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Classroom Observation Paper.docx SEC/532 Classroom Observation Paper University of P

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Classroom Observation Paper.docx SEC/532 Classroom Observation Paper University of Phoenix SEC/532 For this interview, I had a rather quick discussion with a busy teacher by the name of Ms. K... ing and how she ran her 11th grade Health class. What classroom management model is used in the classroom/school during this observation: œWhen dealing with teenagers, they can become a bit unruly and disrespectful at times, in this scenario I used The Canter Model which basically means I took charge and became the authority figure in the room. I had to use this because I had several disruptive students during class and had to show them that the priority of the class was learning today. What steps did the teacher follow to implement the classroom management or behavior plan? œI had to remind certain students to pay attention and look up to me and remind them what their task at hand was. The disruptive students got a quick warning and then moved onto ignoring their attempts by walking away to focus on another group. What procedures does the teacher have in place to be proactive concerning behavior problems? œI give my students a lot of warnings because I want them to succeed in class instead of focus on the negative behavior. They are kids, kids are outspoken so I give them a chance until it becomes an extreme. How does the teacher handle the parent or guardian of a disruptive child? œWe have a check in over the phone every two weeks to assess a plan we agree upon. If the behaviors are getting worse, we . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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