Fixing a qualitative study
mr.su
interview_responses.docxInterview Responses 1:
Question list:
General Classroom Management
-What are your classroom management philosophies?
Generally, you have to have the rewards and the consequence. Every year I have a star chart; every month I give them a chart, and they can earn stars for being ready, coming back from art… they can get it as a group, individual… Then at the end of the month if they fill their chart, they can get a no-homework pass. For the consequences, that’s the stripes chart that I have, so when they’re talking, disruptive, anything like that, then they have to take one of three stripes, and when they lose all three, then they have to stay I.A. and write a note to their parent telling them why. Then it starts clean with three new stripes the next day. I’ve never had somebody stay I.A. to have to write a letter. When I taught 4th grade, we had to use it more often, and they had to stay in from recess and write a letter, because they didn’t have I.A. I think it’s just the age and maturity which is why it’s difficult. By the time they’re in 5th grade, you know the rules.
-How to do prevent problems from coming up?
Well, the first day, you still, even 5th grade. I usually start with, what were your rules last year, and they’re the same this year. And because I teach social studies, we do start the year with a class constitution, and it’s modeled right after the preamble, with rights. Everybody has the right to be safe, the right to participate, self-discipline, mutual respect… and what they would look like. And they sign it, so sometimes we have to pull that back out and look at it and remind ourselves what that is. So generally, with most kids, just knowing the class constitution, and knowing that they’re not going to get away with anything. And that’s where I’m different. You’re talking in class, you pull a stripe. I don’t just keep giving warnings.
-How do you keep students actively engaged in the classroom?
That’s a whole course. The way I walk around the room, that keeps them on task, because if they know you’re hovering, they’ll come back on task. Also the popsicle sticks. I keep all of their names on popsicle sticks so I can call them at random, and that keeps them paying attention if they don’t know when they’re going to get called. One activity, too, it they’re working in teams or partners, is I’ll pose a question… they discuss it with a team or a partner, and they’ll all have a number, but they don’t know what number I’,m going to call to answer, but they’ve already discussed it. And I’ll preface it with this – this is your whole team, so if you can’t answer it, it’s not your fault, your group did not talk about it, and I’ll talk to the group like, ‘Why are you letting him stand there and not have anything to say?’ So that keeps everybody on their toes because they don’t know who’s going to get called on. Always give them the question beforehand to keep them focused on the lesson. That’s what I try to do up there with that chart, but especially in math… And then maybe today we’ll multiply 2-digit numbers. And it also helps keep the academic language that they’ll see on exams. So that to start a class, you go to the question, or the “today we will,” they know what the focus is for the day, and then that’s a good way to wrap up the lesson, to “show me you can multiply 2-digit numbers.” There’s a lot. Like I said, there’s books written on the subject of how to keep them actively engaged, so…
-How do you direct your management towards self control versus controlling the students?
I just keep talking to them and saying to “show self-control; you’re not showing self control” and just call them on it because they’re not aware a lot on what they’re doing and it needs to be here in the classroom, and you’re not shouting out. And that’s when I would take a stripe if they’re not showing self control. You know, “hands to yourself; you’re bothering somebody.” And I’ll tell students, too, if someone’s bothering you, just yell, “stop it!” and that gets my attention, and I’ll see who’s bothering you, and then that stops it, because in 5th grade nobody wants to get called out. They’re all starting to want to blend in and not get called on. So when they have those behaviors that are annoying to somebody else because they don’t have that self-control, they’re going to get called out, and that will stop that behavior. Just saying that I was reminded, when I was student teaching, my girlfriend’s co-operating teacher was talking about classroom management with her co-operating teacher about discipline and management with 5th and 6th graders. And he said, “You just give them a look. A look like, ‘What are you doing?’ And that usually stops it.” And it does. And now my look is just there. I just stare. ‘Cause number one, you’re not going to say anything, ‘cause you’re not going to get in trouble with them going home saying, “The teacher told me…” Just a look. Somebody said something to me recently about laser eyes. My teacher had laser eyes. I’m like, ‘I got laser eyes.’ And so just a look like, ‘What are you doing? You’re embarrassing yourself,’ is the look that I’m giving them, and then they’ll realize it, and they’ll stop. ‘Cause Griffin will do that. He gets silly sometimes, and I’ll just stare at him, and he stops, because nobody wants to get called out. That’s another good strategy. Because you’re not being disruptive. You’re not stopping what you’re doing. And they’re going to stop what they’re doing.
