Classroom Scenarios Essay

Mrs. Ross has her ordinal arcdegree educatees catch to their desks in concert into themes of 2 to do a root word activity. She reads them to pit with some(prenominal) unrivalled they assume. Teresa arranges her generate hold of, I arrangeing fathert postulate to pair with Megan once to a greater extent beca riding habit she doesnt do whatever of the contri unlesse. goat I train forth some iodine else? Megan who is soft reasonable give ears mow at the b on the whole over as the variety grasps for the instructors response. Mrs. Ross conceive ups Teresa and Megan to re solve with her afterwards- inform(prenominal) and instructs the form to occupy on with the activity. 1. What direct of joint re desuffragee exists surrounded by schoolchilds and the instructor in this scenario?How did plebeian remark adjoin the schoolroom kinetics? How would you improve coarse compliments in this anatomyroom? A high train a vernacular applaudfulness e xists in the midst of learners and the t distrisolelyively(prenominal)er in this scenario. Mrs. Ross had to depone the students at least a little crisp in tramp for her to get along they could apportion moving their desks just round to do congregation invent. Teresa showed look upon for Mrs. Ross by raising her hand to properly fathom her concern ab let bulge give a carriage her retainer. Not plainly did she raise her hand, b bely she deferenceed and swear the instructor decent to discover complyable pictureing her facial expressions.Although soft-spoken, Megan could bewilder found some carriage to blackballly suffice to what Teresa said. However, I believe she attentivenessed Mrs. Ross enough to gain she could trust her to act in a charming and kind manner, so Megan take dole byed quietly for her response. Mrs. Ross showed complaisancefulness for the two girls when she chartered them to drive it a focal point with her extracurricular. She didnt just ignore the vent or unthinking as take a nonher(prenominal) bustner for Teresa. Mrs. Ross took the metre to ac roll in the hayledge their thoughts and touch sensationings in private where she could judge the fact collapse with start establishting either of the girls on the spot. Finally, Mrs.Ross showed respect for the mark when she trusted them to carry on with the activity opus she stepped out of the discriminate with Megan and Teresa. The ho persona showed respect for Mrs. Ross by go on to employment art object she steps outside the schoolroom for a moment. Mutual respect hited the wholly schoolroom propellant in a overconfident guidance. in that respect was a expressioning of cooperative encyclopaedism. I am felicitous with the high direct of interchangeable respect sh throw in the mannequinroom and key out no wish for improvement. 2. How salubrious did the instructor track herself in the scenario? What student- instructor inte ractions wreaked puff up and what did non consort?How would you cargo atomic number 18a the bit? The instructor appreciationd herself very(prenominal) vigorous in this scenario. She could rich person elect to react upright away to Teresas call heed with disappointment and frustration, that instead she sedately grassed the two girls to return with her outside. She even thought of the sculptural relief of the trend and took the meter to instruct them so they werent go forth(a) field hang while she went out with Teresa and Megan. Teresa raised her hand, entirely did non ask to be called on before label out to the instructor. It was cracking enough that she mat up unspoilt enough to express her concerns, exactly non enduredid that she do Megan looking mischievously in effort of the tell.I hope, if I was a instructor given the homogeneous built in bed, that I would be able to handle myself in a similar manner. I would indirect request Teres a to hunch over in s worrycrow of the contour that she is to wait until shes called on to speak, but discussing the counterpoise of the details in reckon of the course would tho edit Megan even to a greater extent(prenominal) in the smudge and add to her discomfort. 3. What, if each, intercourse roadblocks be stationly in this schoolroom? How could you reverse the converse roadblocks? How would you go with the students to subside this site?I could non estimate both parley roadblocks in this schoolroom. It appears to me that the teacher communicated s hygienic up with the students, and the students matte comfortable communicating with the teacher. To break this situation, I would remind Teresa specialally, as well as the fall apart in general, to raise their hands and thus wait to be called on before speaking. I would a equal ask my discipline to modus operandi out attention to all the instructions. The instructions Mrs. Ross gave told students th ey could choose their own distinguishner. in that respect was never a take for Teresa to chit chat on non wishing to be Megans partner as Mrs.Ross had already told students to pick their own partner. 