Texas A&M University – Commerce
Master’s of Education in Secondary Education – MED
MISD & A&M – Commerce Partnership Cohort 2010
SED 513 Secondary School Curriculum – 3SH
Teacher Personal and Professional Goals
Name: ________Carlos Soliz_______
Professional Growth Goals:
o Personal – I am striving to become a technological teacher. I want to incorporate more technology into my classroom and my lessons with the use of wikis, global earth, you tube, and power point.
o Professional – I am going to get my Masters in Administration.
Professional Growth Measurable Activities:
o Personal – I am going to learn how to use more technology in my classroom. I will set up wiki pages, when the district allows the use of you tube I will use it, right now I use power points, and global earth to study World Geography.
o Professional – Take the required classes, study, do the work, learn and pass to be able to earn my Masters degree.
Professional Growth Assessment and Evaluation:
o Personal – Continue to try and keep up with the changing technology and be able to incorporate it into my classroom. I want to be able to reach my students with the technology that they are using at home everyday.
o Professional – Continue to update my skills and challenge myself to be a better teacher. Take Pay for Knowledge courses that the district offers so that I can try and stay on the top of my technological game.
Tuesday, April 7, 2009
Wednesday, March 11, 2009
Homework and Practice
Texas A&M University – Commerce
Master’s of Education in Secondary Education – MED
MISD & A&M – Commerce Partnership Cohort 2010
SED 513 Secondary School Curriculum
Carlos Soliz
Homework and Practice
What?
Homework and Practice method is a really tough strategy that I have struggled to implement at the present school that I am at. At schools that I have been in the past I did not have problems with students doing homework and getting it turned in. I gave it a try anyway.
So What?
I had to find something that would spark their interest to make them want to do work outside of the classroom. I found two ways to accomplish this 1) assign current events to the places that we are studying and 2) assign computer work for them to do using Google Earth. The first couple of times were a real struggle to get them to turn in their work but eventually it worked. I still have some students that do not bring anything to turn in; they will not even bring it in late for credit. The Google Earth has really excited some interest in my students and we use it a lot in class to study World Geography. I have them find different places on the Google Earth map and write a report on it to turn in.
Now What?
I have to make sure that any homework is relevant and to return it to them graded as soon as I can. I want them to know that it is important to do research on their own and to be able to problem solve on their own. I tell them that the education process involves them to think and be able to solve problems on their own. Using technology makes me keep up with what is out there and reaches the students at their level.
Master’s of Education in Secondary Education – MED
MISD & A&M – Commerce Partnership Cohort 2010
SED 513 Secondary School Curriculum
Carlos Soliz
Homework and Practice
What?
Homework and Practice method is a really tough strategy that I have struggled to implement at the present school that I am at. At schools that I have been in the past I did not have problems with students doing homework and getting it turned in. I gave it a try anyway.
So What?
I had to find something that would spark their interest to make them want to do work outside of the classroom. I found two ways to accomplish this 1) assign current events to the places that we are studying and 2) assign computer work for them to do using Google Earth. The first couple of times were a real struggle to get them to turn in their work but eventually it worked. I still have some students that do not bring anything to turn in; they will not even bring it in late for credit. The Google Earth has really excited some interest in my students and we use it a lot in class to study World Geography. I have them find different places on the Google Earth map and write a report on it to turn in.
Now What?
I have to make sure that any homework is relevant and to return it to them graded as soon as I can. I want them to know that it is important to do research on their own and to be able to problem solve on their own. I tell them that the education process involves them to think and be able to solve problems on their own. Using technology makes me keep up with what is out there and reaches the students at their level.
Summarizing and Note Taking
Texas A&M University – Commerce
Master’s of Education in Secondary Education – MED
MISD & A&M – Commerce Partnership Cohort 2010
SED 513 Secondary School Curriculum
Carlos Soliz
Summarizing and Note Taking
What?
I opted to use the Cornell Notes in my class because I had never used them in my classroom before. I have had my students take notes during lectures and during videos that we use in class but they have struggled through this. I wanted to use a method I had not used before and the Cornell Notes fit well.
So What?
The first thing that I did was ask the students who had used this type of note taking before, to my surprise almost half the class had already used this style. I took the time to explain how to take notes using the Cornell method to the students who were not familiar with these type of notes. The notes that I got from my students were beyond anything that I was expecting because of the work that I had seen turned in before. I really like the Cornell method and will continue to use it. I don’t think that I will do anything differently next time.
Now What?
Like I said above I continue to use the Cornell method of note taking. It makes it easier for my students to get information written down and for them to decipher the information that they need. I like it especially with the instructional videos that we use in class for them to get the information. The Cornell method has also helped me when I do lecture to make sure that I am getting the information to the students that they really need.
Master’s of Education in Secondary Education – MED
MISD & A&M – Commerce Partnership Cohort 2010
SED 513 Secondary School Curriculum
Carlos Soliz
Summarizing and Note Taking
What?
I opted to use the Cornell Notes in my class because I had never used them in my classroom before. I have had my students take notes during lectures and during videos that we use in class but they have struggled through this. I wanted to use a method I had not used before and the Cornell Notes fit well.
So What?
The first thing that I did was ask the students who had used this type of note taking before, to my surprise almost half the class had already used this style. I took the time to explain how to take notes using the Cornell method to the students who were not familiar with these type of notes. The notes that I got from my students were beyond anything that I was expecting because of the work that I had seen turned in before. I really like the Cornell method and will continue to use it. I don’t think that I will do anything differently next time.
Now What?
Like I said above I continue to use the Cornell method of note taking. It makes it easier for my students to get information written down and for them to decipher the information that they need. I like it especially with the instructional videos that we use in class for them to get the information. The Cornell method has also helped me when I do lecture to make sure that I am getting the information to the students that they really need.
Reinforcing Effort and Providing Recognition
Texas A&M University – Commerce
Master’s of Education in Secondary Education – MED
MISD & A&M – Commerce Partnership Cohort 2010
SED 513 Secondary School Curriculum
Carlos Soliz
Reinforcing Effort and Providing Recognition
What?
Reinforcing Effort and Providing Recognition is an everyday use in my class. With the type of students that I have it is mandatory that I praise any positive actions that happen.
So What?
The most important thing about using this method is to know your students. The types of reinforcement and recognition have to be different for each student. Some students need to be recognized where everyone knows that they are receiving it, while others do not want anyone to know that they did something good. One thing that I have noticed that has the most impact on the students at my school is a phone call or email home for something positive that the student has done. This is because most phone calls home are for something that the student has done bad not good.
Now What?
