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Who Is Julie Shoemaker's Classroom Behavior Expectations?

1293 Words6 Pages

Introduction Julie Shoemaker is an instructional coach at Legacy Traditional School, a Kindergarten through eighth grade school in Maricopa, Arizona. In five years there, she was also once titled a teacher. Julie took some time to answer questions based off of Legacy Traditional’s behavior expectations as well as what she used to expect from her students as a teacher. By looking into the positive expectations, the ways they are commercialized, how they are enforced, the differentiation in it, communication between families, the effectiveness of the plan, and some of the recommendations that I have based on what I saw in her classroom, one can see just how a school should base their behavior expectations for its students.
Rationales for Expectations …show more content…

All behavior expectations are found in each of the five buildings on the campus at the main bulletin board in the main entrance. Each classroom has the behaviors posted on the same bulletin board right inside the door where each of the students can see it. The school wanted to keep their rules uniform across the buildings and grades. Each teacher is given a laminated poster to hang in their room as a reminder for their students. The posters in the hallways of each building are uniform as well. On the contrary to the classroom posters, these are focused on hall rules. Classroom posters are unique to what is expected in the classroom. In the hallways, universal behaviors are expected. Legacy Traditional wants their students to take responsibility for their …show more content…

At first, I thought the school was a bit strict in their rules, but then I saw the actual learning that took place due to it. The students are challenged, focused, and learning every day. I can see the achievement of this program through their ability to sit down as soon as the bell rings and start their assignments. I have been to this school in years prior for other practicum experiences, and there obviously were students who would act out. In each situation, the instructors would move forward and transition smoothly so the rest of the class would not become distracted. Honestly, I believe this behavior management plan is moving leaps and bounds with these students, and I would love to incorporate this in my future

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Encourage productive behaviors • Instructor behavior – White board contained lesson objectives prior to students entering classroom. Walked around to make sure students understood lesson and was working toward completing the assigned task. Gave high fives for correct answers. Gave clear directions and responded respectfully to asked questions. Started discussion on time and ended with an exit ticket.

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This Behavioral Matrix has been created by summarizing the expectations of grade 4 teachers at our example school from the students and the consequences they thought would be suitable to address those undesired behaviors in line with their intensity level. As it is created with teacher responses we can expect a high teacher buy-in and involvement into the Behavior matrix and its implementation. There are progressive consequences for progressive undesired behaviors. This is not a punishment scale for the students, but rather, it is a tool to be used by the teachers in order to teach the students Social Skills and help the school implement an Positive Behavior Support System. Another important aspect of the Behavior Matrix is that if an undesired behavior in an intensity level repeats, this behavior is automatically moved to the next intensity level, which is teaching the students not following the teacher's feedback of warnings will have more serious consequences.

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These parents distanced themselves from dealing with the school administration directly, adopting a deference to the professionals that worked at the school to facilitate their children’s education. Perhaps these parents lacked the cultural capital to deal with the schools, and felt their role was to care for the basic needs of their child and to let the educators do their job

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Classrooms that are well organized and have clear rules and expectations provide order and a space for students to be able to learn. For example, if a classroom is relatively small and quiet, students are able to get a gist of what is being taught as opposed to large disorganized and rowdy

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After I explain what the expectations for my classroom will be, I will then explain what the consequences for not following these expectations will be. I will be using “clip-charts” in my classroom so that students have a visual representation of their behavior whether it is positive or negative. I will also use a sticker chart that if the students are on ‘green’ or higher on the chart, they will get a sticker to put on their chart. If they get thirty stickers, they get to pick a small prize out of the prize box. If the students behave poorly they do not get a sticker, and if they get to red it is an automatic call to their parents.

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In reflecting upon the case study presented in Pushing the Envelope: Critical Issues in Education, it is difficult to choose sides or align more closely with one participant over the other. It is quite evident in the case study that Jennifer Jones was not received well or heard clearly by many of the participants. The problem at hand is quite serious. The team notes the dilapidation of the school environment and wants to enforce a strict zero tolerance policy that, as Jones points out, is more reactive than proactive when it comes to behaviors. The case study presents three very unique approaches to overcoming the problem of an unruly student population.

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Phase II: Communicating Expectations The physical layout of a classroom is important for efficiently managing a classroom but what is also just as important are the expectations you set from the very first day. In order for students to have a successful year, they must understand what you expect of them and also practice them. To make it easier to communicate my expectations, carefully planning out a system of rules and procedures for my students will help ensure that I set procedures that are easy for the students to understand.

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In some classrooms it is beneficial to hang the classroom rules on the walls, or bulletin boards, and go over them day to day. As the students get better with the positive behaviors in the classroom, the reciting of the expectation can decrease.

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• 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

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115). Therefore verbal and non-verbal targeted direction has a large influence on my behaviour management plan. If problem behaviour does arise, I will utilise democratic discipline by assisting the student in establishing productive goals, which align with classroom rules and responsibilities (Balson, 1982; Rogers, 2011). The students will decide upon classroom rules, the process being directed by myself. Maximising student involvement in this way will ensure fewer problem behaviours occur (Kohn, 1996).

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In my philosophy of education, I breifly addressed my philosophy on behavior say that while I believe behaviorism is affective for behavior management, I do not think behaviorism concepts such as rewards should be given for academic reasons. However, rewards do play apart in my behavioral philosophy but the main aspect I discussed in my philosophy was love. I believe that every classroom should be a loving and welcoming envirnoment focused on good relationships. Wanting every child to have a place they feel loved and safe was my number one reason for exploring the option of teaching, so I think it is important that I stick to that philosophy and built a classroom environment that is safe managed in love. My ideal management plan focuses mainly

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459 Words | 2 Pages

I model appropriate behaviors, establish routines and simple rules in the classroom, speak positively with the children, understand that children may not be ready to share, and they need to explore and experiment with control and saying ‘no’. I realize that all children may show challenging behaviors – they are learning to control their bodies, and to control their emotions. I feel the most important aspect of positive guidance for challenging behavior is to build strong relationships with the children. These relationships allow me to know exactly what each child needs in terms of developing their social, emotional, and problem-solving skills, their self-regulation, and their

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A single subject reversal design was used alternating baseline and intervention for a total of four phases each lasting approximately one to three weeks (McGoey et al., 2007). During the baseline phase, teachers used standard behavior management procedures in the classroom along with the team meeting to design the school-home note and to define goals. The child gave their input to and made changes such as using familiar language to make it their own and to understand the goals. Parents instituted a routine of reinforcement or response cost that correlated with the intervention. During the intervention phase, children met three times a day with their teacher and were reminded of target behaviors and goals.

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1648 Words | 7 Pages

Alfie Kohn believe that is it is important to have a classroom that “reflects the learning, the people, and the things students create to develop a sense of community” (Manning, Bucher, 2013, P. 174). With this, there will be art on the walls from the students and some of the art will include some educational posters. The educational posters will be about subjects that will be taught over the year, posters of helpful hints, like formulas needed for math, or important dates in history. My walls will be bright and colorful. My classroom walls will also have our rules and routines posted clearly for everyone to see.

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American traditions and virtues play a major role in educating our youth. Respecting authority and the consideration of others are social qualities that every American should attain through the education system. Not only will students gain a body of knowledge and basic skill, but discipline and a practical mind set will lead them into a bright future. Students learn well through interactive experiences, working with their peers nurtures a tolerance for difference in view points. Lessons should arouse curiosity and encourage higher levels of thinking, the environment of the classroom should allow for appropriate reinforcement of behaviors that are

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