CM 10

Chapter Ten is about how to conduct class with various types of students. It tells how to deal with classes of heterogeneous and homogeneous make up. It discusses how to use peer tutoring and group work in each of those situations as well as how to present material to the different types of classes. Next it talks about mastery learning, where the teacher allows students to retake or redoes assignments until they pass it with a passing grade, there for mastering the information. In this discussion it was made clear that good planning and guidelines should be set up so that students are not confused and know how long they have to complete the assignments again.
This chapter also addresses how to teach students with special characteristics, and stresses how to organize and establish rules in your class. By making clear and reviewing rules with students they have no excuses for not obeying the rules. This also helps when dealing with students who have special needs, by reviewing the behaviors appropriate for your classroom. This chapter again stresses pointing out good behavior when it occurs and how to use proximity and eye contact to discourage bad behaviors.
In addition to this the chapter points out how the teacher must work with coo operating teachers and paras of special needs students to better cater to the needs of these students. It also brings up important ways to handle inclusion of students into the classroom, as well as, students with behavior problems. For students with behavior problems the teacher needs to get to know the student and the signs that, students is having a bad day, and that the students is close to loosing control. With students like this they must also learn some of the things that set the student of and try to avoid these kinds of confrontations. It also recommends using a large variety of activities to keep students interested and changing activities smoothly decreases the time available for a student to get distracted and start to cause problems.
Another valuable tidbit I found useful in this chapter is how it discusses how to deal with students who are blind or hearing impaired. This section tells how to set up your classroom so that students will be able to see and recognize gestures to help them throughout the day, such as always facing the class when speaking. This section also describes ways to deal with students who are unable to supply themselves with the materials needed for the class. You can deal with these students by having extra supplies in class for when the problem arises. It also addresses some of the social problems that will arise with this, and how you can help that student feel useful and wanted in the class. Ending the chapter discusses how to work with ESOL students and how you as a teacher need to make an effort to pronounce their names right and how to find people like a ESOL teacher to help the student understand the material presented in your class. And how simple things like repeating and reinforcing information can help these students keep up in your class.
All in all I found this chapter to be quite useful and it ties together much of the information from previous chapters into one. That addresses all types of students that you may encounter in the classroom.

CM 8

Situation A, Bubba hasn’t been doing his work, and asked the teacher for an extension on a project. He does this because he knows that the teacher has granted other students extensions on their projects. As the teacher I would have Bubba come in after class so that we could discuss the problem. I would tell him that the other student had valid reasons for needing the extension and that they had working on the project all along. Where in his case he had not been working on his project, it was his own fault for not having it done. I would discuss with him any situations that might have been going on that had kept him from working on the project. But also explain to him that I can not let him slide on the project because that would not be fair to the other students who had been working hard on their projects and completed them. I would then try to figure out a solution that would benefit both of us.

Situation B, Martha and Marie are supposed to put the equipment away before leaving, but they have not, and are getting ready to leave. In this situation I would keep all the students until the equipment had been put away. This way it would reinforce to all the students that they are to do their jobs.

Situation C, Victor is not working and is talking while he is to be working on his assignment. Then he begins to make an airplane knowing that you have noticed his activities. In this situation I would address him to get to work, and tell him that if he does not work on the assignment when time is given in class that I will no longer give time for students to work in class on the assignments, this will hopefully make him realize that it is better to use the time given to him in class than to take time out of class to complete the assignment.

Situations D, Students in the hall are insulating each other playfully, but others are gathering around them hoping to see a fight. In this situation I would address the students that those types of language and put downs are not allowed. As well as explain that this type of behavior often leads student to fight, especially when a crowd gathers to cheer them on. So it is better not to talk in this manor.

Situation E, Donalda is eating twinkies in the class when it is against school rules, and she knows that you have seen her but continues to eat them. In this situation I would state, “Eating in class is against the rules, and therefore there are punishments.” I would then take them away from her, to be returned later.

Situation F, Jack and Jill are disrupting class by giggling and passing notes. I would direct my attention to them, and state that I am the one, who has the floor, by talking and giggling they are missing valuable information that may be on the test, so it would benefit them and there classmate is they would reframe from talking and passing notes.

Situation G, You were gone from class and the substitute teacher left a note saying that the class was not attentive, would not work, many left the room for a bathroom break and never came back. In this situation I would explain that I expect them to respect and work for the substitute, just like in my class, so when I return they will be punished according to the rules, just as if I had been in the classroom. I would also inform them that behavior like that results in a mad teacher and punishment.

CM9.4 5

In this situation, the teacher has let the class get too out of hand she should have been doing things to stop the behavior before it had gotten so bad. I think I would start by stopping regular class activities for a day and go over the rules and requirements for the class. And tell students that from then on all rules will be enforced, then to fallow up each day by going over the rules. In addition, every time a rule is broken remind students using redirection statement to remind students of what they are to be doing. From that, point on the teacher must be responsible and keep the students responsible for their behavior. She may even have to make additional rules until the student comply to the regular rules.

CM9.3 4

In this situation, Marc is obviously not having a good day. I would try to make contact with the student by being involved and asking the student why he is behaving in these ways, show him that I care and encourage him to tell me what is going on that makes him feel the need to act this way. If he does I will discuss with him the problem and explain that he did not have to react in that way and that he had a choice in the way he dealt with the problem. I would also bring to his attention that he is still responsible for how he behaved and demonstrate other non-aggressive ways to have dealt with the situation.

CM9.3 3

In this situation, Joe is in looking for attention. I would first move him away form the girls, because they are distracting him, and causing him to tease and distract everyone else. By moving him away, this would cut down the noise produced by the girls being teased by him. I am assuming that the teacher had given the student a chance to stop the behavior after she had confronted him. If this does not work, I would use some sort of penalty like not allowing him to do extra credit for the class because it is a privilege. I hope that by being moved and not allowed extra credit, he will stop his flirting and be attentive. This is assuming that he cares about school or his grades.

CM9.3 2

In this situation where the teacher has tried to get them to work and it hasn’t worked I believe that I would with hold privileges and if need be assign them detection. I am assuming that penalizing them would not because they already will not do the work assigned in class, so why would they do the extra work. I am also assuming that their position or situation in the classroom would not change this behavior for they refuse to work. If a detention does not work I would then resort to other penalties available to me such as In school suspension, where they will be required to work and be away form the other students.

CM9.3 1

In this situation, I would keep the class discussion moving and use group focus to get the student focus and attention back, hopefully by doing this Ardyth and Melissa will stop talking, passing notes, and the rest if the class will stop daydreaming and pay attention. If this dies not work I will try to redirect the behavior by saying that “Everyone should be quit and not working on other projects in my class.” While doing this I will make eye contact with Ardyth and Melissa. If the behavior continues I will be direct and belief and brief and ask them to stop the behavior.