# data[].attributes.body
Implicit Bias
Implicit bias is an unconscious assumption or belief about a specific group of people or topic. Implicit bias can lead to unequal outcomes by causing greater gaps in test scores, suspension rates, and by causing insecurities in students. We need to know about implicit bias as future teachers as it is something that everyone displays and it is important to recognize it in order to unpack it and create a more inclusive environment for every single student.
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Alternative Discipline
In the article, the authors' claim is that SEL, PBIS, and Restorative Justice are much more effective ways of discipline than traditional methods. The evidence that the authors offer is, "Social and emotional learning ... helps children learn critical skills like recognizing and managing their emotions, building positive relationships with others, and making responsible decisions (CASEL, n.d.)". For PBIS, " high-implementing schools had an average of 38% fewer in-school suspensions than low-implementing schools (Florida’s Positive Behavior Support Project, 2012)". For Restorative Justice, they pull from teacher Ed White who "helped them [students having behavioral issues or conflict] understand other students better and that understanding helped resolve conflicts more quickly" (Mergler, Vargas, Caldwell). Their reasoning is very sound as they show that these three alternative methods can be very effective in helping students overcome behavioral issues and that these methods also have very high methods of success.
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Case Studies (1)
The rule/expectation that was violated was disrupting other students in the classroom by drawing them away from their tasks. The consequence that is appropriate under the management plan that was created is to separate herself from the other students and to complete other academic activities from her workbook until the rest of the class is finished. I could use her strengths to approach the situation

by understanding that she thrives on social interaction and using that as a reward system for her in the future. For example, during a quiet time for completing work if everyone is able to complete their work without disruption, the class could have some sort of social time or reward in response. This motivates Tamara to stay quiet during this time as she will have a goal to work towards and want to help her friends get the reward.
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# data[].attributes.body
Implicit Bias:
Implicit bias is subconsciously holding beliefs that may be in favor or against specific groups similar or different to your own. Teachers' implicit bias can lead to unequal student outcomes by favoring a specific group over another, likely leading to certain groups being more successful and having more educational opportunities. We need to know this as future educators so that we can do our best to avoid it in order to provide all students with equal opportunities in the classroom.
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Alternative Discipline:
In this article, the author's claim is that certain behavioral consequences, such as suspension and expulsion, will negatively impact a student throughout their lifetime. Utilizing alternative disciplines, such as Social Emotional Learning, restorative justice, and Positive Behavioral Interventions and Supports are disciplines that should be used as an alternative to removing a student from the classroom. The author gives evidence that supports this claim by stating that students who were faced with negative behavioral consequences were less likely to experience educational success. This reasoning is sound because the data adequately supports that using alternative disciplines will likely pose positive outcomes for students in the future.
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Scenario 3:
The rule that states "Do not speak while someone else is speaking" has been violated by Marcus, and "Be respectful" has been violated by Natasha. Under my management plan, the appropriate consequence would be to talk to Marcus independently and have a discussion with him about his shouting out. In addition, having a private conversation with Natasha on how being respectful is an important rule in the classroom would be beneficial. It would be appropriate to tell Marcus that he has great contributions, but it is important to give his classmates a chance to speak. It could also be beneficial to have a conversation to attempt to understand why Marcus feels that he needs to contribute more than his classmates. Marcus could be restored to being a full member of my classroom community by still allowing him to participate in classroom discussions, but to tell him to be mindful of honoring his classmates' ideas by giving them an equal chance to participate.

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Implicit bias is subconsciously showing a preference or dislike to students based on stereotypes.
This can lead to unequal student outcomes if hypothetically one group of students are preferred therefore are taught better, there would be a large gap in academic success between students that are not facing prejudice and students that are.
The role of educators is to have all our students succeed equally. By knowing implicit bias now we can stop ourselves from repeating the negative cycle and be more inclusive/fair.
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Alternative Discipline:
Restorative practices are more effective than exclusionary discipline.
The author provides sound research from studies from data collected in actual school settings as well as statistics.
From a logical standpoint, with all the evidence provided that shows that restorative programs create more positive environments as well as produces less misbehavior the reader can easily agree with the article. From an ethical standpoint, the reasoning makes sense. If a child is just told not to do something and degraded when they do it, it's likely they'll do the action again because they don't really understand why it's wrong. When a child learns behavior management, how to communicate feelings, and how to look for the root of the problem, they can truly understand why they are doing an action, why the action is wrong, and ways to avoid it.
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Scenario #3:
Marcus broke the rule of speaking out of turn. The other student broke the rule of using harsh language against someone, in other words being kind,
Some ways I would attempt to fix this is to pull Marcus aside and encourage him to speak when called on. I don't want to take that eagerness away so I will compliment him on that but also explain that others want to share their ideas so it's not polite to interrupt. I would tell the other student that, the comment was rude to say and will not be tolerated.
We can have a restorative justice circle between him and the other student. They can express what they were hurt about, apologize, take note that they will try not to let it happen again. I would ask both how would they feel if their ideas were interrupted, how would you feel if they were called stupid. That way they empathize with one another.
As for classroom community, I would address both issues as a class and reiterate my expectations. I would also incorporate collaborative work for the rest of the week and call on students to participate.

