I would also establish a system whereby my students complete a record card or form detailing name, contact information and any other relevant information such as medical needs. Regulations out of the way, personalities are important. I believe that if I am friendly, my learners will relax and know they can feel secure in my class when it starts. Nobody likes to learn with a grumpy teacher. I will always do a fun warm up which helps break the ice.
In the argument “Tapping into Text Messaging” by Janet Kornblum, says teens, techies and other early adopters leading the charge to text say it is a great way to communicate when they are too busy to talk or when making a call would be rude or impractical. Just like being in the class room when there is an important incoming call, texting back is a more necessary way to get back to the person instead of disrupting the class and wasting learning time. Texting only takes a few seconds to do and could turn a 10 minute phone conversation into a 1 minute conversation. Text messaging can easily be discreet while being in the class room if turned off or on silent. As long as the student remembers to do so, their phone will not cause a distraction in class.
Even if the lesson isn’t even difficult, teachers do indeed deserve respect for what they do. What they are teaching can very much be what you need to get that one extra point on a test to pass the class. They are there to help you succeed. If you’d rather be on your device than listen to the teacher, you don’t deserve to be in the classroom. While some teachers despise cell phone use, others let students use them to enhance a lesson.
They should use cellphones because it teaches them responsibility, emergency cases that can't be handled in the office , and also assemble their ability to use it for work and other professional routine for the future. First of all, cellphones would teach them responsibility during the school hours. By responsibility I mean it would make them think more. Students have a mindset that they would know when whether or not they should use the phone or not during the lesson. Students can have more access for educational purposes like researching something they do not get or downloading an app so they can study more while they have free time.
The classroom should be a safe environment as well. As a teacher, we expect students to behave in a certain manner. However, teachers should act as role models to the students also. The teacher should be a facilitator inside the classroom and outside as well. The teacher should develop a relationship with the student that is respectful and authoritative.
The teacher provided physical and mental safety from insult and diminishment. Mike Rose emphasized that a good environment actually would help students do better, “And there was safety to take risks, to push beyond what you can comfortably do at the present, ‘coaxing out thinking along,’ as one of Steve Gilbert’s student put it, bringing out our best interpretive abilities” (46). These democratic classrooms also showed the amazing respect of people toward another, especially toward students of different ethnicities. They respected each other’s background, their languages, and history. They helped one another study and made them feel comfortable.
• Allows teachers to focus on learning instead of discipline. • This takes away from teaching time because you are preparing rules and procedures. Kagan, Kyle, and Scott's "Win-Win Discipline" • It helps bring out the potential of the students even through disciplining them. • It is very clear for expectations that are passed to the students. • It stresses the importance of using the classroom to help the students overcome negative attitudes.
By using these guidelines teachers will become better leaders by building trust between students, demonstrating their listening skills when communicating with students, and show compassion when dealing with students. In order for a teacher-based coach to lead successfully, they must demonstrate trust. When coaches are able to gain the trust of new teachers they are able to offer their skills and knowledge. Trust is established with teachers as they observe coaches’ ability to walk the talk (DuBrin, 2005). Coaches must be open and honest with others.
How can the students learn anything when they’re too busy texting each other? Moreover, instead of using their cell phones for schoolwork, they are mostly used to text, check emails, play games, Facebook, twitter, YouTube and surf the net. Students are supposed to be in school to learn, not to play games or socialized. Most teen’s grades have dropped dramatically because of cell phone use. As study show that, if/when the student uses "text speak" their spelling and grammar are harmed.
Certain curriculum goals of anti-bias curriculum are to foster each child's: *building of a well-informed, confident self-identity; *comfortable, empathic interaction with people from diverse backgrounds; *critical thinking about bias; * capability to stand up for themselves and for others in the face of unfairness. A belief in the importance of human diversity and the fair treatment of all people is a must for doing anti-bias work. When teachers become dedicated to learning how to implement anti-bias courses in their settings, they seem to go through four identifiable stages. ESTABLISHING THE ENVIRONMENT Stage one includes teachers raising their own consciousness of anti-bias matters related to themselves, their program, and the children in their care. A support group is vital for this method.