13.2

(13.2) Consider a student who is disruptively talking to a neighbor while you are teaching.  Develop and list a full continuum of responses for dealing with the unproductive learning behavior.

            If a student of mine were disruptively talking to a neighbor while I was teaching, I would first try to quiet the student as discreetly as possible. I would give the student a stern look or call his or her name in an attempt to engage he or she in the lesson. If the student continued to talk, I would place the student in another part of the room where he or she would not be tempted to talk with a neighbor until I could have a private discussion with him or her. I would also try to make my lesson interactive so that students would be in a conversation with me rather than talking with each other off topic. Once I had a chance to talk with the student in private, I would explain why he or she should not talk disruptively in class. Then I would give the student a chance to explain why they are talking in class and see if we could come up with a solution together where the student would feel less tempted to talk disruptively. If a private conversation did not work, I would then teach the student self-regulation strategies. I would ask the student to make a tally mark each time that he or she turned to talk to their neighbor at an inappropriate time. If self-regulation tactics did not solve the problem, I would talk with the child’s parents. I would tell the parent about the disruptive behavior along with positive aspects about their child. If a parent teacher conference does not help the behavior, I would then conduct a planned, systematic intervention. Cognitive behavioral therapy might be the best solution in this case. 

13.1

13.1 List five areas you will attend to as you create a learning environment that is conducive to learning

1) Classroom Arrangement

It is important to set the classroom up in a way that will allow students to interact with one another at the appropriate time and also to discourage temptation to talk disruptively with other students.  I want to set my students up for success in this way by being mindful of each student’s personalities and helping them stay focused.

2) Productive Teacher-Student Relationships

I hope to create a relationship with my students where they feel loved and respected. I hope to give my students meaningful encouragement and communicate with them that I want the best for them. I will try to communicate this not only through my words, but also through my effort, preparation, and teaching as well. I want my students to feel that they can verbalize their concerns and ask questions when they are having trouble.

3) Creating an Effective Psychological Climate

Classroom climate greatly affects student’s learning. I want to create an environment that feels like a family. I hope that my students will feel like they belong and that they are safe. This will give them freedom to learn and take on new challenges. I also want students to take ownership of their classroom by making some decisions about classroom activities on their own.

4) Setting Limits

Children need to know what is expected of them. I plan on setting limits the very first day so that students know what to expect. They know what they are supposed to do and how they are supposed to behave. This consistency will create a more peaceful classroom environment.

5) Planning Activities While Taking Each Student Into Account

Planning activities so that each student is engaged and challenged is difficult but important. II hope to get to know my students and consider their differences while planning their assignments. I want to do my best to make sure that I have ways to extend an activity for those who are excelling and simplify an activity for those who are struggling.