...remember when I was in elementary school; recess was my favorite time of the day. I never lost my recess period, because if I did anything that I should have not done, my mother would know about it before I came home from school. My mother always told me a child should be seen and not heard, so when it came to school I would pay attention and not talk, because in my household talking in class was a no, no. I do remember there was this boy in my class (I cannot remember his name so I will call him Joey). Joey stayed in trouble and one day he just wanted to be the class clown. Joey made the whole class miss recess we were very angry at him. Every day we say what we will play the next day, and if it is dodge ball, the girls would wear pants and we will be laughing and dodging the ball. Some of the student told Joey they were not going to play with him anymore. The next day Joey decided that he was going to act like the teacher, when the teacher came back into the classroom; Joey was sitting at her desk, so she told Joey that he could not go to recess, and we went outside to play. I really did not feel sorry for Joey, all I wanted to do was to go to recess and have fun with my friends. When we returned to the classroom Joey had his head on the desk, and the teacher asked him to hold his head up, and when he did everyone saw that Joey had been crying. The teacher asked him why was he crying, and Joey said that he wanted to go to recess too. I remember the teacher telling him that...
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...certain aspects of children’s lifestyles. This increase over the years can be attributed to many factors including unhealthy, calorie-filled school lunches and children not receiving enough exercise. Childhood obesity poses a very real threat to the health of younger generations and can lead to dangerous, life-threatening health issues later in life. In the rise of child obesity, children are at more risk of diabetes and other heart diseases that could not only affect them in the short and long term. In response to this issue, child obesity should be combated by offering healthier choices for school lunches, and allowing a full hour for recess. All of these could be accomplished by allowing more funding from the Department of Education, and this would allow more funding to state educational funds. Decreasing child obesity would be important for children in the long run because it would decrease their chance of developing type-two diabetes and early heart diseases. Obesity is the root cause of countless diseases, conditions, and illnesses, some of which are even life-threatening. Adulthood obesity has been linked to many deadly diseases. Some examples include heart disease, diabetes, and some forms of cancer. While the health risks that go along with childhood obesity are not as severe, the chances of adulthood obesity increase to nearly double that of non-obese children when the individual experiences obesity in their childhood (2). For that reason, it is imperative to know...
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...to protect the identities of the children involved in my observations. Observation #1: “John” and aggression Date and time: Wednesday April 16, 2003; 11:25-12:50 Setting: Playground for 1st/2nd grade recess 11:25-11:50, 3rd/4th grade 11:55-12:20, Kindergarten recess 12:25-12:50 Activities observed: Children climbing across the climbing rings, watching children pretend play at the tire mountain and under the large wooden play structure with the blue plastic slide. My interaction with the children: I spent a lot of time answering questions about my name and where I am from for the children. Example A: There was one child named “John” on the first recess who was racing across the rings with another child, lost the race and fell to the ground. He then started to cry and called himself a loser. I pulled him aside to try to talk to him to find out what was wrong. He kept telling me that he was a loser because he didn’t win the race and he never wins, and that “all my friends think I am a loser because I cry all the time. They make fun of me because I cry. They beat me up. I am a loser.” I tried to reassure him and tell him I did not think he was a loser. I explained how I thought one of the reasons he lost the race was because he had been climbing across the rings for most of recess was tired from racing. He continued to cry even after his friends came over and tried to get him to play. 1 He just sat in the sand sobbing, so I tried to tell him that his friends came over and...
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...Classroom Management Task 2 Class regulations and procedures are vital in every classroom. Systems and regulations permit the pupils to be aware of what is expected of them, and encourages a constructive environment within the classroom and the needed tools to operate within society through adulthood. The two activities I shall address are the use of learning centers and computer workstations, and submitting assignments. Then I will address two out-of-classroom activities and the behavioral expectations for them. The first out-of-classroom activity is recess and finally, assemblies. Finally, I shall express two separate evaluation techniques to establish the pupil comprehension of the conduct expectations and the effects of not abide by the regulations. The initial in-class activity I shall address is learning centers and computer workstations. In this activity, the pupils are separated into small groups. The amount of groups will equal the amount of centers or workstations. For instance, there are five workstations and or centers, so I separate the class into five groups with four or five pupils for each group. In every center the pupil will have an assignment to complete. I will use the poetry center as an instance. In the poetry center, pupils are given a subject that they will write on, and be obliged to finish in that center. The subject may be centered on an object they are presently studying as a class, or a current event. The area is arranged so all the supplies...
