Part 1
In the first scenario, I have found that Joey is fond of talking
loudly and off-topic. His behavior has affected his ability to an extent, and I think that he is unable to understand things
explained during a lecture. Thus, there seems to be a significant number of
gaps between the way he behaves in the class and his academic requirements.
Joey’s behavior has also affected his peers, keeping them from showing an
interest in studies. In one way or the other, this student has contributed to a
distracting classroom environment. The chance is that this type of behavior
will throw a wrench in the middle of the lecture or may delay the start of a
new topic, as the teacher will have to take extra time to make Joey feel
comfortable within the class and to request him to stay silent during the
lesson.
Part 2
The one possible antecedent or
trigger regarding off-topic discussion or strange behavior is Joey’s lack of
interest in studies. Maybe, he does not find the classroom environment to be
friendly and productive. He has a low level of engagement in the class, which
is a matter of serious concern, as the teacher will have to pay extra attention
to this student to help him amend his ways. Maybe, he will have to get Joey
involved in some entertaining activities so that he stops behaving unclearly.
Part 3
An instructional intervention
that could be used to address Joey’s problem is to design lessons according to
his mindset. For example, if he shows an interest in activity-based learning,
then the teacher should plan lectures accordingly. At the same time, the
teacher will have to consider other students’
interests. He can begin with dividing the entire class into two groups
of students, each of which should be provided
with a particular set of learning materials and projects. Joey should be in the
group whose students are mentally strong and physically active. Before starting
the lecture, the teacher should ask questions from the two groups of students
related to their areas or subjects of interest. He may use a bulb and turn on
and off the light in case of a correct and incorrect answer. He can also blow a
whistle when the student gives a correct answer and can stay silent when Joey
or another student gives the wrong answer.
Part 4
The one way to incorporate
technology or software to enhance my
instruction of George is the use of kickboard. I
think that it is the best software to manage time and to track the behaviors
and overall performance of all of the students (2015). Iwant to use kickboard on a regular basis,
especially when a reward system has to be
implemented so that I can see how
students like George react to the situation and how to help them improve.
Kickboard can track the emotional
learning progress and social behaviors of students and provides useful
resources to instruct the student in a better way.
Part 5
George is a student whose
behavior is always strange, and I think
that he needs immediate help, guidance, and attention of an experienced
teacher. With kickboard, it will be easy for me
to enhance the instruction of this student as I
will be able to determine how he behaves within the class and what types of
emotions or reactions he shows throughout the day. Teachers dealing with
students like George can monitor the strange behaviors of their students with
such software or tools and can take measures to improve their overall learning
experience.
Part 6
Sarah is one of those students
who can benefit from the implementation of technology. In addition to
kickboard, a large number of software and tools exist on the web, and teachers
can use them for free. I think that
kickboard will benefit Sarah by improving her learning experience and by
keeping her attention intact.
Part 7
A tablet with Inspiration
software is an assistive technology that can ensure consistent engagement of
the student (Latzko, 2012). Sarah’s undesirable behavior is the result of
boredom, and this tech gadget will urge her to participate in the class-based
discussions. I think that tablets should
be used in all classrooms, as they help maintain the interest of students and
allow them to learn new things quickly and efficiently.
References
Teachers’ Beliefs Regarding Their
Professional Role. (n.d.). Teachers and Youth in Educational Reality.
doi:10.3726/978-3-653-04026-5/13
Latzko, B. (2012). Educating
Teachers’ Ethos. Changes in Teachers’ Moral Role, 201-210. doi:10.1007/978-94-6091-837-7_16
Class Management.
(2015). Best Ideas for Teaching with Technology, 263-282. doi:10.4324/9781315706160-10