I will always use this method. When I stop using it that will be the time that I will need to retire or find some other job to do. With the home life that most of my students have they need some positive reinforcement and recognition at some point during their day.
Master’s of Education in Secondary Education – MED
MISD & A&M – Commerce Partnership Cohort 2010
SED 513 Secondary School Curriculum
Carlos Soliz
Reinforcing Effort and Providing Recognition
What?
Reinforcing Effort and Providing Recognition is an everyday use in my class. With the type of students that I have it is mandatory that I praise any positive actions that happen.
So What?
The most important thing about using this method is to know your students. The types of reinforcement and recognition have to be different for each student. Some students need to be recognized where everyone knows that they are receiving it, while others do not want anyone to know that they did something good. One thing that I have noticed that has the most impact on the students at my school is a phone call or email home for something positive that the student has done. This is because most phone calls home are for something that the student has done bad not good.
Now What?
I will always use this method. When I stop using it that will be the time that I will need to retire or find some other job to do. With the home life that most of my students have they need some positive reinforcement and recognition at some point during their day.
Wednesday, February 11, 2009
SED 513 - Similarities and Differences
Texas A & M University – Commerce
Master’s of Education in Secondary Education – MED
MISD & A&M – Commerce Partnership Cohort 2010
SED 513 Secondary School Curriculum – 3 SH
Carlos Soliz
Similarities and Differences
What?
The strategy used in my World Geography class was Similarities and Differences. I have used this strategy in my class for many years on many different subjects to help students identify how the United States and other countries of the world are alike and how they are different.
So What?
Similarities and Differences works because the students can see that the whole world has many of the same landforms, people are the same, and it helps some of them see how privileged they are to live in the United States. It is always a challenge the first time the students do it because they are not sure what they are suppose to write down. The same old question is asked “how many of each do we need to write down?” The countries we used recently were Europe and the United States. It has opened the students’ eyes, especially to our system of government, to how similar Europe and the United States really are. The students found out how Europe has impacted the United States that we have today. Food, traditions, the names of some of the eastern states, government, and our laws that we have today are some of the things the students were surprised that we received from Europe. One of the things that I will do different next time is to first have them write down what they already know, what they want to know, and what they learned.
Now What?
I really like this strategy and continue to use it, I don’t always use a Venn diagram because I don’t want it to be a routine thing that the students do. I have the student list items or draw pictures of items that are similar or different. Letting students have a choice how they represent the similarities and differences works very well. It allows for some creativity by the student.
Master’s of Education in Secondary Education – MED
MISD & A&M – Commerce Partnership Cohort 2010
SED 513 Secondary School Curriculum – 3 SH
Carlos Soliz
Similarities and Differences
What?
The strategy used in my World Geography class was Similarities and Differences. I have used this strategy in my class for many years on many different subjects to help students identify how the United States and other countries of the world are alike and how they are different.
So What?
Similarities and Differences works because the students can see that the whole world has many of the same landforms, people are the same, and it helps some of them see how privileged they are to live in the United States. It is always a challenge the first time the students do it because they are not sure what they are suppose to write down. The same old question is asked “how many of each do we need to write down?” The countries we used recently were Europe and the United States. It has opened the students’ eyes, especially to our system of government, to how similar Europe and the United States really are. The students found out how Europe has impacted the United States that we have today. Food, traditions, the names of some of the eastern states, government, and our laws that we have today are some of the things the students were surprised that we received from Europe. One of the things that I will do different next time is to first have them write down what they already know, what they want to know, and what they learned.
Now What?
I really like this strategy and continue to use it, I don’t always use a Venn diagram because I don’t want it to be a routine thing that the students do. I have the student list items or draw pictures of items that are similar or different. Letting students have a choice how they represent the similarities and differences works very well. It allows for some creativity by the student.
Wednesday, December 10, 2008
SED 528 Discipline Journal #4
Discipline Journal #4 SHED Cohort – Fall 2008
I. Data Collection: On additional pages, document at least 10 discipline situations encountered in your classroom. Journal each incident. I have a student that I am really trying hard to reach and have tried many different strategies. Below are the following.
1. A. November 20, 2008/ 10:20 AM
B. 9th grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. I started with the preventative method. I made sure to have his work with his name on it already, so he would not have to waste time doing that. I had a pen and pencil ready for him so he would not have to get up and ask for one. I even had his textbook open to the page we were going to start on for the day. The student just looked at me like I was crazy.
E. As soon as I started to lecture over what we were going to be doing for the day and why we were looking at this material, I had to go over and take up this student’s cell phone. Of course this did not sit well with this student and he refused to give me his cell phone, so I was forced to send him to the office with a referral. Preventative method did not have a chance today, I will try again next period.
2. A. November 24, 2008/ 10:15 AM
B. 9th Grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. I once again used the preventative method. I made sure to have his work with his name on it already, so he would not have to waste time doing that. I had a pen and pencil ready for him so he would not have to get up and ask for one. I even had his textbook open to the page we were going to start on for the day. The student just looked at me like I was crazy.
E. Before I started this time I asked all students to make sure their phones were turned off and put away. The student started to get up as I started the class. I stopped and asked him why he was getting up. He said he had to ask another student something. I told him it would need to wait until I was finished, he did not like it but he sat back down. This was a positive. We made it through our discussion for the day and they started their independent work. This student proceeded to put his head on his desk and try to go to sleep. So, I have everything that this student needs for my class for the day and now he is going to try and take a nap. I went to wake him and ask him to get to work, he woke up and sat there for a little bit and then started to get out of his seat again. I asked him where he was going, he said he was coming to ask me to go to the bathroom. I told him that he could once he started on his work and completed some of it. He sat down and started to work. A little bit of success for the time being.
3. A. November 24, 2008/ 11:15 AM
B. 9th grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. Same student same class period as #2.
E. The student worked for a little while and I let him go to the restroom. Upon his return he had grabbed his work and was headed to sit next to another student. I asked him to return to his desk and he told me he was going to check his answers, copy, with the other student. I explained to him that today we were working individually and not in pairs or groups. He was not happy with the response that I gave him and went and sat back down in his seat. He did nothing the rest of the class period and just left his work on his desk when he left. I believe it is time to try a new teaching strategy.
4. A. December 1, 2008/ 10:20 AM
B. 9th grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. The same student in second period class different day.
E. Today I decided I was going to try Love and Logic with this student, trying to emphasize the more Love part if I could. I decided to still keep with the Preventive Method giving this student no reason to have to get up during class. Once again, he started to get up out of his seat while I was giving instruction, so I stopped and turned towards him. I asked him to sit down and he said he just needed to do something, I told him I understood but for now he needed to return to his seat. He stopped and sat back down. I thought alright go Love and Logic.