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...What is race? Common responses in the Sociology 222 class were, 'race is something we are born with' and 'race is the same as skin colour'. When looking at these statements from a Sociological perspective, we have to ask ourselves a few relevant questions. Why are sociologists critical of the above statements? How do research writers challenge ideas about social construction and institutionalisation of race under apartheid and colonialism? This essay is going to discuss a number of readings in order to answer the above questions. This essay will also look at the relevance of the Jane Elliot experiment for thinking about, and understanding of race as a social construction. Lastly, this essay will discuss what we can learn about the dynamics of apartheid from the experiences of Sandra Laing in the film 'Skin'. In conclusion this essay will evaluate the various opinions and research done on the matter of race, and how race is socially constructed. Firstly, we have to look at how and why sociologists are critical of race as a biological phenomenon. Race is widely discussed and debated all over the world. The main sociological focus is the effects of social race and how race is used to categorize people into groups. When we look back in history, we see that race was seen as a biological factor for many centuries. When explorers from Europe in the New World discovered people who looked different, raised questions such as ‘Did God only make one species of humanity?’ and ‘Where...
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...Classroom Behavioural Strategies and Interventions 5. CLASSROOM BEHAVIOURAL STRATEGIES AND INTERVENTIONS This section will • • • examine classroom techniques for addressing behavioural issues explain the process and strategies for working with behavioural concerns provide examples of the positive strategies and resources available to address behaviour Before anything else, This section will focus on classroom strategies and interventions that address the discipline/behavioural challenges of students who are alcohol-affected. It is getting ready is the important to remember that these students have permanent neurological damage secret of success. that will make changing behaviour difficult. Some of the behaviour management strategies used with other students may not be successful for the child who is alcohol-affected. Unique and individual interventions are more important than any prescribed behaviour program. Some examples of useful interventions include building relationships, adapting the environment, managing sensory stimulation, changing communication strategies, providing prompts and cues, using a teach, review, and reteach process, and developing social skills. The classroom teacher needs to ensure acceptance for all students in the classroom. Teachers’ actions that can promote acceptance include • choosing learning materials to represent all groups of students • ensuring that all students can participate in extra activities • valuing, respecting, and talking about...
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...Chapter 1: Dishonoring the Dead[edit] In the first chapter of this text, Kozol examines the current state of segregation within the urban school system. He begins with a discussion on the irony stated in the above quote: schools named after leaders of the integration struggle are some of the most segregated schools, such as the Thurgood Marshall Elementary School in Seattle, Washington (95% minority) or a school named after Rosa Parks in San Diego, California (8000% minority). Kozol notes that most of the students within these schools are unfamiliar with the actions of the minority leaders their schools are named after. Kozol goes on to point out the lack of segregation within the urban communities that surround these schools, specifically mentioning the residential segregation in New York City, which matches levels from the 1960s. Introduction and Chapter 1 Summary The introduction talks about how Jonathan Kozol began teaching and he introduces the book. Kozol lets the reader know what to expect when reading the book. Chapter one is about how schools named after someone in history like Martin Luther King Jr. or Thurgood Marshall are not integrated, they are still segregated. Kozol also mentions how Dr. King said, "as long as the Negros basic mobility is from a smaller ghetto to a larger one," (33), but right now minorities are moving from larger ghettos to smaller ones. They are trying to get out and move into the suburbs, but when they move out they end up in the...