-What techniques do you use to redirect your students?
[Touched upon above]
Rewards, Praise, Recognition
-How often do you praise your students?
I think I do it often, but I don’t give faint praise – for very little. Like for some of the kids. Very sloppy work. If it’s finally neat, I’ll praise them. It’s something they’ve got to feel success. I think I do it a lot. I’ll clap if I think there’s a right answer. Just a lot of… I feel like I get very emotional, like “Huray, you got the right answer!” or like “Yahoo!” If it’s individual, you know, just notes on the paper, like “This is much better,” or “you really studied hard,” just those kind of notes, too. I think I do a lot, and I think it would be kind of cool to have someone observe and point out how often you might do it within a lesson. I also try, like if there’s a kid that I did have to scold earlier in the day, I don’t want him going home feeling rotten, so I will pump him up with praise, too. Even if it’s just a simple, “You had a better afternoon than the morning was.” So…
-Do you have a system for praising and/or rewarding student behavior?
The charts, yep. You don’t want to get too many things going on rewards and consequences, because then you’ll lose track, and you make yourself crazy. And I do have to stop myself every once in a while when you do have a child that needs their own personal chart, or behavioral modification, I’m like, alright, did I already exhaust what I have in the classroom. If you’ve got too much going, you forget, they forget. So, I don’t like to give out food, but it works. And what I do is I have the clean desk fairy, so they’re little cards that say, if they left their desk clean… and I use it once in a while, and then they get a little starburst if they left their desk clean and organized. And then the homework-opoly that’s up there. That’s a reward system that I just started a couple years ago because kids were getting really bad about doing homework. Again I don’t use it every morning, but if you’ve done your homework, you get to move ahead a spot, and so it’s just like a Monopoly board, where if you land on “take a chance” or “treasure chest,” you can go and pick a card, and on the card are things like using my chair for the day, they love that, where they get my chair and they bring it right over their desk, and they’re sitting there all day long. They look like the king. Eating lunch with me. Eating lunch with a friend, and those are good rewards for no matter what you want to do. If it’s eat lunch with me I tell them they can bring a friend, and they’ll come back here, and it’s quiet, and maybe we’ll play a game, or just talk. The last time some girls came, we decorated the room for Halloween after they ate lunch. Another reward on there is a night without homework, or do half an assignment, umm… Take your shoes off during silent reading, which we don’t have, but I’m like, “You can take your shoes off during any part of the day that you want to.” Oh, then some are blank, because it all came from a kit, so some of the cards are blank, and a couple of kids suggested I put in there to be a teacher assistant for the day, and you would help me, so I said that’s a good one, because they’d love to grade papers, or help me run errands or whatever they want to do. So those are all rewards, and they can be used for anything. Doesn’t have to be homework. So you gotta pick the behavior you want changed, and then, find your rewards system to go with it.
-If so, can you elaborate?
[See above].
-Do you find the system works better for some students compared to others?
Oh absolutely. Because some kids are just naturally and intrinsically good, and they’re just good kids. Some just want to be good and never upset the teacher. Some know… they come frome good homes, and if they get in trounle in school, they’re in trouble at home, and just good parenting… They know to behave in school, they’re not going to get in trouble. Some kids are just wise guys, and that self-discipline, they still have to get that under control, so they might get in trouble more often. Sometime you’re going to get kids that don’t have that- they don’t have the boundaries or the discipline at home. And so it’s awful hard to have it here. And awful hard to sometimes, if you have a totally different way… I mean if a kid is beaten at home for discipline and then they come here and it’s a completely different system, not that you would change your way, to beat them, but it’s hard because they’re confuded. Or then there’s just kids that don’t have any support at home. Rarely if I have to call a parent to I have a problem and they argue with me. I mean it does happen, but rarely do they say, “No, not in school, not my kid, it’s what you’re doing.” More often if there’s a problem I’ll have parents say, “Oh I’ll take care of that, we’re not gonna have that.” And then they don’t do anything. So, if they don’t get consequences at home, they don’t care about the ones here. And a lot of times you have to work with a parent. They need to take something away at home too. So the consequences need to work both ways. If you’ve gotten that far where you’ve got to start working with a parent on their behavior changes.
Punishment and Discipline
-What is your system for discipline? How do you implement it?