5. A. December 1, 2008/ 11:15 AM
B. 9th grade/World Geography
C. Same student, same class, different time of the day.
D. I thought with the use of Love and Logic the first time that the rest of the class period would go OK, I was wrong.
E. The same student was sitting at his desk with his head down doing nothing. I walked over to wake him up and asked him to get to work. He asked if he could move and work with a partner, seeing that he had no answers on his paper and his background of trying to copy other student’s work I told him not right now. I told him that when he completed some of the work on his own I might let him work with a partner. He continued the rest of the period to sit at his desk and do nothing. I stood by him most of the period and continually asked him to get to work, he did not. I made a phone call home immediately following the class period and the number had been disconnected. I also tried to send an email to the address the parents had provided it came back undeliverable. I will try something different next time.
6. A. December 3, 2008/ 10:25 AM
B. 9th grade/World Geography
C. Once again, the same student the same class period but different day.
D. The student entered the class room with his pants sagging, his pant cuffs rolled at the bottom and he was late.
E. I asked the student to step out in the hall and I would be out there shortly. When I went out to talk to him he was not in a good mood. I told him that I was not sure what his other teachers allowed him to do but that every time he tried to come into my class out of dress code I was going to make him go out of the room and come back in properly attired. I told him that if this made him late then he would receive a tardy every time. He tried to start to argue with me but I just told him that was the way it was going to be. I told him I would excuse the tardy for today but not anymore after that. I told him that I did not want any problems from him and that I expected him to work. I told him that he needed to stay seated in his own desk and get his work done and turned in. I let him know that he was failing because of incomplete work but that he could do the work when he finished his work for the day. This was this student’s best day this year. He completed the day’s work and started some of his make-up work. I think some people call this Tough Love, is that a strategy?
7. A. December 5, 2008/ 10:15 AM
B. 9th grade/World Geography
C. During second period my same student came into the classroom on time and in dress code. I was thinking alright! A little bit of progress.
D. Even though I had this student set up with a writing utensil, a book, and the work outlined for the day he found a way to stray from what he was suppose to be doing.
E. Today was not a good day for this student. I asked this student to please have a seat in his correct seat. He kept going like he did not hear me. I once again asked him to please have a seat. Without looking at me he said “why you always scoring on me?” I again asked him to please have a seat he told me he wasn’t bothering anyone. I told him that if he was doing what he was suppose to be doing I would not mess with him but since he could not do I would ask him. He wanted to argue with me, again. I asked him to please step outside so I could talk to him. He went outside and when I got out there he was gone. I had to write him a referral for leaving. I wish this kid would come around.
8. A. December 8, 2008/ 12:05 PM
B. 9th grade/World Geography
C. This incident involved a student who has had multiple problems in the cafeteria. He likes to be too loud and cause problems with other students. Today was no different for him. He was messing with a girl who was trying to eat her lunch and she asked him to leave her alone. He did not. He did however take his belt of and hit this girl with it. It was not a violent or hard hit but none the less he still hit her with his belt. I took the belt from the student and walked him over to the assistant principals and explained to them what happened. The handled it from there.
D. The student received a discipline referral for what he did and he now has an assigned seat during lunch.
E. This student has been a behavioral problem and he continues to find trouble. Having to deal with this student every A day is not very much fun. Him messing with other students leads to other problems because those students are looking to get back at him. I have talked to the student and the administrators but he continues to do the same things. I don’t know if he gets into trouble in his other classes but I know he is a handful during lunch.
9. A. December 8, 2008/ 12:15 PM
B. 9th grade/World Geography
C. A student was talking very loud during lunch and I asked him to please keep it down. He initially did but then once again started getting loud and messing with another student who was trying to eat. I told him he needed to go sit down where he was originally seating and not to get up again. He grumbled a little bit but when and sat down he wasn’t any trouble the rest of lunch.
D. The student received a warning about controlling the volume of his voice in the cafeteria and staying seated while he was in there. I think that was sufficient for the incident for now. If he continues to do the same thing over and over more drastic measures will need to be taken.
E. I do not have a relationship with this student. Building a relationship with this student will help the situation.
10. A. December 9, 2008/10:15 AM
B. 9th grade/World Geography
C. I was having trouble with my same second period student who always wants to out of his seat visiting with other students at the beginning of class. I don’t know if I will ever reach this student but I will not stop trying. I believe there are issues with this student that goes way beyond the hour and a half that I spend with him.
D. Involved in the incident was the student and me. The student acts like he doesn’t care if he gets in trouble or has to go to the office or anything else. I am trying to connect with this student on a more personal level. I go over and talk to him about things outside of school and what his hobbies are. I try and help him with his work but he seems just not to care about anything. Being “cool” in the eyes of others seems to be his only concern.
II. Once again, the same student the same class period but different day.
The student entered the class room with his pants sagging, his pant cuffs rolled at the bottom and he was late.
I asked the student to step out in the hall and I would be out there shortly. When I went out to talk to him he was not in a good mood. I told him that I was not sure what his other teachers allowed him to do but that every time he tried to come into my class out of dress code I was going to make him go out of the room and come back in properly attired. I told him that if this made him late then he would receive a tardy every time. He tried to start to argue with me but I just told him that was the way it was going to be. I told him I would excuse the tardy for today but not anymore after that. I told him that I did not want any problems from him and that I expected him to work. I told him that he needed to stay seated in his own desk and get his work done and turned in. I let him know that he was failing because of incomplete work but that he could do the work when he finished his work for the day. This was this student’s best day this year. He completed the day’s work and started some of his make-up work. I think some people call this Tough Love, is that a strategy?
III. During second period my same student came into the classroom on time and in dress code. I was thinking alright! A little bit of progress. Even though I had this student set up with a writing utensil, a book, and the work outlined for the day he found a way to stray from what he was suppose to be doing.
Today was not a good day for this student. I asked this student to please have a seat in his correct seat. He kept going like he did not hear me. I once again asked him to please have a seat. Without looking at me he said “why you always scoring on me?” I again asked him to please have a seat he told me he wasn’t bothering anyone. I told him that if he was doing what he was suppose to be doing I would not mess with him but since he could not do I would ask him. He wanted to argue with me, again. I asked him to please step outside so I could talk to him. He went outside and when I got out there he was gone. I had to write him a referral for leaving. I wish this kid would come around.
I. Data Collection: On additional pages, document at least 10 discipline situations encountered in your classroom. Journal each incident. I have a student that I am really trying hard to reach and have tried many different strategies. Below are the following.
