Behavioral Expectations and Consequences in the Classroom - Report Example

Behavioral expectations and consequences Presented Behavioral expectations and consequences A. My area of specialization: Social Sciences 1. In-class activities: students will be required to involve in activities requiring the use of their minds and creativity. Activity 1. The teacher will show a picture of any social setting without any words written in explaining the scenario. The picture may involve several people quarreling, some pictures with a low degree of confusion, a family in their home setting, or any picture in communal setting that portrays several events happening while no words should be used in this photo. As Emmer, Evertson, & Worsham (2006) elaborate, students have to train their mental ability to relate and come up with viable explanations, while the teacher may offer warm up questions at the beginning of any period. Each students will then be asked to explain to the class what they think are the happenings in the picture. Each student has to answer. Activity 2. Students will be required to write a story about any social setting that they presume is peaceful, clean and that would enhance harmony and favorable living, whether real or out of their creativity. The teacher will offer the class specific time during the lesson to discuss as a group and then write individual essays after reading through stories of a good and bad communal living or set up. Students will then use the knowledge gained to write their own understanding of what a good place has to be. Emmer, Evertson, & Worsham (2006) argue that students in their early education have to learn to formulate important social problems and questions in locating and analyzing important data and knowledge. Such will portray students have a connection with their social and communal environments. Expected Behavior Activity 1 Emmer, Evertson, & Worsham (2006) explains, procedures communicate behavior expectations that apply to specific activity. Students will be required to portray the use of thinking in promoting understanding. Every child will be expected to offer a viable explanation touching on a social issue and elaborate on the possible causes of this issue. The student will be expected to behave confidently, have the courage to speak before other students effectively and portray integration of learned concepts in their arguments. The student though may repeat what their peers say will be expected to offer additional information to portray understanding of certain social issues. The student will be expected to show connection with picture shown in that they will be expected to show interests in diverse social issues and expound on the same. No student will be allowed to sit, refuse to speak, or repeat exactly what their peer say without additional information regarding the social setting as constructed in their minds. Expected Behavior Activity 2 Student will be expected to portray ability to write logical explanations of a social setting. Student will be expected to interact closely in groups and talk with low tones. Students will be expected to ask questions to the teacher whenever they are in doubts or for clarification, and have to participate effectively in these groups. Each student will in addition be expected to have finished by the time the teacher assumes appropriate, and hand in the writing for marking before the class ends. To portray excitement and interests, student will be expected to discuss briefly with their next peers after the teacher collets their books. Out of Class Activity Activity 1 Students will be required to go around their homes or community after school, note and write down any pollution they observe in these areas. Students will indentify the specific causes of pollution and the possible effects it may have on the environment or people, and how the problem may be solved. Students will particularly be required to detail at least 10 pollution causes as observed in their areas and note how they are caused and how they can be prevented. Students will however not expect to go into much detail regarding these problems and their causes. Students may as well take a short trip to areas they think may offer them best experiences of these pollution cases. Activity 2 Students will be required to have a short interview with either parent or any senior person and ask some questions regarding pollution. Such questions may include: what happens to beverage containers if you throw them in the garbage? What are to the options instead of throwing the containers to the garbage? What can be used instead of non disposable containers, among other possible questions? The teacher will give each student a sheet where all the pollution cases in activity 1 have to be listed and a sheet where the student has to indicate the questions they asked and the answers they received from the interview. Expected Behaviors Activity 1 Students will be expected to portray interest in the field work by collecting enough data of pollution causes and how they can be mitigated. Student will be expected to have hands on experience by specifically indentifying the locally available pollution and their causes rather than listing what they already know or have read. Student will be expected to ask for clarification whenever they cannot appropriately identify the pollution cause or the mitigation measures. Each student will be expected to have a logical finding as will be portrayed in their sheets after the survey exercise. This would encourage accountability and higher participation formats (Emmer, Evertson, & Worsham, 2006). Activity 2 Student will be expected to portray interest by the personality they choose for the simple interview or questions. Student will be expected to involve their parents in this, and portray interest in learning on pollution activities and how they can be reduced through use of alternative packaging. Student will be required to indicate the questions and answers in the sheet as required, arrange these results systematically, and portray neatness and proper arrangement of their work. The evidence of carrying out the survey will be indicated by presenting issues considered to be ahead of their coverage in their sheets, as would be explained by their parents. Evaluation Assessment 1 In order to know students understand the behaviors expected in class activities, the teacher will give the students an exercise in class. For example, the teacher will ask students to arrange the class properly, open a certain page in their social science book, and do an exercise that involves reading and writing. The teacher will then observe the class without interrupting, noting the actions of each student, after which the teacher will request for student’s books. This would amount to formulation of summative and formative assessments (Emmer, Evertson, & Worsham, 2006). The teacher will then look for students who have not completed the work, those who have duplicated their peer’s work, or those who refused to carry out the exercise. The necessary punishment will then be awarded to those students who have not complied with the required expectations as set out by the teacher. Assessment 2 To determine whether students are disciplined to carryout tasks as required in outside activities, the teacher should take the class to a short field survey in the school area. The teacher would then request students to carry out a survey on for example, indentifying around 10 areas they consider to expose students to harm, areas of pollution around the school, or areas they consider to be unkempt around the school. The teacher then requests students to write these areas down and what can be done to improve these areas in simple terms according to each student’s thinking. The teacher should watch the behaviors and activities of each student without interrupting. He should then collect the sheets from each student after a time deemed appropriately long enough to note the behaviors of each student. After this, he should go through the answers to identify what each student wrote in determining students who actually carried out the survey as instructed. This would mount to promoting interdependence within groups and encouraging individual tasks (Emmer, Evertson, & Worsham, 2006). Those who the teacher will determine not to have carried out the survey as required would then be supposed to be punished appropriately. Teachers in all cases support student’s judgment and skills by providing information necessary in guiding and assisting the psychological requirements of children’s behavior. The learners’ behaviors and development trends are part of the learning objectives, and the teacher has to ensure students have the discipline to participate effectively in the learning process. The teacher has to explain the expected behavior to students in ensuring a smooth learning environment, and ensuring each student learns accordingly to meet the objectives of each course layout. References Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2006). Classroom management for middle and high school teachers (7th ed.). Boston: Pearson.
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