[Discussed above]. And I use the wind chimes to get control of the room, or my bell, cause it just depends on where I am in the room. Most teachers have some system of getting kids quiet, that’s just good teaching too. I mean, I’ve got the wind chime because I like the sound, it’s easy to reach, it looks pretty standing there. We used to do a clap to get them quiet. Eh, it worked, but I like the chimes, or any kind of… Ms. Mulderik has the- with a stick, and you hit the chime… I think the music kind of works better. Besides, sometimes my hands are full. You normally need to use that when they’re working on a project, and you need to end the project and get their attention back and focus. As good as these guys are, one thing we’ve worked on a lot is the volume of the noise level. They might all be working, and then it gets louder, and louder, and then they’re not working, because they’re chatting, so the work’s not getting done as efficiently, but then the noise level… that’s when I have to keep doing that, like, it’s getting too loud. And they are learning what the appropriate noise level is. But when I came in here, I’m like, holy cow. And this isn’t a full wall, so I’m very conscious of that, so reminding them that they can hear us just like we can hear them, and it can be very disruptive. So, just being respectful.
-Do you find this is more effective with some students over others?
Again, it starts at home. If it’s- if they’re going to come in and be disciplined, and know what’s expected of them, and have parameters, then they’re going to be fine. And if the parents can work with me on severe behavior issues. If all I get is, “Oh yea, we’ll take care of that,” and there’s no changes, then they think they can sneak around here, and they lie, and you try to catch them in a lie, so, yea, I mean some kids are certainly better managed than others.
-Do you have levels of discipline? If yes, how do you distinguish which level to use on which students? Does it differ depending on the student?
Any difference is going to come in when a student needs a special behavioral modification plan.
-Is your system different for students with special or behavioral needs?
Yes. We try to keep it somewhat consistent from student to student like a rewards system, but we’ve broken down more… A lot of times you break it down into morning and afternoon. They have to have so many stickers/stars/whatever in the morning, and then again by the end of the afternoon. So they can get a reward in the morning if they meet the criteria, and the same in the afternoon. If that’s too long of a stretch for them to hold it together, then it might go from period to period. If you can get through math class, you get a reward. Especially with special needs kids. You might see doing the work, not shutting down, being respectful. Like Stephen’s fine – he doesn’t need a behavioral chart, but years ago, he might have, to control that frustration. Another strategy is to help them focus or to get a grasp on their anxiety is “big deal or little deal.” They have to say whether they think this is a big deal or a little deal, and then there’s a whole list of coping strategies, for what they can do to get through this. And- Lise and I just discussed this yesterday, because I don’t know if I like this. To them it’s a big deal. That’s why they’re stressing out. So when we tell them, “Big deal, little deal?” They’ll say, “Yea, it’s a big deal.” But no, it’s a little deal, so here- that’s just adding to that, and Lise agreed with me because yesterday Stephen got in her face. She must’ve gone through this, “Big deal, little deal?” and he looked so angry, and he got in her face, “It’s a big deal!” And I had to go in there and talk to him, and I talked to her and said, “I don’t like that, because we’re not validating their feelings. We need to say this is not a big deal, and here are the coping…” but you can’t even say, “It’s not a big deal.” Because it is a big deal, that’s why they’re acting out. But usually if you have a behavioral mod, there’s an emotional component, either they’re emotionally disturbed, or there’s specially needs, or if they’re on the spectrum there’s certainly going to be that frustration with not being able to communicate. But usually we’ll go small increments, whatever they can handle, and then they get a reward. And that can depend, maybe it’s a little toy or gadget, time spent with you or with the counselor… Up here, anyway, you’re always working with the guidance office when it comes to anyone who needs a behavioral modification chart- you’re always working with a counselor. So sometimes a reward for them is to just spend time in the counselor’s room, or sit in the beanbag, or color/draw or whatever during a studyhall. But generally, you try to keep it simple, so that you can keep up with it, and the child can also know exactly what the behavior is that they have to stop, and what the rewards are. And just usuing a little chart so they can visually see if it’s a good day or if they’re doing well or not. 5th grade it gets tricky, because they don’t want those charts right on their desk, which you might do in elementary. They wanna be like every other 5th grader, and they don’t want a chart on their desk, so be a little subtle about where you might want to put that.
Teacher Involvement & Relationships
- What do you feel are the most important aspects of the teacher-student relationship?