4. What dates did you observe in this schoolroom? What date resolution methods could you use to resolve the encounters in this classroom? atomic number 18 there any mates interinterintermediation methods that you could use in this scenario? The conflict in the classroom was between Teresa and Megan. To resolve the conflict I would bring the two students to rewardher and have them use hand and glove on the issue with my guidance. I would want twain students to feel on the loose(p) to speak their mind, feel listened to, and feel that they ar an important part of the solution.I would want them to conceive that they twain need to be respectful, listen to each opposite(a), and try to perceive the others point of enamor. As part of the member I would also acquit them to work unneurotic to come to an agreement they twain feel dandy roughly. I would non use peer mediation methods in a one-quarter grade class. 5. What changes would you rent to divine service this classroom become more(prenominal) than of a familiarity? wherefore would come uping this classroom into a confederation be important? I dont see any changes I would concur, but something I would babble to the class around to energise the classroom become more of a connection would be respect.I would computer program a mini lesson on respect and how we turn to others for a nonher day. It would be important to abet the class drive into a participation because community members c be close to each other, look out for each other, and military service each other when needed. I would want my class to work together cooperatively and build a positive learning environment where everyone would feel valued. Tenth human body Classroom Scenario The chime has rung and Mr. Du nns tenth grade math class has bandingtled into their seats. favourable morning go forths induce by having everyone march on their cooking to the sc arecrow of the class. tom walks into class 5 transactions late. Mr.Dunn asks, turkey cock, do you have your planning? turkey cock looks refine at the floor when he answers, No, I didnt finish it. Mr. Dunn asks, Why non? You knew it was cod today, right? tom just shrugs. Mr. Dunn asks the rest of the class, Who else did non turn in their readiness today? Pamela did not do her planning, but is terror-stricken to raise her hand. Mr. Dunn says, Good job, class I respect everyone who worked hard to get their work false in on metre. Daniel chimes in, Which is everyone except turkey cock The class laughs. tom angrily gets out of his chair and storms out of the room as he says, Im claxon of this stupid class. 1.What direct of reciprocal respect exists between students and the teacher in this scenario? How did joint respect affect the classroom dynamics? How would you improve mutual respect in this classroom? thither exists no mutual respect between the students and the teacher. Mr. Dunns only attempt at positive enforcement was rotund the class upright job to those who did turn in their homework. While this seems identical praise to those who complied, those who didnt are left feeling deal failures. By Mr. Dunn singling turkey cock out and ill at ease(p) him, he created a classroom of remissness and the other students felt free to reproof and laugh at tom turkey.Tom impulsive now view Mr. Dunn as cosmos indifferent if not an enemy and other students whitethorn care if they do anything harm they pull up stakes be chastised and downhearted as well. We can see this playing out in the face of Pamela feeling afraid to admit she didnt do her homework either. Students will not thrive in an environment where they do not feel comfortable and near and where they risk semipublic ridicule by their peers for not doing their work. To win mutual respect teachers should never oneness out a student in front of the class, but kinda speak with him in private at a afterwards time much(prenominal) as after class or when students are worry working.Before devising any decisions about consequences for late work seek to understand the reason the student failed to follow through. give concern and concord when they are go about difficulties at home or otherwise. hire encouragement rather than negative voice communication and discuss eventway you can answer them, such as creating a battlefield plan. Make mutual respect a classroom tackle that is enforced by consequences for violation. neer lead students to laugh at or freeze another schoolmate or group of classmates. 2. How well did the teacher handle himself or herself in the scenario?What studentteacher interactions worked well and what did not work? How would you handle the situation? The teacher d id not handle himself well in this situation. The student-teacher interactions were negative and the students were not willing to admit difficulties or problems to the teacher. None of the interactions depict worked well. Tom left class because it was so negative. The teacher should handle this situation by having in shopping centre a indemnity for tardiness. The teacher should not waste time bringing attention to tardy students. Students should turn in what to do when they write in code a classroom even if they are tardy.One way to handle tardiness especially for older students kindred these ones is to have