Prompt 2: Impact on
Professional Practice
What are
some things that you will implement (or have already implemented) and/or do
differently regarding your interactions with children and/or adults resulting
from your understandings of Payne's framework?
As a
classroom teacher, every year, you set up a list of classroom rules with your
students. You talk about what is expected and what is acceptable behavior.
Students are really good at this, which to me shows that they know right from
wrong. As the year goes on things happen and those rules seem to have just disappeared.
Students have feelings and they need help on how to express those feelings.
They need help on how to speak when they are angry and they need help on how to
react when something upsets them. Next year at the beginning of the year when
we are talking about our classroom rules I want to provide a deeper
understanding to my students on what their behavior should be like at school. I
want to provide examples and have discussions about how at times in their lives
they are going to need to act differently depending on where the situation
takes place. I want to make my students aware of the choices they have when
something makes them mad. By keeping a calm mind set and talking to my students
about their choices every time a situation arises, hopefully they will be able
to start looking at their choices before they act without my help. As a
teacher, you hope for your students to become responsible individuals, with the
right behaviors, students can become successful at this.
Another
discussion I want to implement next year with my students is the difference
between formal and casual register. When I read this chapter, it really made me
step back and look at my own personal teachings. I know that state test and other
assignments in the classroom use formal language. Something I notice myself doing
is talking about this differently vocabulary, but when I teach it I am using a
casual register. I think this is mainly because I am more concerned with my
students knowing the material and due to time constraints and so many standards
to get through I don't focus as much on different ways the questions could be
asked. This is something I need to work on. I also think it is something that
all tested and non-tested grades and subject areas to need to implement. If we
can start our kids off at knowing the difference between formal and casual
register at an early age then when they get to the higher grades with more test
and more standards they will be better prepared to learn just the material and
not the language all over again.
I am glad to hear that you are going to try to help students understand how to make good choices in their reactions to different situations. This year my team has been dealing with about 10 tough students. No matter what the consequence they continue to make poor decisions. They have improved in classroom behavior, but many still try to get away with things in the hallways and such. As the list of consequences left to attempt dwindled I began to think there must be another way. Over the last month I have been attempting to help them with conflict resolution. First, explaining different ways to deal and then asking them whether they made a good choice, as well as, what could they have done differently. While they aren't angels yet, I do believe this is helping. The students see a choice before they react, rather than only a consequence after.
ReplyDeleteI also agree with your statement about students needing to know formal register. This is another goal I share with you going into next school year because even if the students know every standard, they can not prove it if they do not understand the questions.