1. A. November 20, 2008/ 10:20 AM
B. 9th grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. I started with the preventative method. I made sure to have his work with his name on it already, so he would not have to waste time doing that. I had a pen and pencil ready for him so he would not have to get up and ask for one. I even had his textbook open to the page we were going to start on for the day. The student just looked at me like I was crazy.
E. As soon as I started to lecture over what we were going to be doing for the day and why we were looking at this material, I had to go over and take up this student’s cell phone. Of course this did not sit well with this student and he refused to give me his cell phone, so I was forced to send him to the office with a referral. Preventative method did not have a chance today, I will try again next period.
2. A. November 24, 2008/ 10:15 AM
B. 9th Grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. I once again used the preventative method. I made sure to have his work with his name on it already, so he would not have to waste time doing that. I had a pen and pencil ready for him so he would not have to get up and ask for one. I even had his textbook open to the page we were going to start on for the day. The student just looked at me like I was crazy.
E. Before I started this time I asked all students to make sure their phones were turned off and put away. The student started to get up as I started the class. I stopped and asked him why he was getting up. He said he had to ask another student something. I told him it would need to wait until I was finished, he did not like it but he sat back down. This was a positive. We made it through our discussion for the day and they started their independent work. This student proceeded to put his head on his desk and try to go to sleep. So, I have everything that this student needs for my class for the day and now he is going to try and take a nap. I went to wake him and ask him to get to work, he woke up and sat there for a little bit and then started to get out of his seat again. I asked him where he was going, he said he was coming to ask me to go to the bathroom. I told him that he could once he started on his work and completed some of it. He sat down and started to work. A little bit of success for the time being.
3. A. November 24, 2008/ 11:15 AM
B. 9th grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. Same student same class period as #2.
E. The student worked for a little while and I let him go to the restroom. Upon his return he had grabbed his work and was headed to sit next to another student. I asked him to return to his desk and he told me he was going to check his answers, copy, with the other student. I explained to him that today we were working individually and not in pairs or groups. He was not happy with the response that I gave him and went and sat back down in his seat. He did nothing the rest of the class period and just left his work on his desk when he left. I believe it is time to try a new teaching strategy.
4. A. December 1, 2008/ 10:20 AM
B. 9th grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. The same student in second period class different day.
E. Today I decided I was going to try Love and Logic with this student, trying to emphasize the more Love part if I could. I decided to still keep with the Preventive Method giving this student no reason to have to get up during class. Once again, he started to get up out of his seat while I was giving instruction, so I stopped and turned towards him. I asked him to sit down and he said he just needed to do something, I told him I understood but for now he needed to return to his seat. He stopped and sat back down. I thought alright go Love and Logic.
5. A. December 1, 2008/ 11:15 AM
B. 9th grade/World Geography
C. Same student, same class, different time of the day.
D. I thought with the use of Love and Logic the first time that the rest of the class period would go OK, I was wrong.
E. The same student was sitting at his desk with his head down doing nothing. I walked over to wake him up and asked him to get to work. He asked if he could move and work with a partner, seeing that he had no answers on his paper and his background of trying to copy other student’s work I told him not right now. I told him that when he completed some of the work on his own I might let him work with a partner. He continued the rest of the period to sit at his desk and do nothing. I stood by him most of the period and continually asked him to get to work, he did not. I made a phone call home immediately following the class period and the number had been disconnected. I also tried to send an email to the address the parents had provided it came back undeliverable. I will try something different next time.
6. A. December 3, 2008/ 10:25 AM
B. 9th grade/World Geography
C. Once again, the same student the same class period but different day.
D. The student entered the class room with his pants sagging, his pant cuffs rolled at the bottom and he was late.
E. I asked the student to step out in the hall and I would be out there shortly. When I went out to talk to him he was not in a good mood. I told him that I was not sure what his other teachers allowed him to do but that every time he tried to come into my class out of dress code I was going to make him go out of the room and come back in properly attired. I told him that if this made him late then he would receive a tardy every time. He tried to start to argue with me but I just told him that was the way it was going to be. I told him I would excuse the tardy for today but not anymore after that. I told him that I did not want any problems from him and that I expected him to work. I told him that he needed to stay seated in his own desk and get his work done and turned in. I let him know that he was failing because of incomplete work but that he could do the work when he finished his work for the day. This was this student’s best day this year. He completed the day’s work and started some of his make-up work. I think some people call this Tough Love, is that a strategy?
7. A. December 5, 2008/ 10:15 AM
B. 9th grade/World Geography
C. During second period my same student came into the classroom on time and in dress code. I was thinking alright! A little bit of progress.
D. Even though I had this student set up with a writing utensil, a book, and the work outlined for the day he found a way to stray from what he was suppose to be doing.
E. Today was not a good day for this student. I asked this student to please have a seat in his correct seat. He kept going like he did not hear me. I once again asked him to please have a seat. Without looking at me he said “why you always scoring on me?” I again asked him to please have a seat he told me he wasn’t bothering anyone. I told him that if he was doing what he was suppose to be doing I would not mess with him but since he could not do I would ask him. He wanted to argue with me, again. I asked him to please step outside so I could talk to him. He went outside and when I got out there he was gone. I had to write him a referral for leaving. I wish this kid would come around.
8. A. December 8, 2008/ 12:05 PM
B. 9th grade/World Geography
C. This incident involved a student who has had multiple problems in the cafeteria. He likes to be too loud and cause problems with other students. Today was no different for him. He was messing with a girl who was trying to eat her lunch and she asked him to leave her alone. He did not. He did however take his belt of and hit this girl with it. It was not a violent or hard hit but none the less he still hit her with his belt. I took the belt from the student and walked him over to the assistant principals and explained to them what happened. The handled it from there.
D. The student received a discipline referral for what he did and he now has an assigned seat during lunch.
E. This student has been a behavioral problem and he continues to find trouble. Having to deal with this student every A day is not very much fun. Him messing with other students leads to other problems because those students are looking to get back at him. I have talked to the student and the administrators but he continues to do the same things. I don’t know if he gets into trouble in his other classes but I know he is a handful during lunch.
9. A. December 8, 2008/ 12:15 PM
B. 9th grade/World Geography
C. A student was talking very loud during lunch and I asked him to please keep it down. He initially did but then once again started getting loud and messing with another student who was trying to eat. I told him he needed to go sit down where he was originally seating and not to get up again. He grumbled a little bit but when and sat down he wasn’t any trouble the rest of lunch.
D. The student received a warning about controlling the volume of his voice in the cafeteria and staying seated while he was in there. I think that was sufficient for the incident for now. If he continues to do the same thing over and over more drastic measures will need to be taken.