Mutual respect. I think that’s really important, because you always expect the child to respect the adult, but it’s gotta go two ways, so I try to make sure that they know that, um, that it’s fair, they I treat everyone fairly in the classroom, no-one’s treated differently. Nurturing. Firm. Just being kind and understanding, and being compassionate. Understanding what their problems are and where they’re coming from. And I’ll tell you these kids are coming to school with more and more problems every year. Home lives. So that’s really a big part of it, just the compassion, but again, you’re not in the business if you don’t have that. You’re not- you didn’t want to become a teacher if you don’t have that compassion and that nurturing and that ability to really understand where they’re coming from. So I know the kids that are coming from rough homes and try to be really sympathetic towards that. The last few years I’ve had a child who’s lost a parent, so I’m really careful about what books I choose to read, what movies I show, so that we’re not having to bring that up again. This needs to be a safe space for them. They can sometimes get away from some of their problems for six hours if it’s a real tough home life.
-How do you see your role in yours students’ lives?
I keep thinking maternal, because it is very mothering, with both the nurturing and your expectations and the discipline, but I’m not their mother, so there’s that line, too, where you’re not as nurturing as the mother would be, but you do have that compassion. An authority figure, without being overpowering, I mean you don’t want them scared of you, I mean I might have parents say, well, they’re afraid of me, well, at some level they should be. I’m the teacher, and just like you might be afraid of a police officer or your principal, there’s a level they do need to be… I’m not their friend.
- To what extent do you communicate problems/concerns with parents?
If it happens a lot, if they’re just an anxious kid, or just a hyper kid that just likes to bounce around, then just, that’s the way they are, and just discipline them and get them to where your expectations are. If it’s a problem, absolutely, you know… A phone call first, or an email, usually a phone call, like, these are the problems we’re having, this is what I’ve done, we need to talk about that, so… Just a phone call or, you know, at a conference time, explain some more problems that you might be having. Usually before I call a parent, have an answer. Like, this is what I’ve done, and I might make up a behavior chart and tell them, this is behaviors that we need to have changed, and this is what I would like to do. Because I don’t want to sit on the phone and hear, “Oh, we have the same problem at home.” And if that’s the case, then what are you doing at home? Try to mirror what you’re doing at home so that, again, you’re consistent. And if I have to send someone to the office or write up a discipline referral, it’s the first thing Mark says when we talk about it. And if he gets a phone call from a parent, that’s the first thing he says, “Did you call the teacher?”
- What are the biggest challenges in communicating with parents?
That they don’t want to work with you, that they’re not going to see the problem. Or they might say it on the phone, but you don’t see it. If they agree to certain things, and it’s not happening at home. I really haven’t had too much of that. I think some things THINK that I’m too tough and that their kids are angels, but that’s the minor stuff. When it comes to really changing behavior, that’s the biggest one, where there’s no follow-through on their end, so we’re on our own.
- If you had to choose one piece of wisdom to give new teachers about teacher involvement and relationships in the classroom, what would it be?
Know your students. Know their backgrounds and where they’re coming from, and then you can be compassionate and then understand what some of the outbusts might be, and what some of their behaviors are about. Listen to them. Again, that mutual respect, I think that’s key. Be consistent. And it’s hard sometimes to be consistent… Like I told you to stay I.A., and then it’s the end of the day and you’re tired or you’ve got somebody else to take care of… Like no, you’re staying I.A. You broke the rules. This is what you gotta do. It’s hard, but it works.
Interview 2:
I interviewed a first grade teacher with twenty years experience. Her current class is composed of thirteen special needs students. She’s taught inclusive classes in the past, but this is the first year she’s taught solely special needs.
(May not need this bit, but in reflecting on the interview she thanked me and said it was good for her to reflect on her philosophies, and the ways she directs management and implements discipline.)
(Note if questions are bolded they differ from our question list.)
General Classroom Management
-What are your classroom management philosophies?
Students need to know and understand classroom rules as well as the consequences for making good choices and for making poor choices. I want to clarify that I said “poor” choices rather than “bad” choices because many students will say that they have been a good boy/girl or a bad boy/girl. I tell them that they are good boys and girls and that everyone makes poor choices sometimes. I explain that we have to fix our mistakes/poor choices. Students need to understand that they are the ones who control their choices. They need to stop and think about whether they are making a good choice or a poor choice and the consequences of each. I firmly believe students need consistency. The rules and consequences are the same every day.
