Classroom Management Plan Using A Tiered Approach: Article Analysis

In keeping with state regulations, Questar III continues to move special education students from a more restrictive environment to a less restrictive environment as they are able. In recent years, our 4:1:2 program (4 students, 1 teacher and 2 aides) had become a default placement for many. And, it became costly and unsustainable. In response, we collected data, reviewed the program and had an honest conversation with our superintendents. As a result, we moved some students into 6:1:2 programs, reducing the number of 4:1:2 classes.

The article points to Black teachers having cultural similarities as well that can build an immediate feeling of trust and for black students to feel safe. Furthermore, they convey a sense of familiarity for those students which transpires as additional responsibilities for Black teachers to take on at their work where other teachers may not feel they can fulfill in the same way. Mentioned in the article was also the fact that many Black teachers understand the hardships Black students face and showed empathy but also held

Then a school counselor could collaborate with all staff on how to acknowledge good behavior throughout the school. At tier two a school counselor would collect data on children with behavior problems and start individual or small group intervention counseling sessions. In addition at tier two a counselor could write behavioral contracts and collaborate with special education teachers and school psychologist as needed.

There are several methods of delivery for school-based interventions depending on the population that they wish to affect, which can result in varying levels of effectiveness. They can be delivered universally or can be targeted towards students identified as at-risk for particular disorders or problem behaviors (Franklin et al. 2012). In universal interventions, all students participate in the intervention, regardless of their level of risk. For example, Bierman et al. (2010) performed a study on a universal SEL program called Fast Track PATHS (Promoting Alternative Thinking Strategies), which was delivered to all students in the first through the third grade.

We are more likely to give out information to one another if we have positive relationships. It is very important as a Teaching assistant and teacher that we understand what our expectations are in school. For example; when advising pupils to behave in a particular way i.e. being polite, courteous and having manners, it is important that we do the same so that we are giving out a good example to the children so they can follow. It is also important that we have positive relationships with parents as this helps to communicate which can help the pupils when parents and teachers are engaging. It is important that we build relationships with others in school so staff and pupils all get along better.

The aim of Tier 2 is to catch students’ problems early, provide basic targeted interventions within the general education environment, and prevent long-term negative impact. The goal of a Tier 2 intervention is to support students in meeting grade level benchmarks and catching up to their same aged peers through evidence-based interventions. Examples of Tier 2 interventions are extra reading supports, behavior charts, or home-school notes. After continuous progress monitoring, a problem-solving team may then decide to place a student back into Tier 1, continue Tier 2 interventions, or consider evaluating the student for more intensive Tier 3 services. Ideally, if early intervention is working well at Tiers 1 and 2, only about 5% of children should need services at the intensity of Tier 3.

According to Voight’s, Hanson’s, O’Malley’s, and Adekanye’s study, many black children reported of having less favorable relationship between their white instructors compared to white students, while black and hispanic instructors tend to have a steady report of positive relationship and attitude with their students from all races (Voight, Hanson, O’Malley, Adekanye, 2015). Moreover, in a sample from the Texas school districts, districts with more Hispanic and Black teachers have better success in their students’ academic performance for all races, compared to districts that have a larger number of white instructors (Voight, Hanson, O’Malley, Adekanye, 2015). This goes back to the discrepancies in a student-teacher relationship when both parties do not share the same understanding of each other’s background and cultures. The rift in the relationship is mended when a mutual understanding manifests between the two. Hispanic and Black instructors already have a similar background with the current students, which makes their attitude towards these groups more sympathetics and understanding compared to a white teacher who may had the mainstream

Teachers can respect the student as they want to be respected, minimizing the sarcasm that controls classrooms. Students can become understanding to their peers, creating a harmony in a class atmosphere. Poverty may control the students home, but poverty has no grip on the students

All students have the possibility to learn and with the proper experience, they will focus. There are many different ways used to build respect and a positive rapport with students. One that has always work is helping the students feel comfortable with the environment. When the environment is positive and comfortable to the students, the student tends to worry less and be natural. Building a positive rapport is not easy and it takes time and dedication.

As Nelson Mandela once said, "Education is the most powerful weapon which you can use to change the world.” Donovan Livingston, a graduate at Harvard Graduate School of Education, has similar views on education. His passionate and inspiring speech called “Lift Off” was given at HGSE’s Commencement Ceremony on May 25, 2016. The speech discusses the importance of education as well as the obstacles and injustices students, especially those of color, have experienced throughout history in getting an education. Livingston’s graduating classmates who are becoming teachers, as well as teachers and educators in general, are the audience of his speech.

Teaching this respect have to be foremost duty of all teachers training curriculum. She relates the incident of who speaks Spanish, a Mexican American girl brought up in the Southwest whose life was initially a bit problematical. Her multicultural school they faced a lack of tolerance for nonmainstream societies that led to incidents of disrespect. (the Effects of Racism in School). However, it was only when a new teacher saw her potential over and above her color and encouraged her academic progress which eventually made her a renowned public

Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes

In “The Lesson” and in “Commencement Speech, Kenyon College.”, the teacher 's attempt to open up the kids’ minds to the “rat race” that many people find themselves in and only want to help the children for their future. Although people question teaching methods and want to only have their own ideals put into their child’s mind, there are things that every person should be aware of and teachers are the people who can be sure that every child is aware of the world around them in order to live a better

Modern day classrooms were unheard and unseen of more than 50 years ago. If we were to travel back to the past and step foot in classrooms of that time, one theme would run throughout. More than 50 years ago, classrooms were segregated and spoke volumes about the oppression of the colored population. Before the Civil Rights Movement of 1964 and during slavery, classrooms were split up based on color and were limited resources depending on the color of their skin. (Graglia, 2014)

Field Placement Reflection This semester, I observed in Ms. Scott’s fifth grade classroom at Thurmont Elementary School. There were about 25 students in the class, and there were more boys than girls. Ms. Scott’s classroom was a positive learning environment for the students.