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Discussion and post
Resources and Instruction SPD 540 Week 2B
Resources
Behavior Management: Principles and Practices of Positive Behavior Supports
Review Chapter 2 and read Chapter 3.
URL:
Mindful Reflection as a Process for Developing Culturally Responsive Practices
Read “Mindful Reflection as a Process for Developing Culturally Responsive Practices,” by Dray and Wisneski, from Teaching Exceptional Children (2011).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=edsbl&AN=RN297687682&site=eds-live&scope=site
Complexity, Diversity and Ambiguity in Teaching and Teacher Education: Practical Wisdom, Pedagogical Fitness and Tact of Teaching
Read “Complexity, Diversity and Ambiguity in Teaching and Teacher Education: Practical Wisdom, Pedagogical Fitness and Tact of Teaching,” by Riedler and Eryaman, from International Journal of Progressive Education (2016).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=118645426&site=eds-live&scope=site
Strategies for Teaching Culturally Diverse Students
Read “Strategies for Teaching Culturally Diverse Students,” by Burnette, located on the TeacherVision website.
URL:
https://www.teachervision.com/teaching-methods/resource/6039.html
A Tale of Two Teachers
View the TEDx Talks video, “A Tale of Two Teachers,” by Crum, located on YouTube.
URL:
Integration of Faith and Work at GCU
Read “Integration of Faith and Work at GCU,” located on the Christian Identity and Heritage site on the GCU website to inform the topic assignment.
Leveraging 21st Century Learning & Technology to Create Caring Diverse Classroom Cultures
Read “Leveraging 21st Century Learning & Technology to Create Caring Diverse Classroom Cultures,” by Tarbutton, from Multicultural Education (2018).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=130011881&site=eds-live&scope=site
So, That is What You Said?
Read “So, That is What You Said?,” by Predmore, Kushner, & Anderson, from Journal of Invitational Theory & Practice (2017).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=130781966&site=eds-live&scope=site
InstructionDiscussion (200 words) and 2 Posts Responses (35 words each)
Discussion (200 words)
How can guidelines and rules in a classroom use positive behavior supports instead of punishment while teaching students to interact in socially responsible ways?
2 peers’ responses (35 words each)
Post 1
A teacher’s personal beliefs and values can influence the classroom climate. I see it as the class is the train and the teacher is the conductor. A teacher should embrace diversity and promote positivity, passion and creativity when teaching. The students should feel safe, comfortable and excited to learn. I can use my own beliefs and values as an example. I am a Christian and have many values. I follow the “Golden Rule” to treat others as I would want to be treated. That would be a rule in my classroom, to teach the students to respect each other and their differences. I believe that God has a purpose and path for everyone, and my purpose is to teach, it is my passion. I would be passionate and caring when instructing the students. Promoting higher thinking and learning. I believe that all students have the ability to learn. “Students become more confident about their own abilities through beholding their teachers” (Rocane, 2009). Classroom management is influenced by the teacher’s values. Promoting and praising positive bahavior while correcting and redirecting unwanted behavior. An example that I use in the classroom if the students are way to chatty is simply drawing a frown face on the board. It gets the student’s attention and we talk about why the class got a sad face. During positive behavior and learning I would draw happy faces on the board. At the end of the week I would count the happy faces and subtract the sad faces and that number would be the amount of free time the class earned. I would have trust and be fair with my students. The rules would apply to everyone and there would be no favortism. Trust is huge with classroom climate. The students should trust that they can confide in the teacher if they have a concern or a problem. If a student privately talked with the teacher that he/she was having a personal problem, the teacher should try their best to help that student and follow protocol if needed, and keep it confidential.
Post 2
Students truly look up to the adults around them! We realize this when we notice that they are picking up on our habits, liking the same things that we do, and becoming a reflection of us in so many ways. As educators, we influence our students on ways of thinking, doing, and being by simply TEACHING them. We impress our thoughts on them as we share our thinking. The climate of the classroom can also affect our students, their academic attainment, and behavior. Therefore, we must always approach our students with love, positivity, and respect. So many students do not receive these notions outside of the school to give them something to look forward to and to guide them in their journeys. “Among the promising strategies for improving student outcomes is ensuring that their instruction occurs in settings with high quality teacher-student interactions” (Cipriano, et al., 2016). When we value our students and believe that they are capable of so much more than what we just hear or see, we can remove glass ceilings for them, build their confidence in themselves, and create new and more creative ways to succeed.
Reference
Cipriano, et al. 2016. There’s no I in Team: Building a Framework for Teacher-Paraeducator Interactions in Self-Contained Special Education Classrooms
