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Each cell in your storyboard will be exported as a standalone image in a zip file. Best For: Presentations, App Smashing. High Resolution Image. Download one giant image of your entire storyboard. Best For: Blogs, Posters. Social Media. Best For: Social Media. Animated GIF. Convert your storyboard into an animated GIF! Best For: Social Media, Blogs. Download a PDF version of your storyboard. Best For: Presentations. No, she didn't learn all the material in the curriculum, but she did learn how to handle a problem without being rude or intolerant.
If you treat each student as a unique individual with a life separate from your own experience, you will connect with that student or end the school year trying. That's all you can do. The life which is not examined is not worth living. Have you ever had a student who pushed every one of your buttons? Cecilia had all of these traits and displayed them fairly consistently. She was also an extremely bright girl who excelled in class work, but she struggled to complete tasks that required her attention over an extended period of time.
I allowed Cecilia to push my buttons, and, as a result, I let myself be angry and irrational toward her and the rest of the class. I was not respecting the dignity of Cecilia, her classmates, or myself. When I finally realized what was happening, I did many things. I revamped the seating chart, putting Cecilia in the front and center of the classroom. I talked to the students about my frustrations in working with the class, not mentioning Cecilia specifically. I also began ignoring her interruptions and insisting that she respond only when I asked everyone else to respond.
And I refused to listen to her flimsy arguments about late assignments and excuse notes. Guideline 1: Don't let students fasttalk you. Basically, I stopped allowing my annoyance with Cecilia's behavior to give her an avenue to escape responsibility for it. The class took note, and they began ignoring Cecilia's rude comments too. They also seemed to focus more on the academics of the class instead of its internal chemistry. I began to see qualities in some of my other students that I hadn't had time to notice when I was allowing Cecilia to monopolize my attention.
What about Cecilia? How did she fare in all of this? She started showing up to class on time. Yes, she remained opinionated, but she no longer dominated class discussions. I left the door wide open for her to share her opinions, but her classmates and I stopped taking up her invitations to argue. The guidelines worked. It is in the knowledge of the genuine conditions of our lives that we must draw our strength to live and our reasons for living. Kids of all ages want boundaries.
Think of the classroom as a soccer field. The players know when the ball is in play or out of play, and the spectators do too. Of course, the reality is not quite so simple. The boundaries some teachers set are acceptable to the students, and they manage to stay within them rather easily.
The boundaries other teachers set are unacceptable, and students find themselves straying out of bounds and constantly receiving negative responses from these teachers.
This may seem trivial, but students paint themselves in the broad stripes of black or white, bad or good, and they assume that teachers see them the same way. When they cannot pinpoint exactly how you feel about them, they often decide that you think of them negatively, and they behave negatively in turn. At the very beginning of the school year, let your students know where you draw the lines in your classroom and what constitutes behavior that is out of bounds. Set these boundaries according to your student population and your own comfort levels, and make sure the rules are clear.
The message that students must receive is that you want a calm and orderly classroom and you will work hard to maintain it. Explain that your rules are there to help them choose their own behavior. As teachers, it's our responsibility to receive these messages, and classroom management is what makes this possible. In a chaotic classroom where rules change every day, it is difficult to know whether a student's rude remarks are due to the classroom environment or if there are other problems in her life that she is trying to relay. But if the rules are set, discussed, posted, and enforced consistently, you have a better chance of picking up the real meaning of what a student is saying instead of getting lost in the emotive aspects of her words.
For example, should a student tell you that you chose to assign Huckleberry Finn because you are a racist who thinks blacks can only speak like stupid people, instead of being shocked into silence, you'll be able to talk to her about the issue. You can be certain that she has problems in her life that do not involve you, and she wants you to help her resolve them. She is asking for help the only way that many teenagers know how. A calm classroom environment eliminates possibly distracting stimuli.
This reduces the chance of poor behavior because the students feel more comfortable and can more readily choose to follow your directions and focus on the learning at hand. As teachers, we cannot control our students' behavior, but we can help delineate the behavioral choices they will feel good about making. I merely took the energy it takes to pout and wrote some blues.
Teachers should never make idle threats. When a disciplinary situation arises, I follow a four-step process, which I've found to be a more effective use of my energy. It not only reduces whole-class involvement in incidents or altercations, it models the cool-as-a-cucumber behavior that students need to incorporate into their own lives, so they can build and maintain relationships throughout their lives.