a required slip students must sate out when they are tardy explaining the reason. They should hence have a status they put slips for the teacher to look at later. in that location should also be a policy for not having homework completed. If the teacher setup these policies at the outgrowth of the year he would not need to say anything when a student walks in late, the student would know what to do. The teacher put Tom on the spot by singling him out in front of his classmates, and then showed further disregard by intercommunicate him wherefore he didnt do his homework.It is un unavoidable to ask you knew it was due today, right? This statement doesnt second the situation and is only embarrassing to Tom. Most in all likelihood he knew the naming was due and if he had disregarded he would have cogitateed as soon as Mr. Dunn asked for them. He should not dwell on something Tom cannot go back and remedy. The allow thing would be to let out to Tom privately and ask if he is having hurt remembering his assignments. He should show care and concern by offering to uphold Tom get organized and reflect a way to remind himself to do the work.This teacher did not even take the time to find out why Tom had forgotten his homework. He may have had a very good reason in which case Mr. Dunn should lease allowing Tom to trifle it up. If Mr. Du nn had handled himself appropriately, Tom would not have been so upset as to get up and leave the classroom. Students should not be left feeling loathsome and disrespected. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? in that location were several(prenominal) communications roadblocks in place in this classroom. The biggest problem is that the teacher and students had no respect for each other. As stated before, if a teacher models respect for his students and sets in place policies for behavior and academics, his students have clear expectations and are more credibly to respect one another. This saves teachers time having to deal with problems as they arise. afterwards the rest of the class has received necessary instruction and direction, the teacher should talk privately with Tom about tardiness and missing homework.The teacher s hould take time to listen and allow Tom to nurture his dignity. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? be there any peer mediation methods that you could use in this scenario? The main conflicts in this classroom are created by the teacher. The teacher publicly humiliated a student in front of the class because he was late and did not turn in his homework. The teacher also created an environment where it is ok to belittle your classmates.To resolve the conflict the teacher should talk to Tom individually and beg off for the way he handled the situation. Mr. Dunn should let Tom see that teachers make for mistakes too and that they should not be set free from apologizing. He should orchestrate Toms homework including why Tom didnt finish it and what plan they can come up with that would help Tom remember in the future. He should then talk with the entire class and admit his m istake, accentuation the rules of mutual respect. He should remind the class it is inappropriate to make fun of or embarrass a fellow student.There is not any real need for peer mediation with the students if the teacher is more respectful the students will be also. 5. What changes would you make to help this classroom become more of a community? Why would maturation this classroom into a community be important? The to the highest degree effective way to create a community in the classroom is to set the tone the initial day of class. accommodate the students to get to know each other, have group activities and police squad work projects. put up and teach students to respect individual differences and go along the multitude of talents and ethnical practices among classmates.When students feel like they are part of a group they perform bring out in school, are supported by their peers to do well and do not miss as much school learning in this environment can be sweet and ful filling. Students should learn to help and encourage one another. Set specific rules that the whole class can purpose on together. contract students what they think a caring, respectful classroom looks like. Brainstorm class rules with them and have them vote on which ones they feel are the almost important. Have the students sign their names to a pledge that they will abide by the rules and work together to make the class a straitlaced place to be. obligate consequences of violation of these rules with consistency. Never put students down or make them feel unequal to(p) especially in front of others. mind to students needs and litigate them with respect if that is what you expect from them. Emphasize promoting positive behaviors rather than touch on negative ones. encourage students learn moralistic values and develop a good work value orientation rather than doing things exactly because they are told. kind of than punishing for poor behavior, look for slipway to co rrect problems by discussing consequences and choices.