Weinstein and Romano chapter 12: Describe a situation when you've dealt with a child exhibiting inappropriate behavior (use pseudonyms).
I have not had a child this semester worth mentioning with a serious inappropriate behavior problem, so I will talk about a few of the intervention strategies suggested in this reading. One of my favorite is the section about nonverbal intervention, where a student is discussed having mastered the look. When it comes down to it, I simply am not great with my words, but I have no problem giving students the look when they are misbehaving. I have one who has to receive it very often because he is normally off-task, talking with peers and distracting them. My students like to be silly and goofy, which is great, but can become a problem when I need them to be serious and get work done. My first go-to when I am not working with a student directly who is goofing off is to shoot them the look and hope that does the trick without me having to walk over and speak to them. Sometimes, if I am sitting down or on the opposite side of the room, simply getting up/walking closer with the look on my face will get them to get back to work.
Something with which I have seen myself struggle is remaining consistent, which is discussed in this chapter. When the students want to be goofy, I always want to allow that because I believe in having fun and associating school with a good time, but struggle to find a line in that gray area where “it’s time to focus and stop being silly” which can be confusing for them. It I not their fault if I do not make that boundary clear and cannot expect them to know exactly the behavior they should be modeling if I do not set it.
We have never had any serious behaviors in the class that have required outside intervention, and my CT has done a great job all semester being able to pinpoint a behavior, pull that student outside, and take care of the matter. I have heard about and read multiple conversations she has had with parents, usually through email, and she does a great job staying professional but addressing the issue so that she can help resolve things and help create a better overall classroom community.
I have not had a child this semester worth mentioning with a serious inappropriate behavior problem, so I will talk about a few of the intervention strategies suggested in this reading. One of my favorite is the section about nonverbal intervention, where a student is discussed having mastered the look. When it comes down to it, I simply am not great with my words, but I have no problem giving students the look when they are misbehaving. I have one who has to receive it very often because he is normally off-task, talking with peers and distracting them. My students like to be silly and goofy, which is great, but can become a problem when I need them to be serious and get work done. My first go-to when I am not working with a student directly who is goofing off is to shoot them the look and hope that does the trick without me having to walk over and speak to them. Sometimes, if I am sitting down or on the opposite side of the room, simply getting up/walking closer with the look on my face will get them to get back to work.
Something with which I have seen myself struggle is remaining consistent, which is discussed in this chapter. When the students want to be goofy, I always want to allow that because I believe in having fun and associating school with a good time, but struggle to find a line in that gray area where “it’s time to focus and stop being silly” which can be confusing for them. It I not their fault if I do not make that boundary clear and cannot expect them to know exactly the behavior they should be modeling if I do not set it.
We have never had any serious behaviors in the class that have required outside intervention, and my CT has done a great job all semester being able to pinpoint a behavior, pull that student outside, and take care of the matter. I have heard about and read multiple conversations she has had with parents, usually through email, and she does a great job staying professional but addressing the issue so that she can help resolve things and help create a better overall classroom community.