Daily Helping:
Week 04 (January 22 - January 28):
During this 7 day period, consider the psychological realities of adolescents. This is relevant for upper elementary through high school although we are emphasizing this message for students who are in middle school. First, remember that as adults, we often do not have the best short-term memory; thus, let us endeavor to be patient with students at this age level because they may sincerely want to be respectful but struggle with this reality. We may ask them to be quiet and focus on their work and then 2 or 5 minutes later they get distracted and begin talking. We are not suggesting that excuses should be made for disruptive and uncooperative students; however, our point is that how a teacher structures his/her classroom, physically and procedurally, functions as a cause which brings forth a majority of the effect of student work and behavior. Case in point: a teacher asked the students in a computer lab to work on their assignment and to show the type of respect toward him that would be worthy of the honor that their school community upheld. The students did a wonderful job for a couple of minutes and then the chatting started. The teacher could have yelled or gently remined them of expectations and of positive and negative consequences involved with their decisions. You should make a list of your expectations and how your overall classroom management plan is structured; if you have consistent and effiecient procedures and engage your students in a fun and interesting way, under the umbrella of showing them that you care and that you are fair in your discipline, then no doubt you will impact the lives of your students and help them to achieve that which is reasonable in terms of your responsibility and privilege as their teacher bringing forth abundant fruit.
During this 7 day period, consider the psychological realities of adolescents. This is relevant for upper elementary through high school although we are emphasizing this message for students who are in middle school. First, remember that as adults, we often do not have the best short-term memory; thus, let us endeavor to be patient with students at this age level because they may sincerely want to be respectful but struggle with this reality. We may ask them to be quiet and focus on their work and then 2 or 5 minutes later they get distracted and begin talking. We are not suggesting that excuses should be made for disruptive and uncooperative students; however, our point is that how a teacher structures his/her classroom, physically and procedurally, functions as a cause which brings forth a majority of the effect of student work and behavior. Case in point: a teacher asked the students in a computer lab to work on their assignment and to show the type of respect toward him that would be worthy of the honor that their school community upheld. The students did a wonderful job for a couple of minutes and then the chatting started. The teacher could have yelled or gently remined them of expectations and of positive and negative consequences involved with their decisions. You should make a list of your expectations and how your overall classroom management plan is structured; if you have consistent and effiecient procedures and engage your students in a fun and interesting way, under the umbrella of showing them that you care and that you are fair in your discipline, then no doubt you will impact the lives of your students and help them to achieve that which is reasonable in terms of your responsibility and privilege as their teacher bringing forth abundant fruit.
© 2009-2013 J.T.A.S.P.
Last modified: January 13, 2013