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Implicit bias is an unconscious discrimination against a group of people.
Implicit bias leads to unequal student outcomes, because it creates a disadvantage for the students/group being discriminated against.
We need to know this as future teachers, because it helps us to unpack our own implicit biases.
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Alternative Discipline

The authors' claim is that they want students to not have to face expulsion from school and to have teachers use alternative methods.
The evidence that the author offers are restorative justice, Positive Behavioral Interventions and Support (PBIS), and social and emotional learning (SEL). The author goes into detail of how these alternative methods work in school and why they should be used. They even provide examples of how some schools have used a certain alternative method in that school.
I do find their reasoning sound as they provide data of how these practices work in schools. I would rather keep students in school and in their classrooms.
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Scenario 4

The expectations that have been violated in this scenario are that the other students are not helping out others and might not be treating others the way they want to be treated.
I did not get to write any consequences under my management plan, but I would want to pull Nina and her table mates aside to discuss on how their actions might not be supporting Nina positively. Also talk to Nina that she should not treat herself poorly. She needs to treat herself with kindness as she has progressed since her start at the school learning English.
To reinforce the norms for learning in my classroom community, I would want to take time during the day to do a trust building activities with my students to know that they can rely on each other. I want them to be friendly with each other. Nina should always be able to rely on her classroom community when her seat mate is not there.

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Implicit Bias is when people hold unidentified bias towards specific people, causing racial discrimination.
Implicit Bias can lead to unequal student outcomes, such as gaps in testing and higher suspension rates, by teachers focusing on specific students and not all.
As future teachers we need to know this because it is a quality we want to avoid taking into our own classroom. We need to be able to recognize these qualities ahead of time to create a more inclusive environment.
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Alternative Discipline
The author claims throughout the text that different form of discipline are more beneficial for the students, school, and community. These include Restorative Justice, Positive Behavioral Interventions and Supports (PBIS), and Social Emotional Learning (SEL). Evidence provided for PBIS includes a "15% decrease in office disciplinary referrals, an 18% decrease in in-school suspensions, and an 8% decrease in out-of-school suspensions" while SEL "led to a 20% drop in class failures and a 28% drop in disciplinary referrals compared to the previous year (AISD, n.d.)" These reasonings are sound because, as evidence has shown, many people prosper from a form of positive reinforcement or another alternative discipline rather than being scrutinized
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Case Study Scenario #2
In this case study, Trey and Rolando are not following the rules/expectations of keep hands to ourselves and maintaining appropriate behavior. Based on this scenario, Trey and Rolando did not mean to cause harm to a classmate and should receive restorative justice. This will allow the students to reflect on the poor choices they have made as well as to connect with Marco, the student who fell. It is crucial for the students to identify the cause of the situation and recognize that their actions can be harmful to others.

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Implicit bias is when we unconsciously have prejudices against a specific group.
According to the article "Measuring Implicit Bias in Schools" teachers' implicit bias can lead to unequal student outcomes because the students that are favored will have higher test scores, while the students who are not favored will have lower test scores. This can cause major gaps between students' test scores.
We need to know about implicit bias as a future teacher so that we can correct this bias and be able to give all of our students equal educational opportunities.
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Alternative Discipline
The author's claim in this article is that suspending a student can have a lasting impact on the student and community. It is important to use alternatives to the traditional discipline such as restorative justice,  PBIS, and Social Emotional Learning (SEL).
The author mentions that by removing students from a classroom the consequences can be lasting in the form of repeating grades, dropping out of school and even coming into contact with law enforcement. They offer statistics to further back up the claim that exclusion in the classroom can have a negative impact. The author also mentions how the suspension rate has increased drastically from 1.7 million in 1974 to more than 3.3 million in 2006.
I find the author's reasoning sound because they make claims then provide statistics and what I believe to be facts in their argument. They later provide alternatives and techniques to be able to fix the problems that they are addressing, such as the three alternatives to discipline which are restorative justice, PBIS and Social Emotional Learning (SEL).
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Senario 2
The rules/ expectations that Roland and Trey are not following would be keeping hands and feet to yourselves, be respectful in the classroom and respect others.
I think that a consequence for Trey and Roland would be to have them sit down with the teacher and talk about their behaviors and not only are they being disrespectful to each other, they have now crossed the line by bringing it into the classroom and having an altercation with Marco. I would have the boys then talk to Marco if/ when he felt ready to talk about the incident between the boys. Also I think that it is important to include the parents in the conversation because if this is repeated behavior then there needs to be a more serious conversation.
In order to help Marco feel safe in the classroom again, like I mentioned before I would have the three students sit down and talk about what happened. Even though it was not Marco's fault that he was involved I still think he would feel more comfortable if he talks about what happened with his peers and that the class as a whole be included in the conversation about how it is important that we respect the class rules that were established in the beginning of the school year.

