Big Ideas
“Once the rules are established, teachers can take the time to help children understand how the rules apply to a range of school situations and make sure children know that teachers hold them accountable for their behavior.” (pg. 9)
“Once such disrespectful behaviors are normalized, they can take on a life of their own in classrooms.” (pg. 16)
“Anyone has the potential to be targeted by bullying behavior.” (pg. 23)
Connections
1.) Speaking to parents about their child’s behavior was the hardest thing for me to navigate when working at the small international school. On one hand, there was a frustration in our classroom or amongst the teachers in some student’s behavior and it needed to be addressed, but on the other hand, I will never understand what its like to be a parent (until I am) and some things I said were not taken so well. I also had to keep in mind the cultural implications on top of the fact that their child was everything to them. I liked how the author said to describe the behavior rather than including judging words (such as bully, mean, etc.).
2.) My current CT showed a great way to handle bullying last week. One boy in the class has been doing sneaky things to another girl (who has an IEP) in the class. The girl’s mother addressed it in the last IEP meeting. The teacher was astonished that this boy was so sneaky and she had no idea of his behavior. Well, the she caught the boy doing something to the girl in the class and stopped the behavior immediately but recognized that the boy was joking around. She talked to both children separately and had the boy apologize and explained to the girl that he was joking but his behavior was not ok. Then, she separated them on the carpet. I thought she did a good job jumping on the small things and doing everything she could to be clear on how even if we think we are joking, the person receiving the joke may not be happy with it.
Implementation
“Once the rules are established, teachers can take the time to help children understand how the rules apply to a range of school situations and make sure children know that teachers hold them accountable for their behavior.” (pg. 9)
“Once such disrespectful behaviors are normalized, they can take on a life of their own in classrooms.” (pg. 16)
“Anyone has the potential to be targeted by bullying behavior.” (pg. 23)
Connections
1.) Speaking to parents about their child’s behavior was the hardest thing for me to navigate when working at the small international school. On one hand, there was a frustration in our classroom or amongst the teachers in some student’s behavior and it needed to be addressed, but on the other hand, I will never understand what its like to be a parent (until I am) and some things I said were not taken so well. I also had to keep in mind the cultural implications on top of the fact that their child was everything to them. I liked how the author said to describe the behavior rather than including judging words (such as bully, mean, etc.).
2.) My current CT showed a great way to handle bullying last week. One boy in the class has been doing sneaky things to another girl (who has an IEP) in the class. The girl’s mother addressed it in the last IEP meeting. The teacher was astonished that this boy was so sneaky and she had no idea of his behavior. Well, the she caught the boy doing something to the girl in the class and stopped the behavior immediately but recognized that the boy was joking around. She talked to both children separately and had the boy apologize and explained to the girl that he was joking but his behavior was not ok. Then, she separated them on the carpet. I thought she did a good job jumping on the small things and doing everything she could to be clear on how even if we think we are joking, the person receiving the joke may not be happy with it.
Implementation
Much like in our class with Marcia Sewall, I see the importance of watching the kids during key moments of the day to observe their behavior with one another. I think that I will pay closer attention while I am not taking on the classroom full-time to observe how they interact with one another after lunch and during transition time (after recess, before school, during center time, etc.).