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...Ms C r on H 3U w#s@ $a^let(on SS 2015-03-22 Essay Assignment: The Truth About Boys and Girls in School 2 Despite an equal education system, young males are trailing behind the separable and successful girls that are dominating the classroom. Boys lack of ability in school is causing them to struggle miserably, fail classes, influence negative behavioural decisions and even drop out. These setbacks are leading boys to disappointing futures that include them missing out on critical opportunities such as post secondary education and employment. This ongoing issue is turning heads and filling parents and educators with concerns. Well, why is that boys are not as good as girls? And is there anything that can be done? Boys are no less intelligent then girls in any way, just disadvantaged. The way they learn compared to girls and how are school system is structured leaves boys coughing up girls dust. There is an issue at hand and it must be addressed: Boys are second class citizens in today’s education system and it is not their fault! At the end of the day, its safe to say that generally speaking, girls are much better learners then boys in the classroom. The differences between what boys need and what girls need are often vast, by no means is any way wrong; however, the classroom only caters to one. Its not something we can be upset with or confused by, its just nature that boys and girls are different and one is benefiting from it. Kids generally look different...
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...directions quickly they can stay focused on instruction, which is critical to the learning process, and less time will be exhausted on noncompliant student behavior (Canter, 2006). Otherwise, students may not be able to concentrate on or benefit from the lesson plan because the student or students that are misbehaving continue to disrupt the class. Speaking out of turn, chatter amongst students, getting off task, sleeping during class, using cell phones or other types of technology and yelling across the classroom are all examples of disruptive behavior. Disruptive behavior can even escalate to issues much more severe such as threatening the safety and welfare of other students or teachers in the classroom. The first step, and most important for a teacher is to identify the disruptive behavior and address the inappropriate actions of the student in a professional manner. Moreover, a teacher should take action as soon as they first notice the student misbehaving. Stopping one student’s disruptive behavior will demonstrate to the other students that misbehaving in the classroom will not be tolerated or they will face consequences. There are many ways to effectively manage disruptive behavior in a classroom. Although, one method has proven to be most successful for teachers and that is Canter’s Behavior Management Cycle. Ryan is a fourth grader at North Star Elementary School and his teacher is Miss Smith. Lately, Ryan has been misbehaving in class. Ryan’s father...
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...Educational Debate Persuasive Paper As school teacher’s jobs become scarcer it is imperative that each student get the proper education and respective needs that they each deserve while in the classroom to ensure that the schools are committed to providing a better way of life for our future. Since there are so many students in one classroom it becomes difficult for teachers to work individually with each child. Recent research shows electronics to have a significant impact on student’s academic behavior in the classroom and at home. Techniques for creating an environment for students to advance in would be incorporating technology into their everyday hands on structured learning environment. With all the new technologies out there today from cell phones, to iPads it is extremely rare to see a child who is not plugged into technology. Just from looking around and watching children advance in computer or video games it is safe to say that technology has some form of lasting effect on the way children in this generation learn. If that same technology is put into the classroom environment of each child maybe just maybe there would be a positive change in the outcome of a students learning. ("Teen Ink", 2011). Technologies such as Smartboards are interactive computerized chalkboards. This device allows students and teachers to participate as they would in a normal classroom except with the ability to save lesson plans written on the Smartboard just as you would save items on a...
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...Bullying at School What is Bullying and How Does It Differ in Boys and Girls? What is bullying?1 * An intentional act. The child who bullies wants to harm the victim; it is no accident. * Characterized by repeat occurrences. Bullying is not generally considered a random act, nor a single incident. * A power differential. A fight between two kids of equal power is not bullying; bullying is a fight where the child who bullies has some advantage or power over the child who is victimized. Strategies students use to bully others:1 * Physical - hitting, kicking, beating up, pushing, spitting, property damage, and/or theft. * Verbal - teasing, mocking, name calling, verbal humiliation, verbal intimidation, threats, coercion, extortion, and/or racist, sexist or homophobic taunts. * Social - gossip, rumor spreading, embarrassment, alienation or exclusion from the group, and/or setting the other up to take the blame. * Cyber or electronic - using the Internet, email or text messaging to threaten, hurt, single out, embarrass, spread rumors, and/or reveal secrets about others. Bullying and gender:2 * Boys tend to be physically aggressive. * Boys may be more accepting of bullying than girls. * Boys are more likely to both bully and be bullied than girls. * Girls tend to bully other girls indirectly through peer groups. Rather than bully a targeted child directly, girls more often share with others hurtful information about the targeted child...