E. I do not have a relationship with this student. Building a relationship with this student will help the situation.
10. A. December 9, 2008/10:15 AM
B. 9th grade/World Geography
C. I was having trouble with my same second period student who always wants to out of his seat visiting with other students at the beginning of class. I don’t know if I will ever reach this student but I will not stop trying. I believe there are issues with this student that goes way beyond the hour and a half that I spend with him.
D. Involved in the incident was the student and me. The student acts like he doesn’t care if he gets in trouble or has to go to the office or anything else. I am trying to connect with this student on a more personal level. I go over and talk to him about things outside of school and what his hobbies are. I try and help him with his work but he seems just not to care about anything. Being “cool” in the eyes of others seems to be his only concern.
II. Once again, the same student the same class period but different day.
The student entered the class room with his pants sagging, his pant cuffs rolled at the bottom and he was late.
I asked the student to step out in the hall and I would be out there shortly. When I went out to talk to him he was not in a good mood. I told him that I was not sure what his other teachers allowed him to do but that every time he tried to come into my class out of dress code I was going to make him go out of the room and come back in properly attired. I told him that if this made him late then he would receive a tardy every time. He tried to start to argue with me but I just told him that was the way it was going to be. I told him I would excuse the tardy for today but not anymore after that. I told him that I did not want any problems from him and that I expected him to work. I told him that he needed to stay seated in his own desk and get his work done and turned in. I let him know that he was failing because of incomplete work but that he could do the work when he finished his work for the day. This was this student’s best day this year. He completed the day’s work and started some of his make-up work. I think some people call this Tough Love, is that a strategy?
III. During second period my same student came into the classroom on time and in dress code. I was thinking alright! A little bit of progress. Even though I had this student set up with a writing utensil, a book, and the work outlined for the day he found a way to stray from what he was suppose to be doing.
Today was not a good day for this student. I asked this student to please have a seat in his correct seat. He kept going like he did not hear me. I once again asked him to please have a seat. Without looking at me he said “why you always scoring on me?” I again asked him to please have a seat he told me he wasn’t bothering anyone. I told him that if he was doing what he was suppose to be doing I would not mess with him but since he could not do I would ask him. He wanted to argue with me, again. I asked him to please step outside so I could talk to him. He went outside and when I got out there he was gone. I had to write him a referral for leaving. I wish this kid would come around.
Wednesday, November 19, 2008
Texas A&M University – Commerce
Master’s of Education in Secondary Education – MED
SED 500 Issues in Education
Carlos Soliz
Discipline Journal #3
SHED Cohort – Fall 2008
I. Data Collection: On additional pages, document at least 10 discipline situations encountered in your classroom. Journal each incident and include:
1. A. October 30, 2008/ 12:00 PM
B. 9th grade/World Geography
C. During lunch duty I was asked to monitor one of the lunch lines due to the fact that several students had been advancing in line in front of others who were waiting. A student walked to the front of the line and gave another student, who was already in line, a hug. She then proceeded to stay there, when I told her she needed to go to the back of the line she responded by telling me she had been there and wasn’t going to move. I told her that everyone else is waiting in line and she could not just come up and get in front of all of them. She again said that she was already there. I told her that she could go to the end of the line or go have a seat next to the assistant principals and wait until everyone was done eating. She went to the back of the line. I told her “thank you.”
D. I was the only one involved and told the student that she was to get in the back of the line when ever she came into lunch. The consequences were appropriate since this was the first time that I had seen this student do this in the lunch line.
E. I see this student every day that I am on lunch duty. I talk to her now and ask her how her day is going. She has been very nice since this incident and I have not seen her try and cut in front of anyone. I have since positioned myself in a place where I can try and prevent students from cutting in line and making other students angry. Being proactive has helped a bunch.
2. A. October 31, 2008/ 8:30 AM
B. 9th Grade/World Geography
C. Well what do you expect on Halloween? Students were trying to come into my classroom out of dress code. I started sending them back out telling them they need to be in dress code and if they were not in dress code and back in the room before the tardy bell they were going to be late. One student started to argue and say he was not going to take a tardy for nothing. I let him talk all he wanted but he was not late and was in dress code.
D. The student and I were the only ones involved and at first the student was upset but eventually did what he was suppose to . The threat of a consequence was appropriate, because it worked.
E. I learned which I already knew but need to be refreshed on, that always being proactive is the best way to be. This is always the case being prepared and ready eliminates so many problems.
3. A. October 31, 2008/ 10:45 AM
B. 9th grade/World Geography
C. Oh Halloween!! Why do students think that Halloween is a Holiday? After waking this particular student up for the third time so that he could get back to work, the once sleeping giant was not happy. He told me he was not doing any work and to leave him alone. I told him that the work was due at the end of the period and whenever he felt like getting to work he could but that it needed to be finished and turned in before he left.
D. The incident included a student not wanting to do any work in my class and sleep the whole time. I did not have a confrontation with this student I just stated to him that the work was to be turned in at the end of the period. I told the student that he could work at his own pace as long as he turned in the work before he left.
E. I really felt that this student had something else going on in his life so I did not want to make a mountain out of a mole hill. I let him know that his work still needed to be completed and turned in without having a big confrontation. Sometimes school is not the most important thing to the students but that does not excuse them from doing what they are supposed to do.
4. A. October 31, 2008/ 11:10 AM
B. 9th grade/World Geography
C. During second period I had a student who would not sit down while the class was going on, this student wanted to continue to try and walk around. I reminded the student that he was to remain seated while we were having our discussion. The student’s lack of interest in what I was trying to explain to him and his refusal to sit down lead to me sending him outside. It is my policy in my classroom for all the students to remain seated during the class. When I got a chance I went out and told the student that his being up was disturbing my class and I would appreciate him following the policies of my class. I told him he could come back into the classroom if he could sit down and get his work done. He apologized and told me he would sit down. He came in, completed his work and was seated the whole rest of the period.
D. The student’s inability to be seated when he was supposed to be and his refusal to get seated after I asked him lead to the problem.
E. I had never had a problem with this student before and was not sure why I was having a problem today. After sending him out of the room and talking to him, the problem was solved. I think a lot of the time just taking the time to talk to the student helps solve a lot of major problems.
5. A. November 3, 2008/ 8:35 AM
B. 9th grade/World Geography
C. I had a student enter the classroom with sunglasses on. I thought for sure she would remove them once in the room. I thought wrong. I asked her to remove them, which she did, only to put them back on a few minutes later. I again asked her to please remove her sunglasses or I would have to take them from her. She sighed and placed them on her head. I asked her if she would please place them in her purse for she would not need them during this class period. She was not happy and threw a little bit of a fit but she did put them away. I told her thank you for putting them away. A little bit later I walked by the student’s desk and again told her thank you for putting the glasses away.
