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Chapter 6 Leader: Alyssia Harper Support Staff: Nikolette Edge, Beth Franks, Stephanie Garcia, and Jason Henderson

Nikolette Edge P. 109 My school uses "Be respectful, Be responsible, Be prepared, Be safe and orderly", but I love "Be safe. Be kind, Work hard." P. 110 I teach middle school, but I think I could incorporate classroom meetings. The suggestion box would be a great starting place, as well as discussing seating arrangements, and general concerns. I sort of do this, but not formally. P. 112 The section on discussing social justice was really interesting. I enjoy discussing social topics with students because it is something that they can relate to and get passionate about. I need to work on directly connecting this to their literacy, so they can see how becoming a better writer or speaker enables you to persuade others to see your point of view and take action. Beth Franks P. 108 The first of the year is always a great feeling of a fresh start for me. I think students feel good about a fresh start as well. The teacher sets the tone for the whole class. The best way to begin is by building community. When talking about what we did over the summer, remember that some students may have taken big vacations while others, not having much money, have stayed home. This is my student population. Some travel on every break, others have never left town. But both deserve to feel valued and respected. And certainly, both have interesting things to share. P. 112-113 The section on students and poverty really hits home with me. We are a system-wide Title I district, meaning we have a large percentage of free or reduced lunch. We have children who only eat at school. I have a hard time understanding this, but it happens. I serve on our district Family Engagement Committee which is in partnership with a church in town. This church has a list of students in need and they pack a backpack with enough food to feed that child for the whole weekend. The pack includes cereal, lunch and dinner items and snacks, all easy enough for a child to prepare. The church delivers the packs to each school and the students pick up their packs on Friday afternoon. These children dont have to worry about going hungry over the weekend. Referring to Maslows pyramid, if children are hungry because they havent eaten since the day before, then how can we expect them to be concerned about their work? Their basic needs have to be met first.

P. 121-122 The Functional Behavior Assessment was interesting. It has several components which give a more comprehensive view of the student. The behavior chart notes the times and frequencies of the offending behaviors. But that isnt the end. The teacher then needs to compare that chart with the students work (permanent product). If the child is acting out but still producing high quality work, then the student is bored. However, if the work isnt high quality, then there are other issues. These issues may come to light with interview data or anecdotal records, which are equally as valuable to the behavior plan. Stephanie Garcia P. 109 "Develop Class Rules or Covenant" We do this in our classrooms. We call it a social contract. We base it on four questions: How do I want to be treated by others? How do I wanted to be treated by my teacher? How do I think my teacher wants to be treated by me? How should we treat each other when there is a conflict? I really like the idea of creating simple policies: Be Respectful; Do Your Best, and then have the students write examples on how they can do those tasks around it. P. 118 Academic Feedback: This is something we have been driving hard at school since it is part of our evaluation process. Academic feedback needs to be specific. A simple "Good job!" doesn't really help a student in the long run. A specific response helps students understand what they are doing right and also what they need to fix. P. 112 Who is in the Classroom? Our classrooms are built with students coming from many different places. Our biggest school policy this year was building relationships. We have to get to know our students and what is going on in their lives to understand what makes them who they are. We have to understand what could be possibly holding them back from succeeding in the classroom. Alyssia Harper P. 108 I loved the idea of redoing your class puzzle when a new student arrives! I have been the new student more times than once. It was generally in the middle of the year and teachers were usually well past the get to know you phase. Taking the extra time to redo the class puzzle could make a huge difference to someone who is feeling like an outcast. P. 115 I am currently substitute teaching until I can find something permanent. I cannot stress classroom management. I have a unique opportunity to be with kids without their teacher and I can always tell which teacher has a grasp on their classroom management and who needs a little help. I have been in classes where I wasn't even needed because their teacher had practiced procedures and routines consistently. I have also been in classes that never know what the rules are even from day to day. P. 121 I behavioral chart seems to be a very useful tool. By determining the cause of the undesired behavior you can then address the issue, and you are able to come up with a plan.

Jason Henderson P.107 "There is no such thing as a bad child". I would have to think that this quote would cause a little concern and 'disequilibrium' for those that say that man inherits sin. I think that children are looking for us to give them a chance to prove they can do well, which I am a firm believer in, but there are those select few that choose to continue to act up. P.111 Knowing how to give and receive help is not just a classroom tool to use, but can be applied in life. Teachers, and students, often throw their hands up because we do not know where to go for help, and thus, we neglect to explain to students how to incorporate this process. P.116 Figure 6.3 classroom management pyramid is a great visual about what to expect from your class. The statistics that they provide gives us a glimpse of what we are doing well and what we need to improve on, as well as give us an opportunity to reflect on our own classes as to how they typically respond.