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It feels like we’re sinking deeper into a new level of brain rot that has never been seen before. One where kids’ speech has been so thoroughly meme-ified that understanding what they are saying nearly requires learning a whole new language. The latest can’t-shake-it phrase? “Six-seven.” Attempting to explain what this term actually means has proven complicated for even the most seasoned teen slang experts. But, we’re here to break down exactly what “six seven” is, why your kid can’t stop saying it, and whether you should be concerned if it shows up in your kid’s vocabulary.…….Continue reading….
Source: Parents
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Critics:
Some characteristics of having good teacher-student relationships in the classroom involves the appropriate levels of dominance, cooperation, professionalism, and awareness of high-needs students. Dominance is defined as the teacher’s ability to give clear purpose and guidance concerning student behavior and their academics. By creating clear expectations and consequences for student behavior, this builds effective relationships.
Such expectations may cover classroom etiquette and behavior, group work, seating arrangements, the use of equipment and materials, and also classroom disruptions. These expectations should always be enforced with consistency among all students within the class. Inconsistency is viewed by students as unfair and will result in the students having less respect for the teacher. Assertive teacher behavior also reassures those thoughts and messages are being passed on to the student in an effective way.
Another technique to establishing good teacher-student relationships is William Purkey’s “three pluses and a wish.” These pluses are complimenting that the teacher gives to the student before making a request. The pluses help the student get into a mindset that is more likely to cooperate with the teacher. An example might look like this: “Thanks so much for your participation in class today. I love hearing your comments. I think you provided a fair amount of educational insight to the discussion.
I would appreciate if you could raise your hand before commenting, so that other students can follow your example.” Preventive approaches to classroom management involve creating a positive classroom community with mutual respect between teacher and student. Teachers using the preventive approach offer warmth, acceptance, and support unconditionally not based on a student’s behavior.
Fair rules and consequences are established and students are given frequent and consistent feedback regarding their behavior. One way to establish this kind of classroom environment is through the development and use of a classroom contract. The contract should be created by both students and the teacher. In the contract, students and teachers decide and agree on how to treat one another in the classroom. The group also decides on and agrees to what the group will do if someone violates the contract.
Rather than a consequence, the group should decide how to fix the problem through either class discussion, peer mediation, counseling, or by one-on-one conversations leading to a solution to the situation. Preventive techniques also involve the strategic use of praise and rewards to inform students about their behavior rather than as a means of controlling student behavior. To use rewards to inform students about their behavior, teachers must emphasize the value of the behavior that is rewarded and also explain to students the specific skills they demonstrated to earn the reward.
When teachers over-plan, they have plenty of material and activities to fill the class time, thus reducing opportunities for students to have time to misbehave. Transition time can be an opportunity for students to be disruptive. To minimize this, transitions need to be less than 30 seconds. The teacher must be prepared and organized as well as students being prepared and organized for a day of learning. An organizational routine must be implemented at the beginning of the year and reinforced daily until it is instinctive.
The goal is to fill the students’ ‘file box’ with more ‘blue cards’ than ‘orange cards’ to help with students’ perspective of learning. An intervention technique created by William Purkey, used by the teacher that gives students the level of management needed. Low cards are a less invasive intervention to address what is happening.
Some examples of a low card intervention are: raising the eyebrows, staring politely at the student, moving closer to the student while continually talking, calling student by name and asking if they are listening. High cards are a strong intervention to address what is happening. Some examples include: sending student to the principal’s office, keeping student after school, calling home.
Assertive discipline is an approach designed to assist educators in running a teacher-in-charge classroom environment. Assertive teachers react to situations that require the management of student behavior confidently. Assertive teachers do not use an abrasive, sarcastic, or hostile tone when disciplining students. Assertive discipline is one of the most widely used classroom management tactics in the world. It demands student compliance and requires teachers to be firm.
This method draws a clear line between aggressive discipline and assertive discipline. The standards and rules set in place by assertive discipline are supported by positive reinforcement as well as negative consequences. Teachers using this approach carry themselves confidently and have no tolerance for class disruption. They are not timid, and remain consistent and just.
A constructivist, student-centered approach to classroom management is based on the assignment of tasks in response to student disruption that are “(1) easy for the student to perform, (2) developmentally enriching, (3) progressive, so a teacher can up the ante if needed, (4) based on students’ interests, (5) designed to allow the teacher to stay in charge, and (6) foster creativity and play in the classroom.”
Compliance rests on assigning disciplinary tasks that the student will want to do, in concert with the teacher rapidly assigning more of the task if the student does not initially comply. Once the student complies, the role of the teacher as the person in charge (i.e. in loco parentis) has been re-established peacefully, creatively, and with respect for students’ needs. Claimed benefits include increased student trust and long-term emotional benefits from the modeling of creative solutions to difficulties without resorting to a threat of violence or force.
Culturally responsive classroom management (CRCM) is an approach to running classrooms with all children [not simply for racial/ethnic minority children] in a culturally responsive way. More than a set of strategies or practices, CRCM is a pedagogical approach that guides the management decisions that teachers make. It is a natural extension of culturally responsive teaching, which uses students’ backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons.
Teachers, as culturally responsive classroom managers, recognize their biases and values and reflect on how these influence their expectations for behavior and their interactions with students as well as what learning looks like. There is extensive research on traditional classroom management and a myriad of resources available on how to deal with behavior issues. Conversely, there is little research on CRCM, despite the fact that teachers who lack cultural competence often experience problems in this area.
Discipline without Stress (or DWS) is a K-12 discipline and learning approach developed by Marvin Marshall and described in his 2001 book, Discipline without Stress, Punishments or Rewards. The approach is designed to educate young people about the value of internal motivation. The intention is to prompt and develop within youth a desire to become responsible and self-disciplined and to put forth effort to learn.
The most significant characteristics of DWS are that it is totally noncoercive (but not permissive) and takes the opposite approach to Skinnerian behaviorism that relies on external sources for reinforcement. According to Marvin Marshall’s book, there are three principles to practice. The first principle is ‘Positivity’, where he explains that “Teachers [should be] practic[ing] changing negatives into positives. “No running” becomes “We walk in the hallways.”
Instructors can demonstrate a suitable level of strength by giving clear learning objectives, they can also pass on fitting levels of participation by giving learning objectives that can be changed based on the classes needs. Allowing students to participate in their own learning goals and outcomes at the start of a unit brings a sense of cooperation and mutual understanding between the instructor and student.
Make learning goals clear and not a mystery. Students who do not know what the teacher wants them to do are unlikely to learn the material and understand what is being taught. When the teacher also clearly knows the goal the lesson will progress more smoothly and they can work every student toward that central goal.
‘Assassination Classroom’ Complete-Series Blu-ray Arriving Jan. 13
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