D. The student’s inability to remove her sunglasses on her own lead to me having to ask her to remove them. When the student put the sunglasses back on this created the problem but is was solved once the student put her sunglasses away.
E. I know that this seems like a minor incident but if you handle all the little things that go on everyday it helps avoid the large problems from happening. Using the preventative method makes the kids aware that I will not tolerate them trying to get away with little things that will eventually lead to big problems.
6. A. November 4, 2008/ 12:25 PM
B. 9th grade/World Geography
C. Once again lunch duty has given me something to put in my discipline journal. Students wanting to get to the front of the line without standing in line and waiting their turn forced me to ask a student to go to the back of the line. The student tried his best to ignore me until I made the whole line stop until he removed himself. He complained to his friends saying he had been there and he was not moving, I did not confront the student personally. I made everyone else wait until this student figured out he was not going to get his way.
D. The student not following the school rules lead to the situation. By me stopping the whole line until this student figured out he was not going to cut in line and get away with it ended the situation.
E. As stated earlier I have positioned myself in a spot that has deterred most students from trying to cut in line but as expected there a still some that will try. The situation has improved but there will always be some students who will try and get away with getting to the front of the line.
7. A. November 5, 2008/ 10:55 AM
B. 9th grade/World Geography
C. During second period a student was repeatedly disturbing the class saying “Obama!” over and over again. I asked him to please stop because he was disturbing other students. The student stopped at that moment but for some reason decided it would be fun to start again. I asked the student if he could correct his behavior by himself or if he needed assistance in doing so. Another student said she would give him assistance and told him he needed to shut up because he was getting annoying. I told her I would handle the situation and that she needed to get back to work. Of course this did not happen! The two students started arguing with each other so I told both of them that I needed to speak with them outside. I explained to both of them that they disrupted my class and that I was not going to put up with it. I told them that they could resolve the matter right then or that they could both receive a referral and go to the office. They both agreed to settle their differences there and not go to the office. I was surprised by these two because neither one had ever been in trouble in my class before.
D. I told the students that it was their choice on how to act in class but that if they could not act correctly it became a problem for me because it created a disruption in my class. I believe the consequences, which was just a conference with both students, was appropriate and I am sure it will make a difference.
E. I believe I have a good relationship with both these students and don’t think this incident will have a negative impact on my relationship with either student. Knowing your students really helps in the way that you can handle each situation that arises. I felt like I could just talk to both of these students when this incident happened and that everything could be resolved. I could have just written them up and sent them to the office but I believe that would have done more harm than anything else.
8. A. November 10, 2008/ 11:00 AM
B. 9th grade/World Geography
C. This incident involved a student who has had multiple problems with dress code, behavior, and has also had academic troubles. He just can’t seem to get things figured out. He likes to roll the bottom of his pants legs and sag. I asked the student to unroll his pant legs and pull up his pants he ignored me. The student did not attempt to pull up his pants or unroll the cuffs. I stopped what I was doing and waited for this student to correct the two problems he had. School policy states we are suppose to just give the detention without asking them to correct their offense but since this student has had problems I was trying to avoid just getting him into trouble. The student still made no attempt to fix either problem, other students were telling him just to fix it, so I wrote this student a dress code referral and continued with class.
D. The student received a discipline referral since he did not do what I asked him to do. He was upset saying how dumb it was that he could not have his pants rolled and that those were the only pants he could buy. Had the student just done what he was suppose to from the beginning there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
E. This student has not been a behavioral problem but he continues to be out of dress code. Having to deal with his dress code issues leads to other problems that gets this student off task and then he does not want to work because he is upset. I have talked to the parents, administrators, and the student but he continues to do the same thing. He does really good work when we don’t have to deal with dress code but doesn’t do anything if we have to handle dress code issues.
9. A. November 13, 2008/ 10:66 AM
B. 9th grade/World Geography
C. A student was talking during our morning announcements, which I do not allow. I asked her to please stay quiet during announcements, she apologized and got quiet. I told her thank you and continued to check roll, once I was done checking roll she was talking again. I looked her way and stared until the student she was talking to pointed at me. The student that was talking told me can I just tell her something real quick, I told her that she needed to wait until the announcements were over and then she could tell the student what she “needed” to tell her. She said ok and was quiet for the rest of the announcements.
D. The student received a warning about talking during the announcements and I think that was sufficient for the incident.
E. I have a good relationship with this student and the relationship we have continues to be good. The relationship helped in the situation and has not had any impact on the relationship. Sometimes the students think what they have to say is the most important thing ever; I understand that so I did not feel the need for any further discipline.
10. A. November 14, 2008/10:15 AM
B. 9th grade/World Geography
C. I was having trouble with a student who always wanted to out of his seat visiting with other students at the beginning of class, I could not get him to sit down without getting on to him first. So I decided that instead of repeatedly asking this student to sit down, I made him the official all-time textbook passer outer. I don’t have a problem with him now and he can say “Hi!” to everyone since he is giving them their book. The other thing is that now he does sit down after he is done passing out the books. It is GENIUS!!
D. Involved in the incident was the student and me. The student was just going to take his consequence without any argument but after talking with him we came up with a solution that fit both of us. I believe that not giving the student any consequences was appropriate and giving him a duty was very helpful.
E. My relationship with this student has been good and I think it will continue to be good. The student has been very good in class and his work has improved. I am less stressed with having to repeat myself over and over for this student to sit down and all the textbooks get passed out without any hassle.
II.
I was having trouble with a student who always wanted to out of his seat visiting with other students at the beginning of class, I could not get him to sit down without getting on to him first. So I decided that instead of repeatedly asking this student to sit down, I made him the official all-time textbook passer outer. I don’t have a problem with him now and he can say “Hi!” to everyone since he is giving them their book. The other thing is that now he does sit down after he is done passing out the books. It is GENIUS!!
Involved in the incident was the student and me. The student was just going to take his consequence without any argument but after talking with him we came up with a solution that fit both of us. I believe that not giving the student any consequences was appropriate and giving him a duty was very helpful.
My relationship with this student has been good and I think it will continue to be good. The student has been very good in class and his work has improved. I am less stressed with having to repeat myself over and over for this student to sit down and all the textbooks get passed out without any hassle.
III.