When you notice someone whose behavior is off task or otherwise out of bounds, take a private, mostly nonverbal approach. These are all nonpunitive approaches that tell the student you're aware of what's going on and you would like it to stop. Guideline 3: See the big picture. All of these caring, low-key, direct-contact approaches respect the student and give him a reason to simply stop doing what he is doing. It removes the chance of angering, shaming, or frustrating the child.
The reverse tactic—yelling at the student to be quiet or sit down or sit up—gives him, and possibly the entire class, someone to respond to negatively. If the student persists, quietly inform him that you will need to see him after class. This gives the student time to think about his actions and stop them, showing you that he is capable of working within your limits.
It also tells the rest of the class that you are aware of the problem and will handle it. When speaking to the student after class, ask him to explain why he was misbehaving and then listen closely to what he has to say. Let him talk without judging him, shaming him, or making excuses for him. Your role is to be a sounding board for how that student can stop the behavior. If the behavior persists or reoccurs during the same class period, figure out a way to have a private talk with the student right then.
I usually meet with the student in the hallway. Of course, this can be frustrating if you are lecturing, for example, or conducting another activity that you must lead. I keep an alternative assignment at the ready for just this kind of situation. The temptation is certainly to send the student out or to ignore the behavior. Each teacher's decision here will be based on his or her level of tolerance and the kind of classroom atmosphere that's most conducive to the particular group of students' learning.
To me, sending the student out often feels as though I am giving up too soon. Ignoring the behavior reduces the lesson's effectiveness and sends the message that it's OK to disrupt class. When you confer with a disruptive student during class, be brief. Most people quit listening after about 30 seconds of lecture, so it's essential to take advantage of this small window of time and get that student's attention. This frustrates me. By not judging the student for his particular behavior, you open the door for an honest response that is more likely to lead to the problem's resolution.
If the behavior persists, have the student removed from class. It is unfair to allow one person to dominate the class and cheat the other students out of their education. Whenever I must remove a student from class, I contact his or her parents that evening and explain the situation. I hope that together we can come up with a strategy for success. This four-step approach can work for every teacher.
Use these resources to teach the play "Sorry, Wrong Number" by Lucille Fletcher. This teaching unit for "Sorry Wrong Number" by Lucille Fletcher contains a. Sorry, Wrong Number Lesson Plans include daily lessons, fun activities, essay topics, test/quiz questions, and more. Everything you need to teach Sorry, Wrong .
I find that it helps me achieve many positive emotional outcomes for the misbehaving student and also for myself and the rest of the class. The student comes away with a renewed awareness of behavioral expectations and a sense that I care about him as much as I care about my own personal need to teach the lesson.
The rest of the class sees that their teacher respects students too much to embarrass them in front of their peers.
I was just telling this girl what the assignment was. It took time away from my lesson, made the gum-chewer mad, and gave everyone else an opportunity to ask me why that rule was in place. Movie Watching guide Im excited to apply this to my 29 month old girl. But, they also cover many of the other issues specific to the work and to the world today. Length of Lesson Plan: Approximately pages. If you categorize him as a troublemaker, you are less likely to reason with him individually and more likely to send him to the office.
They also see that misbehaving students will have chances to improve their behavior before suffering serious consequences. Of course, I win because, ultimately, I am able to resume my lesson plan and maintain a good relationship with my students. There is no duty we so much underrate as the duty of being happy. By being happy we sow anonymous benefits upon the world. Think about all the rules that govern student behavior.
But there are other rules with rationales that are not so clear, and if a teacher doesn't agree that these rules are necessary, that teacher is likely to be lax about enforcing them. A school might have staff members, and with so many personalities scrutinizing each rule, varying interpretations and degrees of enforcement are to be expected.
Personally, I lump rules into two categories: rules that promote learning and rules that do not affect learning. A rule prohibiting tardiness is a good example of the first category. Make copies of script with significant action noted for those with attention or processing needs. Allow students with writing difficulties or processing needs to make a bulleted list of Mr. Stevenson look like? Why is tone of voice so important in a radio play?
Have phone person sit next to Mrs. Give background about the busy signal and the role of the operator. Draw a picture of Mr.