-How do you prevent problems from coming up?
I pay attention to the mood of my students. I try to remember when problems came up in the past and try to avoid any of the triggers for certain students. I will verbally praise students who are doing what is expected. For example: “Wow! I like the way Sarah is sitting and waited to be called on before saying her answer. Thank you, Sarah for making good choices.” I also try to keep problems from coming up by keeping students actively engaged.
-How do you keep students actively engaged in the classroom?
I allow them to help out whenever possible. We do a game where they show me with their thumbs if they agree (thumbs up) or disagree (thumbs to the side.) I also randomly call on students. I have their names written on sticks.
-How do you direct your management towards self control versus controlling the students?
I ask them if they think they are making a good choice or a poor choice. If a student says a poor choice, I ask them what would be a good choice. I want them to take ownership of their choices and of the consequences- good or bad. I also help my students feel proud when they make a good choice and when they a poor choice into a good. I allow frustrated students time away from the group to themselves back together and join us again when they’re ready.
-What techniques do you use to redirect your students?
I use eye contact and hand signals; I will point my finger down when I want a student to sit, or I’ll say “No, thank you” when they’re doing something they shouldn’t be. I usually tell the students exactly what I want them to do.
Rewards, Praise, Recognition
You’ve talked quite a lot about giving verbal praise, what are your views on praising students?
I don’t believe in praising them for every little thing. I praise my students when they truly deserve it so that it really means something to them.
Do you have a system?
I recognize students who do an outstanding job and work. First, I ask their permission to tell what they did and/or show what they did. Then, I point out and discuss what makes it outstanding.
I’ve noticed during my time here that you don’t give rewards like toys or ice cream. Usually I see the students getting more free time at the end of the day.
Yes, I rarely give extrinsic rewards. Free time at the end of the day works just as effectively. I want them to feel good inside about their good choices. I don’t do a prize chest or ice cream tickets like some teachers do. If you get a sticker in my room, it’s a big deal.
Punishment and Discipline
-What is your system for discipline? How do you implement it?
My classroom rules are as follows:
-Keep hands, feet, and other objects to yourself
-Raise your hand to speak
-Do your best and work quietly
-Be kind and polite
-Listen and follow directions
As I’ve said when a student chooses to follow the rules I’ll give them a compliment, praise, and I might send a positive note home. When a student chooses not to the follow rules, he/she gets a cap (a bottle cap) that matches the color of the rule he/she chose not to follow as a reminder of that rule. I have the student practice following that rule at free time. If they continue to not follow the rule, they get a note sent home. If necessary, I make a phone call.
What do you do when that doesn’t work?
When a student continually chooses not to follow the rules after notes and phone calls home, he/she will be sent to the principal’s office. But I have rarely ever sent a student to the office. If I do, it’s usually because of something that puts another student or themselves in danger, like hitting or kicking.
Do you have modifications for students that have special or different needs?
I do. I use a behavior plan specially designed for the individual needs of the student.
Teacher Involvement & Relationships
- What do you feel are the most important aspects of the teacher-student relationship?
Students need to know and feel that you care about them, want the best for them, and will keep them safe. They need to know and feel that you believe they can learn and will help them when needed.
-How do you see your role in yours students’ lives?
I see my role as a teacher and a parent. I feel it is my job to teach them life skills to help them be a better learner and person they can be. It is also my job to teach them how to be respectful and what respect is, what manners are and how to use them, and problem solving skills to help them to be the best person/citizen they can be.
- To what extent do you communicate problems/concerns with parents?
When I feel it’s appropriate. I either send a note, make a phone call, or request a meeting depending on what my concerns are, and which method would be the most appropriate and effective.
- What are the biggest challenges in communicating with parents?
The biggest challenges are getting in touch with them, helping them to understand the concern/problem, what might be a solution, and getting them to follow through on the suggested solution.
- If you had to choose one piece of wisdom to give new teachers about teacher involvement and relationships in the classroom, what would it be?
One piece of wisdom I would give new teachers is you need to show respect to get respect, and remember you are not your students’ friend, but their teacher.
Interview 3:
General Classroom Management
-What are your classroom management philosophies?
I am lucky because I have very well behaved students. In my class we have a routine down that they follow every day which I think helps. I also make expectations very clear and I remind them of the expectations very regularly.