This incident involved a student who has had multiple problems with dress code, behavior, and has also had academic troubles. He just can’t seem to get things figured out. He likes to roll the bottom of his pants legs and sag. I asked the student to unroll his pant legs and pull up his pants he ignored me. The student did not attempt to pull up his pants or unroll the cuffs. I stopped what I was doing and waited for this student to correct the two problems he had. School policy states we are suppose to just give the detention without asking them to correct their offense but since this student has had problems I was trying to avoid just getting him into trouble. The student still made no attempt to fix either problem, other students were telling him just to fix it, so I wrote this student a dress code referral and continued with class.
The student received a discipline referral since he did not do what I asked him to do. He was upset saying how dumb it was that he could not have his pants rolled and that those were the only pants he could buy. Had the student just done what he was suppose to from the beginning there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
This student has not been a behavioral problem but he continues to be out of dress code. Having to deal with his dress code issues leads to other problems that gets this student off task and then he does not want to work because he is upset. I have talked to the parents, administrators, and the student but he continues to do the same thing. He does really good work when we don’t have to deal with dress code but doesn’t do anything if we have to handle dress code issues.
I wish I could figure out some way to reach this student because calling home, talking to administrators and talking to him does not seem to be working. This student just does not want to comply with the dress code but I don’t know if it is worth fighting that battle every other day. He is a good student and kid when I leave him alone but when I have to address his dress code violation he is done for the class period.
Master’s of Education in Secondary Education – MED
SED 500 Issues in Education
Carlos Soliz
Discipline Journal #3
SHED Cohort – Fall 2008
I. Data Collection: On additional pages, document at least 10 discipline situations encountered in your classroom. Journal each incident and include:
1. A. October 30, 2008/ 12:00 PM
B. 9th grade/World Geography
C. During lunch duty I was asked to monitor one of the lunch lines due to the fact that several students had been advancing in line in front of others who were waiting. A student walked to the front of the line and gave another student, who was already in line, a hug. She then proceeded to stay there, when I told her she needed to go to the back of the line she responded by telling me she had been there and wasn’t going to move. I told her that everyone else is waiting in line and she could not just come up and get in front of all of them. She again said that she was already there. I told her that she could go to the end of the line or go have a seat next to the assistant principals and wait until everyone was done eating. She went to the back of the line. I told her “thank you.”
D. I was the only one involved and told the student that she was to get in the back of the line when ever she came into lunch. The consequences were appropriate since this was the first time that I had seen this student do this in the lunch line.
E. I see this student every day that I am on lunch duty. I talk to her now and ask her how her day is going. She has been very nice since this incident and I have not seen her try and cut in front of anyone. I have since positioned myself in a place where I can try and prevent students from cutting in line and making other students angry. Being proactive has helped a bunch.
2. A. October 31, 2008/ 8:30 AM
B. 9th Grade/World Geography
C. Well what do you expect on Halloween? Students were trying to come into my classroom out of dress code. I started sending them back out telling them they need to be in dress code and if they were not in dress code and back in the room before the tardy bell they were going to be late. One student started to argue and say he was not going to take a tardy for nothing. I let him talk all he wanted but he was not late and was in dress code.
D. The student and I were the only ones involved and at first the student was upset but eventually did what he was suppose to . The threat of a consequence was appropriate, because it worked.
E. I learned which I already knew but need to be refreshed on, that always being proactive is the best way to be. This is always the case being prepared and ready eliminates so many problems.
3. A. October 31, 2008/ 10:45 AM
B. 9th grade/World Geography
C. Oh Halloween!! Why do students think that Halloween is a Holiday? After waking this particular student up for the third time so that he could get back to work, the once sleeping giant was not happy. He told me he was not doing any work and to leave him alone. I told him that the work was due at the end of the period and whenever he felt like getting to work he could but that it needed to be finished and turned in before he left.
D. The incident included a student not wanting to do any work in my class and sleep the whole time. I did not have a confrontation with this student I just stated to him that the work was to be turned in at the end of the period. I told the student that he could work at his own pace as long as he turned in the work before he left.
E. I really felt that this student had something else going on in his life so I did not want to make a mountain out of a mole hill. I let him know that his work still needed to be completed and turned in without having a big confrontation. Sometimes school is not the most important thing to the students but that does not excuse them from doing what they are supposed to do.
4. A. October 31, 2008/ 11:10 AM
B. 9th grade/World Geography
C. During second period I had a student who would not sit down while the class was going on, this student wanted to continue to try and walk around. I reminded the student that he was to remain seated while we were having our discussion. The student’s lack of interest in what I was trying to explain to him and his refusal to sit down lead to me sending him outside. It is my policy in my classroom for all the students to remain seated during the class. When I got a chance I went out and told the student that his being up was disturbing my class and I would appreciate him following the policies of my class. I told him he could come back into the classroom if he could sit down and get his work done. He apologized and told me he would sit down. He came in, completed his work and was seated the whole rest of the period.
D. The student’s inability to be seated when he was supposed to be and his refusal to get seated after I asked him lead to the problem.
E. I had never had a problem with this student before and was not sure why I was having a problem today. After sending him out of the room and talking to him, the problem was solved. I think a lot of the time just taking the time to talk to the student helps solve a lot of major problems.
5. A. November 3, 2008/ 8:35 AM
B. 9th grade/World Geography
C. I had a student enter the classroom with sunglasses on. I thought for sure she would remove them once in the room. I thought wrong. I asked her to remove them, which she did, only to put them back on a few minutes later. I again asked her to please remove her sunglasses or I would have to take them from her. She sighed and placed them on her head. I asked her if she would please place them in her purse for she would not need them during this class period. She was not happy and threw a little bit of a fit but she did put them away. I told her thank you for putting them away. A little bit later I walked by the student’s desk and again told her thank you for putting the glasses away.
D. The student’s inability to remove her sunglasses on her own lead to me having to ask her to remove them. When the student put the sunglasses back on this created the problem but is was solved once the student put her sunglasses away.
E. I know that this seems like a minor incident but if you handle all the little things that go on everyday it helps avoid the large problems from happening. Using the preventative method makes the kids aware that I will not tolerate them trying to get away with little things that will eventually lead to big problems.
6. A. November 4, 2008/ 12:25 PM
B. 9th grade/World Geography
C. Once again lunch duty has given me something to put in my discipline journal. Students wanting to get to the front of the line without standing in line and waiting their turn forced me to ask a student to go to the back of the line. The student tried his best to ignore me until I made the whole line stop until he removed himself. He complained to his friends saying he had been there and he was not moving, I did not confront the student personally. I made everyone else wait until this student figured out he was not going to get his way.
D. The student not following the school rules lead to the situation. By me stopping the whole line until this student figured out he was not going to cut in line and get away with it ended the situation.
