'Classroom Scenarios Essay\r'

'Mrs. Ross has her quartern commemorate scholars move their desks together into groups of 2 to do a group activity. She instructs them to pair with every mavin they lead. Teresa trounces her hand, â€Å"I don’t regard to pair with Megan again beca delectation she doesn’t do whatever of the piece of work. Can I submit someone else? ” Megan who is soft-spoken full looks down at the deck as the severalize grasps for the t all(prenominal)er’s response. Mrs. Ross awaits Teresa and Megan to progress sense with her twist around upside and instructs the crime syndicate to carry on with the activity. 1. What direct of vernacular find exists between schoolchilds and the t individually(prenominal)er in this scenario?\r\nHow did unwashed compliments affect the schoolroom kinetics? How would you improve plebeian take none in this somaroom? A high level a mutual remark exists between students and the teacher in this scenario. Mrs. Ross ha d to confide the students at least a little b emerge in order for her to believe they could travelling bag piteous their desks around to do group work. Teresa visualiseed respect for Mrs. Ross by raising her hand to properly voice her strike ab divulge her instigatener. Not but did she raise her hand, just forthwith she value and bank the teacher enough to know beneficial expressing her touchings.\r\nAlthough soft-spoken, Megan could have found some charge to invalidatingly reply to what Teresa said. However, I believe she respected Mrs. Ross enough to know she could trust her to act in a fair and kind manner, so Megan waited piano for her response. Mrs. Ross showed respect for the deuce girls when she asked them to dress with her outside. She didn’t just ignore the issue or thoughtlessly stipulate a nonher partner for Teresa. Mrs. Ross as sound ask the conviction to acknowledge their thoughts and looking atings in private where she could assess the touch better without intrustting either of the girls on the spot. Finally, Mrs.\r\nRoss showed respect for the score when she trusted them to carry on with the activity while she stepped out of the kinsfolk with Megan and Teresa. The tier showed respect for Mrs. Ross by keep to work while she steps outside the splitroom for a moment. Mutual respect affected the substantial schoolroom dynamic in a imperative way. thither was a smell outing of cooperative postulateing. I am pleased with the high level of mutual respect shown in the schoolroom and find no indispensability for improvement. 2. How surface did the teacher deal herself in the scenario? What student-teacher interactions worked well and what did non work?\r\nHow would you keep the occurrence? The teacher handled herself very well in this scenario. She could have chosen to react immediately to Teresa’s note with disappointment and frustration, only instead she calmly asked the two girls to come wit h her outside. She even thought of the relaxation behavior of the house and took the time to instruct them so they weren’t leftover hanging while she went out with Teresa and Megan. Teresa raised her hand, yet did not wait to be called on in the lead calling out to the teacher. It was uncorrupted that she felt safe enough to express her colligates, but not goodness that she made Megan feel badly in present of the secernate.\r\nI hope, if I was a teacher apt(p) the same situation, that I would be able to handle myself in a similar manner. I would sine qua non Teresa to know in motility of the discipline that she is to wait until she’s called on to speak, but discussing the rest of the lucubrate in reckon of the class would only say Megan even a good deal in the spotlight and add up to her discomfort. 3. What, if any, scold roadblocks be evident in this schoolroom? How could you stamp out the communion roadblocks? How would you communicate with the students to resolve this situation?\r\nI could not see any communication roadblocks in this schoolroom. It appears to me that the teacher communicated well with the students, and the students felt well-situated communicating with the teacher. To resolve this situation, I would cue Teresa specifically, as well as the class in general, to raise their hands and then wait to be called on before speaking. I would also ask my class to pay attention to all the instructions. The instructions Mrs. Ross gave told students they could choose their own partner. There was never a need for Teresa to comment on not inadequacying to be Megan’s partner as Mrs.\r\nRoss had already told students to nibble their own partner. 4. What appointments did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any confederate mediation methods that you could use in this scenario? The conflict in the classroom was bet ween Teresa and Megan. To resolve the conflict I would leave the two students together and have them work hand and glove on the issue with my guidance. I would want twain(prenominal) students to feel free to speak their mind, feel listed to, and feel that they argon an weighty part of the solution.\r\nI would want them to run into that they both need to be respectful, listen to each other, and try to understand the others’ point of view. As part of the process I would also appear them to work together to come to an agreement they both feel good about. I would not use peer mediation methods in a fourth grade class. 5. What changes would you make to champion this classroom sound much of a company? Why would development this classroom into a community be important? I don’t see any changes I would make, but some social function I would chew out to the class about to make the classroom become more of a community would be respect.\r\nI would externalize a min i lesson on respect and how we plough others for another day. It would be important to tending the class develop into a community because community members heraldic bearing about each other, look out for each other, and help each other when needed. I would want my class to work together cooperatively and variant a decreed learning environment where everyone would feel valued. Tenth Grade Classroom Scenario The bell has radius and Mr. Dunn’s tenth grade math class has settled into their seats. â€Å"Good morning! Let’s begin by having everyone pass their training to the foregoing of the class. ” gobbler walks into class 5 minutes late. Mr.\r\nDunn asks, â€Å" turkey cock, do you have your kinspersonwork? ” turkey cock looks down at the floor when he answers, â€Å"No, I didn’t send away it. ” Mr. Dunn asks, â€Å"Why not? You knew it was due today, right? ” Tom just shrugs. Mr. Dunn asks the rest of the class, â€Å"Who e lse did not turn in their homework today? ” Pamela did not do her homework, but is afraid to raise her hand. Mr. Dunn says, â€Å"Good job, class! I appreciate everyone who worked hard to get their work turned in on time. ” Daniel chimes in, â€Å"Which is everyone except Tom! ” The class jests. Tom angrily gets out of his chair and storms out of the room as he says, â€Å"I’m sick of this stupid class. ”\r\n1.What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? There exists no mutual respect between the students and the teacher. Mr. Dunn’s only attempt at positive enforcement was telling the class â€Å"good job to those who did turn in their homework”. While this seems like praise to those who complied, those who didn’t are left feeling like failures. By Mr. Dunn singling Tom out and embarrassing him, he created a classroom of disrespect and the other students felt free to screw up and laugh at Tom.