-How do you prevent problems from coming up?
I try to keep the kids busy and engaged the whole time they are in my class. I figure if I keep them busy they won't have time to bug one another. I try to have fun with the kids and have the kids do fun things in class. Sometimes you have to trick them into learning by using games or manipulatives or technology.
-How do you keep students actively engaged in the classroom?
I do activities that require 100% participation so there is nobody falling through the cracks. I also do a lot of checks for understanding that show me who needs more help and who has mastered something. I try to encourage them to help one another too because there is only one of me and a bunch of them. It works out well because I have some students that know more English than others so they are both getting practice and help without realizing it.
-How do you direct your management towards self control versus controlling the students?
I am famous for pointing out the things I should not have to tell my students constantly. Sometimes they get so caught up in their own lives that they don't do the things they should be doing. Sometimes it is as simple as calling their name but other times you literally have to model what you need them to be doing. It can be exhausting!
-What techniques do you use to redirect your students?
Some kids need more prompting than others. The easily distracted ones I try to sit near where I am going to be teaching most of the time so I can easily tap their desk or say their name to get their attention.
Rewards, Praise, Recognition
-How often do you praise your students?
I praise them constantly. School is so hard for them so I like to let them know when they are doing a good job so they don’t get discouraged. I also call home a lot when they do well because the parents are great about support the kids in school.
-Do you have a system for praising and/or rewarding student behavior?
Nothing in particular.
-If so, can you elaborate?
-Do you find the system works better for some students compared to others?
Everything works better for some students than it does for others. Every kid is so different it is difficult to meet everyone's needs all the time.
Punishment and Discipline
-What is your system for discipline? How do you implement it?
I am probably more lax than I should be but I have very well behaved kids. I tell them not to do anything they wouldn’t do if I was watching. We also make a poster in the beginning of the year that has all the rules we agree on and we all sign it. I try to encourage them to hold one another accountable because there is no way for me to see and address everything that goes on.
-Do you find this is more effective with some students over others?
Some kids are motivated by learning, or rewards or other things. I try to incorporate a little of everything to reach all the different kids. I make a lot of phone calls home for good things, and I always try to make a big deal when someone is working hard.
-Do you have levels of discipline? If yes, how do you distinguish which level to use on which students? Does it differ depending on the student?
Yes there is a matrix at my school that is based upon the school wide expectations. Different behaviors require different types of referrals and then the discipline is according to that.
-Is your system different for students with special or behavioral needs?
They say the expectations are supposed to be the same but I think we try to keep things into perspective when they have a lot going on. I think our administration tries to address each issue individually and match the consequence to the behavior.
Teacher Involvement & Relationships
- What do you feel are the most important aspects of the teacher-student relationship?
They have to know that you care about them. If they think you don’t care they wont care. I do home visits and regularly talk to their parents to keep communication open and show the kids that they are important to me. Holding them accountable too is important because sometimes it is easy for my students to fall through the cracks.
-How do you see your role in yours students’ lives?
I am probably more important to my students than the average high school teacher is. We spend a lot of time together so we have very strong relationships and a lot of the time I am the only person that can help them the way they need to be helped. I wish more teachers would get to know my students because they are great kids and the students and teachers would benefit.
- To what extent do you communicate problems/concerns with parents?
ALL. THE. TIME. There are so many parents that have no idea what goes on at school unless you tell them. Especially at the high school level, students dont really share whats going on unless they are forced to. All my parents have multiple ways to contact me as well in case they ever need me, it is a two way street.
- What are the biggest challenges in communicating with parents?
The language barrier, finding working numbers and difference in cultures are all challenges but if you want to get a hold of them bad enough you will find a way.
- If you had to choose one piece of wisdom to give new teachers about teacher involvement and relationships in the classroom, what would it be?
The better your relationships are with your students the better off all of you will be. Sometimes in the beginning of the year I take a week just to get to know them and they can get to know me. It is so important because the rest of the year will go smoother if you “get” each other.
General Classroom Management
-What are your classroom management philosophies?
Effective and efficient student management requires good rules and regulation. Rules and regulations vary from one tutor to another, and also according to classrooms. To me, the most effective student management entails defining, and implementing reasonable rules and regulations. I believe rules and regulations should not be imposed on the student, but he or she should be made to understand that there is a need for there to be rules and regulations and that he or she should accept them.
