Increasingly, Courts are understanding that clothing that depicts sexual acts, coarse language, bodily fluids, or offense and bigoted messages disallows an appropriate educational experience. One response to this is a school dress code at one end of the spectrum, and school uniforms at the other. One can debate the efficacy of these provisions, but the basic difference is that the Tinker case was classified as a non-offensive protest (a black armband) as a Constintutional right, but blatantly offensive images or clothing that hinders learning, is unproductive and schools have a clear right to regulate that behavior (State Court and Lower Federal Court Decisions).
Moral/Ethical- By the time we reach school age we have a basic understanding that there are often consequences for our actions. Within the model of classroom management there are various ways a teacher can model behavior, modify student's behavior, and change the manner in which that student views themselves and the world. Numerous examples of this are using intimidation and sarcasm to correct a student -- embarassing them in front of their peers; refusing to call on excited students who continually raise their hands, demeaning oral reading or answers with comments designed to hurt emotionally, and causing disciplinary headaches for no reason other than control (e.g. setting a student up for failure). Of course, these are extreme examples, and focus on attribution theory in the classroom, but they are certainly ways of controlling behavior, albeit causing other behaviors perhaps just as unwanted (Foote).
Instead, though, why not use this same theory in a motivational manner to ensure success and prevent poor behavior before it starts. Certainly, there are times when children may need a "time out," or if particularly disruptive, consequences such as taking play time away if there is too much talking, etc. But studies have clearly shown that by emphasizing the positive; "You put a lot of work into this," "Thank you for sitting quietly," "Yes, that's right, what else could you think of," etc. one has a far better chance of modifying and rewarding positive behavior rather than punishing bad behavior. In fact, studies even as far back as the 1960s show that...
..control the environment by implementing a logical system (the teacher's, of course) of conditioning." (Tauber, 1999, p. 19) in this context the teacher is seen as an "interventionist" in that he or she has to control and dictate the learning and behavioral environment. "By accepting a position as a teacher, a person has not only the right but an 'obligation' to modify student behavior" (Axelrod, 1977, p. 158). In essence
Kindergarten Classroom Management The most effective classroom environment is one in which there is a sense of trust, advocacy for the student, engaging learning activities, and a sense of regular adventure. Students should be encouraged to actualize, to participate, and to think of their classroom as a community. Because each individual is unique in their learning style, classroom success is based on flexibility and the willingness to adapt and evolve on
It's long been a challenge in pedagogy to find a way to meet the needs of a diverse classroom; students have always presented a range of different cultural, linguistic, social and socioeconomic needs and backgrounds. In fact, in the academic research paper, "Culturally Responsive Differentiated Instruction" by Santamaria, it was found that ultimately, "The best teaching practices are those that consider all learners in a classroom setting and pay close
According to Bales, 1999, the concept behind SYMLOG is that "every act of behavior takes place in a larger context, that it is a part of an interactive field of influences." Further, "the approach assumes that one needs to understand the larger context -- person, interpersonal, group, and external situation -- in order to understand the patterns of behavior and to influence them successfully." With SYMLOG, measurement procedures are
76). As automation increasingly assumes the more mundane and routine aspects of work of all types, Drucker was visionary in his assessment of how decisions would be made in the years to come. "In the future," said Drucker, "it was possible that all employment would be managerial in nature, and we would then have progressed from a society of labor to a society of management" (Witzel, p. 76). The
Management Communication - the Role of Workplace Interpersonal Communication Communication, in simple terms, refers to "the process of sending and receiving messages" (Bovee & Thill, 2008, p. 2). Baack (2012); Bovee and Thill (2008) agree that there are two major facets of organizational communication -- internal communication (exchange of ideas and information within the boundaries of an organization) and external communication (exchange of information beyond an organization's borders). Internal communication can
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