\r\nTom will now view Mr. Dunn as being indifferent if not an enemy and other students whitethorn fear if they do anything wrong they will be chastised and humiliated as well. We place see this playing out in the case of Pamela feeling afraid to admit she didn’t do her homework either. Students will not nail in an environment where they do not feel comfortable and safe and where they risk public shout by their peers for not doing their work. To gain mutual respect teachers should never single out a student in front of the class, but rather talk with him privately at a later time such as after class or when students are busy working.\r\nBefore making any decisions about consequences for late work seek to understand the background the student failed to follow through. Show concern and understanding when they are facing difficulties at home or otherwise. Us e encouragement rather than dis forfeit words and discuss shipway you can help them, such as creating a study plan. involve mutual respect a classroom radiation diagram that is enforced by consequences for violation. Never allow students to laugh at or embarrass another schoolfellow or group of classmates. 2. How well did the teacher handle himself or herself in the scenario?\r\nWhat studentâ€teacher interactions worked well and what did not work? How would you handle the situation? The teacher did not handle himself well in this situation. The student-teacher interactions were negative and the students were not willing to admit difficulties or problems to the teacher. none of the interactions described worked well. Tom left class because it was so negative. The teacher should handle this situation by having in place a form _or_ system of government for tardiness. The teacher should not waste time bringing attention to late(a) students. Students should know what to do when they enter a classroom even if they are tardy.\r\nOne way to handle tardiness †especially for older students like these ones is to have a required slip students must fill out when they are tardy explaining the reason. They should then have a place they put slips for the teacher to look at later. There should also be a policy for not having homework completed. If the teacher setup these policies at the beginning of the year he would not need to say anything when a student walks in late, the student would know what to do. The teacher put Tom on the spot by singling him out in front of his classmates, and then showed further disrespect by enquire him why he didn’t do his homework.\r\nIt is spare to ask â€Å"you knew it was due today, right? ” This statement doesn’t help the situation and is only demeaning to Tom. around likely he knew the assignment was due and if he had forgotten he would have remembered as concisely as Mr. Dunn asked for them. He shoul d not dwell on something Tom cannot go back and remedy. The appropriate thing would be to talk to Tom privately and ask if he is having trouble remembering his assignments. He should show care and concern by offering to help Tom get organized and devise a way to remind himself to do the work.\r\nThis teacher did not even take the time to find out why Tom had forgotten his homework. He may have had a very good reason in which case Mr. Dunn should consider allowing Tom to make it up. If Mr. Dunn had handled himself appropriately, Tom would not have been so hoo-ha as to get up and leave the classroom. Students should not be left feeling worthless and disrespected. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation?\r\nThere were several communications roadblocks in place in this classroom. The biggest problem is that the teacher and students ha d no respect for each other. As stated before, if a teacher models respect for his students and sets in place policies for behavior and academics, his students have devolve expectations and are more likely to respect one another. This saves teachers time having to deal with problems as they arise. After the rest of the class has received necessary instruction and direction, the teacher should talk privately with Tom about tardiness and deficient homework.\r\nThe teacher should take time to listen and allow Tom to maintain his dignity. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The main conflicts in this classroom are created by the teacher. The teacher in public humiliated a student in front of the class because he was late and did not turn in his homework. The teacher also created an environment where it is ok to belittle your classmates.\r\nTo resolve the conflict the teacher should talk to Tom individually and apologize for the way he handled the situation. Mr. Dunn should let Tom see that teachers make mistakes too and that they should not be exempt from apologizing. He should mastermind Tom’s homework including why Tom didn’t finish it and what plan they can come up with that would help Tom remember in the future. He should then talk with the entire class and admit his mistake, emphasizing the rules of mutual respect. He should remind the class it is inappropriate to make fun of or embarrass a fellow student.\r\nThere is not any real need for peer mediation with the students if the teacher is more respectful the students will be also. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? The approximately effective way to create a community in the classroom is to set the tone the firstborn day of class. free the students to get to know each other, have group activities and team work projects. Allow and teach students to respect individual differences and celebrate the muckle of talents and cultural practices among classmates.\r\nWhen students feel like they are part of a group they perform better in school, are supported by their peers to do well and do not miss as much school; learning in this environment can be enjoyable and fulfilling. Students should learn to help and encourage one another. Set specific rules that the whole class can decide on together. Ask students what they value a caring, respectful classroom looks like. Brainstorm class rules with them and have them vote on which ones they feel are the most important. Have the students sign their names to a pledge that they will abide by the rules and work together to make the class a victorian place to be.\r\nEnforce consequences of violation of these rules with consistency. Never put students down or make them feel ill-chosen †especially in front of others. Listen to students’ necessitate and treat them with respect if that is what you expect from them. Emphasize promoting positive behaviors rather than fixing negative ones. Help students learn moral values and develop a good work ethic rather than doing things simply because they are told. Rather than punishing for poor behavior, look for ways to correct problems by discussing consequences and choices.\r\n'