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...Classroom Behavior Management Guidelines for Success INTRODUCTION How do the most effective teachers… • manage behavior in their multi-ethnic, multi-cultural classrooms? • develop and use classroom rules and routines? • use classroom consequences that work? • design positive behavioral supports for challenging behaviors? • avoid career- and health-threatening frustration and burnout? The establishment and maintenance of safe and supportive classrooms that contribute to high quality student achievement are critical skills that are rarely taught at the university. Consequently, those skills must be crafted and honed “on the job.” Each school and each classroom presents its own unique challenges, and because every year brings a new group of students, teachers must become lifelong learners. The foundation of this learning lies in just a few research-supported principles and actions, TeachSafeSchools.com and the Melissa Institute for Violence Prevention and Treatment have condensed the information for ready consumption. Everything starts with TEACH: T.E.A.C.H. T – Tailor for diversity. Make it a point to know as much as possible about your students, including their diverse cultural, ethnic, behavioral, and learning characteristics, along with stressors they may experience outside of school. E – Encourage positive behavior. Aim for a 4:1 ratio of positive comments to negative corrections for all the students. A – Arrange the environment...
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...administrator and a teacher both have important roles in making sure the schools program is reflected daily in the classroom. An administrator determines what the school programs offers children and their families. Some school programs may offer a theme based curricula that relies on the administrator to assist teachers with creating engaging lessons that supports all areas of the child development and the program purpose. Teachers are allowed to be flexible in their creation of their lesson plans. Regardless of how the themes or topics are selected, the early childhood administrator must continually review and monitor the curriculum plans that teachers select or create, making sure that the curriculum is aligned with the program's philosophy(Gadzikowski, A., 2013). Ole Faithful program curriculum allows teachers to create their own lesson plans based on the theme for the week but it is reviewed by the administrator before it is applied in the classroom. Teachers play such an important role in helping making sure that the programs curriculum is implemented. If math is an integral part of a programs curriculum then the administrator will create opportunities for teachers to teach the appropriate skill with the appropriate materials. A teacher’s role includes giving input on what materials and activities that may be beneficial to teaching their students how to count. Among the school staff, teachers spend the most time with the students which are why teachers are a vital part of the...
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...Young children play when they aren’t eating, sleeping, or complying with wishes of adults. Discuss why is play important for: (a) motor development: According to Parent Magazine (n.d.) “…fine motor abilities allow for increasing independence in smaller but equally significant matters: opening doors, zipping zippers, brushing teeth, washing hands, and so on” (par. 1). It important for children to develop and increase their motor skills, so they are able to do the task that needed to be done as preschoolers. Parent Magazine stats (n.d.), “fine motor skills also open new doors to exploration, learning, and creative expression” (par. 2). Children are using their fine motor skills such as their hands and figures to be able to hold a pencil to...
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...Adolescent and School Health (DASH) under contract #200-2002-00800 with ETR Associates. Suggested Citation: Centers for Disease Control and Prevention. The association between school-based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010. TABLE OF CONTENTS Executive Summary . 5 Introduction . 8 Methods 10 Conceptual Definitions . 10 Inclusion Criteria . 10 Identification of Studies that Met the Inclusion Criteria . 11 Classification of Studies . 11 Study Coding Process . 12 Data Analysis . 13 Results . 14 School-Based Physical Education Studies . 16 Recess Studies . 19 Classroom Physical Activity Studies . 21 Extracurricular Physical Activity Studies . 24 28 Summary . Overall Findings . 28 Findings for Physical Activity by Context . 29 Findings by Gender, Other Demographic Characteristics, and Research Design . 30 Strengths and Limitations of Review . 30 Implications for Future Research or Evaluation . 31 Implications for Schools . 32 References . 34 Appendices . 39 Appendix A: Database Search Terms . 39 Appendix B: Coding Sheet...
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