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Should Mr. Franklin's Response: Reactive Or Proactive

554 Words3 Pages

I believe Mr. Franklin response was reactive instead of proactive because he was frustrated that it was taking so long for the children to gather their materials and transition to their next class. Mr. Franklin let his stress level get out of control, and he let it affect his classroom environment and overall effectiveness. “When adults feel secure, they are more capable of responding to the different developmental needs of youngsters” ” (Henley, Ramsey, and Algozzine, 2009). He should take proactive steps to address issues before they arise. “The manner in which a teacher responds to the group dynamics of a classroom can contribute to or prevent discipline problems” (Henley, Ramsey, and Algozzine, 2009). Transition times in the classroom can …show more content…

• A Clear set of positive expectations and behaviors.
• Methods for teaching expected behaviors.
• A specific continuum course of techniques for positive expected behavior.
• A particular continuum course of plans for inappropriate actions.
• Methods for ongoing observation and evaluation
The first step for Mr. Franklin to decrease his classroom transition problems should be to design a schedule that minimalizes transitions and one that lets the children get the most out of the time they spend engaged in activities. Sometimes programs, in which the student is involved in planned activities for significant lengths of time, spend less time in transition or sometimes spend time waiting with nothing to do decreases the chances of challenging behaviors. Some students may find it hard to deal with transitions, and there may be problems with the way the curriculum is planned or how transitions are implemented. In this case, Mr. Franklin can evaluate the schedule regarding the length and numbers of transitions and what the students are likely to do during a transition. This information can be utilized to modify transitions to better support his students’, in hopes of leading to less challenging transitions. If an individual student continues to have ongoing challenging behaviors, it may be essential to develop an individual plan for that particular student. “Students must be led to understand that when they follow the classroom expectations, you smile a lot, you give those privileges and additional freedom, and you trust them with fun activities” (The Cornerstone for Teachers, 2017). I believe when Mr. Franklin evaluate his classroom transitions, put some strategies into for the pupils to transition without difficulties, and implement individual plans for those who students who may need them, can make transitions pleasant and positive times for the students and Mr. Franklin as

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