-How to do prevent problems from coming up?
I prevent problems by setting up the classroom in a manner that supports effective and efficient classroom management. Enlightening the students with social and problem-solving skills, this way they can handle themselves in social situations and respond to situations through thinking of options, the consequences, and ultimately the solution to these situations.
-How do you keep students actively engaged in the classroom?
First and foremost, involve the students in designing the rules and regulations to be followed. Engaging in group discussions to compromise with students and the teacher should have the final word in the argument. Participating in both control and involvement through being authoritative by involving and controlling the students.
-How do you direct your management towards self-control versus controlling the students?
I enhance self-control within the classroom through engaging the students in taking responsibility for their classrooms and teaching the language of self-responsibility to allow them to express themselves and get help when they need it. Educating the students with self-monitoring abilities so that they can also observe themselves in regards to their behavior, compare and observe how it contributes to their success.
-What techniques do you use to redirect your students?
I establish rules and regulations that may result from the physical set or routine of the school, and also against specific types of misbehavior such as theft, bullying, and harassment. Also, I encourage student success through familiarizing with them and soliciting support from the parents. I avoid yelling at the student for effective communication and not publicly humiliating him or her.
Rewards, Praise, Recognition
-How often do you praise your students?
Often, I believe students need to be praised for good work or appropriate behavior. However, they should not be praised so much that he or she feels more superior to other students or others feel less important in the classroom. There has to be controlled in the manner in which students are to be praised in a school.
-Do you have a system for praising and rewarding student behavior?
Yes, rewarding students for positive behavior and cessation of negative behavior.
-If so, can you elaborate?
Learning involves making mistakes. Effective teaching involves knowing when to reward a student appropriately because they are in school to learn
-Do you find the system works better for some students compared to others?
No, it doesn’t. Some students do not seem to value rewards, so they do not make any effort to improve.
Punishment and Discipline
-What is your system for discipline? How do you implement it?
My system is consequences of student’s action that lead to punishment. No inappropriate behavior goes unpunished. Inappropriate behavior leads to negative consequences and the student, in this case, should be punished.
As I had said, I engage them in setting rules and I put them in writing on the class board. In case, any students go against the rules the class decides on the punishment. It is easier that way.
-Do you find this is more effective with some students over others?
Not all students are the same, and thus not all methods of punishment will prove to be favorable to all the students in a classroom. The teacher should, therefore, be able to understand all the student in his or her classroom to determine the perfect methods of punishing students.
-Do you have levels of discipline? If yes, how do you distinguish which level to use on which students? Does it differ depending on the student?
Yes, there are different levels of discipline. Students engage in misbehavior mainly for four reasons. To get attention from other students, to seek revenge on other students or teachers actions, to avoid failing and to be more superior to others. Just as there are different levels of indiscipline, there are also different types of student punishment. Students get punished through detention after class hours, contacting their parents, revoking them specific privileges they enjoy in school, suspension from school, or referral to higher authorities such as the principal.
-Is your system different for students with special or behavioral needs?
No, all students are treated equally considering the level of misbehavior. However, when determining the degree of indiscipline, the inabilities of the student is taken into considerations when making judgments.
Teacher Involvement & Relationships
- What do you feel are the most critical aspects of the teacher-student relationship?
The two most important aspects of a teacher-student relationship are rules and regulations, and the disciplinary interventions within the classroom.
-How do you see your role in yours students’ lives?
My goal is to provide the best education to all the students are in my classroom, because having someone else’s child in your hands is a responsibility given to us for a good portion of the day. It is a massive responsibility upon which I must deliver.
- To what extent do you communicate problems/concerns with parents?
There is information that the students’ parents deserve to know and there are some that remain between the student and the teacher. Based on the parent-student relationship the teacher can decide to communicate the problems with the students.
- What are the most significant challenges in communicating with parents?
Parents do not always have the same opinion as for the teachers on their children, and this leads to a conflict of understanding. Communicating with parents with a different view of their child is difficult. Teachers are all different and so are parents and convincing parents of student’s behavior sometimes isn’t easy.
- If you had to choose one piece of wisdom to give new teachers about teacher involvement and relationships in the classroom, what would it be?
It is vital to build a good communication network with the student and to maintain dominance over the student. Let the student know that you are the person in control of the classroom affairs and that you are willing to lead them.