E. As stated earlier I have positioned myself in a spot that has deterred most students from trying to cut in line but as expected there a still some that will try. The situation has improved but there will always be some students who will try and get away with getting to the front of the line.
7. A. November 5, 2008/ 10:55 AM
B. 9th grade/World Geography
C. During second period a student was repeatedly disturbing the class saying “Obama!” over and over again. I asked him to please stop because he was disturbing other students. The student stopped at that moment but for some reason decided it would be fun to start again. I asked the student if he could correct his behavior by himself or if he needed assistance in doing so. Another student said she would give him assistance and told him he needed to shut up because he was getting annoying. I told her I would handle the situation and that she needed to get back to work. Of course this did not happen! The two students started arguing with each other so I told both of them that I needed to speak with them outside. I explained to both of them that they disrupted my class and that I was not going to put up with it. I told them that they could resolve the matter right then or that they could both receive a referral and go to the office. They both agreed to settle their differences there and not go to the office. I was surprised by these two because neither one had ever been in trouble in my class before.
D. I told the students that it was their choice on how to act in class but that if they could not act correctly it became a problem for me because it created a disruption in my class. I believe the consequences, which was just a conference with both students, was appropriate and I am sure it will make a difference.
E. I believe I have a good relationship with both these students and don’t think this incident will have a negative impact on my relationship with either student. Knowing your students really helps in the way that you can handle each situation that arises. I felt like I could just talk to both of these students when this incident happened and that everything could be resolved. I could have just written them up and sent them to the office but I believe that would have done more harm than anything else.
8. A. November 10, 2008/ 11:00 AM
B. 9th grade/World Geography
C. This incident involved a student who has had multiple problems with dress code, behavior, and has also had academic troubles. He just can’t seem to get things figured out. He likes to roll the bottom of his pants legs and sag. I asked the student to unroll his pant legs and pull up his pants he ignored me. The student did not attempt to pull up his pants or unroll the cuffs. I stopped what I was doing and waited for this student to correct the two problems he had. School policy states we are suppose to just give the detention without asking them to correct their offense but since this student has had problems I was trying to avoid just getting him into trouble. The student still made no attempt to fix either problem, other students were telling him just to fix it, so I wrote this student a dress code referral and continued with class.
D. The student received a discipline referral since he did not do what I asked him to do. He was upset saying how dumb it was that he could not have his pants rolled and that those were the only pants he could buy. Had the student just done what he was suppose to from the beginning there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
E. This student has not been a behavioral problem but he continues to be out of dress code. Having to deal with his dress code issues leads to other problems that gets this student off task and then he does not want to work because he is upset. I have talked to the parents, administrators, and the student but he continues to do the same thing. He does really good work when we don’t have to deal with dress code but doesn’t do anything if we have to handle dress code issues.
9. A. November 13, 2008/ 10:66 AM
B. 9th grade/World Geography
C. A student was talking during our morning announcements, which I do not allow. I asked her to please stay quiet during announcements, she apologized and got quiet. I told her thank you and continued to check roll, once I was done checking roll she was talking again. I looked her way and stared until the student she was talking to pointed at me. The student that was talking told me can I just tell her something real quick, I told her that she needed to wait until the announcements were over and then she could tell the student what she “needed” to tell her. She said ok and was quiet for the rest of the announcements.
D. The student received a warning about talking during the announcements and I think that was sufficient for the incident.
E. I have a good relationship with this student and the relationship we have continues to be good. The relationship helped in the situation and has not had any impact on the relationship. Sometimes the students think what they have to say is the most important thing ever; I understand that so I did not feel the need for any further discipline.
10. A. November 14, 2008/10:15 AM
B. 9th grade/World Geography
C. I was having trouble with a student who always wanted to out of his seat visiting with other students at the beginning of class, I could not get him to sit down without getting on to him first. So I decided that instead of repeatedly asking this student to sit down, I made him the official all-time textbook passer outer. I don’t have a problem with him now and he can say “Hi!” to everyone since he is giving them their book. The other thing is that now he does sit down after he is done passing out the books. It is GENIUS!!
D. Involved in the incident was the student and me. The student was just going to take his consequence without any argument but after talking with him we came up with a solution that fit both of us. I believe that not giving the student any consequences was appropriate and giving him a duty was very helpful.
E. My relationship with this student has been good and I think it will continue to be good. The student has been very good in class and his work has improved. I am less stressed with having to repeat myself over and over for this student to sit down and all the textbooks get passed out without any hassle.
II.
I was having trouble with a student who always wanted to out of his seat visiting with other students at the beginning of class, I could not get him to sit down without getting on to him first. So I decided that instead of repeatedly asking this student to sit down, I made him the official all-time textbook passer outer. I don’t have a problem with him now and he can say “Hi!” to everyone since he is giving them their book. The other thing is that now he does sit down after he is done passing out the books. It is GENIUS!!
Involved in the incident was the student and me. The student was just going to take his consequence without any argument but after talking with him we came up with a solution that fit both of us. I believe that not giving the student any consequences was appropriate and giving him a duty was very helpful.
My relationship with this student has been good and I think it will continue to be good. The student has been very good in class and his work has improved. I am less stressed with having to repeat myself over and over for this student to sit down and all the textbooks get passed out without any hassle.
III.
This incident involved a student who has had multiple problems with dress code, behavior, and has also had academic troubles. He just can’t seem to get things figured out. He likes to roll the bottom of his pants legs and sag. I asked the student to unroll his pant legs and pull up his pants he ignored me. The student did not attempt to pull up his pants or unroll the cuffs. I stopped what I was doing and waited for this student to correct the two problems he had. School policy states we are suppose to just give the detention without asking them to correct their offense but since this student has had problems I was trying to avoid just getting him into trouble. The student still made no attempt to fix either problem, other students were telling him just to fix it, so I wrote this student a dress code referral and continued with class.
The student received a discipline referral since he did not do what I asked him to do. He was upset saying how dumb it was that he could not have his pants rolled and that those were the only pants he could buy. Had the student just done what he was suppose to from the beginning there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
This student has not been a behavioral problem but he continues to be out of dress code. Having to deal with his dress code issues leads to other problems that gets this student off task and then he does not want to work because he is upset. I have talked to the parents, administrators, and the student but he continues to do the same thing. He does really good work when we don’t have to deal with dress code but doesn’t do anything if we have to handle dress code issues.
I wish I could figure out some way to reach this student because calling home, talking to administrators and talking to him does not seem to be working. This student just does not want to comply with the dress code but I don’t know if it is worth fighting that battle every other day. He is a good student and kid when I leave him alone but when I have to address his dress code violation he is done for the class period.
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