbehavior, they
say that I have become "mean" and I am always on their case. (That
is something I have learned about Junior High students -- It is always about
them, they are the one and only victim in all situations. They are the only
one who has problems, and those problems are all everybody else's fault.)
My
Lesson 4b