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When we have an attitude to other students in the way to make conscious about the type of group, ethnic, race or gender

Making outlines for them in the way to provide empathy.

Do not to replicate symbols of inequality.
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Alternative discipline
1. He's talking about the way how to manage students. In a way of not to success. Student tend to have problems with the teachers in different ways like following orders, respect, etc. So he is referring a new alternative to this scenerys.
2. The numbers of analysis of other school. Taking about some other years an comparing them. And the percentage of every school how has childs with an bad environment an knowledge.
3. I don't agree that much. Every school has teachers and they have to implement new strategies to help them. That's why is a teacher to advices those child. Every problem has a solution. Things can be different if they think positive.
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Case study scenarios
Scenario 2:
They are not following the rule "don't run in the hallways. This includes intering a class. And the other rule that "respect every classmates with out fighting.

I will take them minus 2 point on their scores for grades. And a note to their parents about what they done. By doing and extra writing on their notebooks writing "I have to respect my classmates".

Taking him to nursing about what happend. And giving him advice about what happend.

# data[].attributes.body
Implicit bias is a bias/stereotype that someone may be aware they have.
Implicit bias can lead to unequal student outcomes by allowing students that may be favored to have a higher chance at success.
We need to know this as future teachers to keep ourselves in check and ensure that we provide every student with an equal opportunity.
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Alternative Discipline
The author's claim is that using suspension/expulsion has proven to have "lasting negative effects on students," and instead schools should use restorative justice, Positive Behavioral Interventions and Supports (PBIS), or Social and Emotional Learning (SEL).
As evidence, they pulled statistics from a school in Texas that shows a correlation between suspension rate and low success as well as positive effects of using one of the alternative disciplines.
I do find their reasoning sound because I have never agreed with using suspension or expulsion as a form of discipline as it takes away from the student's ability to learn. It can also encourage bad behavior as students may not want to be in school. In addition, reading this article and how the alternatives have had positive outcomes further encourages me of using those forms of discipline.
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Scenario 1
Tamara is not respecting the classroom expectations as she is disrupting the classroom environment and drawing herself as well as her classmates to be off-task.
To discipline her, I think it would be appropriate to pull her off to the side at an appropriate time to remind her of the classroom expectations, possibly see why she continuously causes a distraction, and offer her suggestions of what to do when she finishes early.
To use her strengths to approach this situation, I would pull her to the side when she finishes early to talk to her and suggest that she could be a "teacher's helper" and help her classmates around her with their assignments when she finishes early.

# data[].attributes.body
Implicit Bias is attitudes that educators portray unconsciously towards students. The stereotypes that affect our understanding, actions, and decisions in a unconscious manner. As educators it is important to know this because we need to be more aware of our unconscious biases in order to provide a more inclusive and welcoming environment.

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Alternative Discipline

The authors claim is that, taking a student out of a classroom causes negative effects in their classroom environment. Some of the evidence that is being offered in this article to support this reasoning states that, "National data show that in recent decades suspensions increased from 1.7 million in 1974 to more than 3. 3 million in 2006." I find this reasoning sound because it provides factual and concise evidence that supports its reasoning.

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Case Study Scenario #4

Some of the rules and expectations that have been violated is causing disruption to group because of student not expressing well her emotions, and is feeling like she is not smart enough for the given assignments she is to complete. Some of the consequences that are appropriate under my management plan would be give Nina a couple minutes to cool down, and have her reflect on her emotions because she is obviously frustrated at herself, and she needs to learn to not be so hard on herself. Some of the ways I can reinforce these norms for learning in my classroom community is checking in with every single student no matter their, race, background, to see how they are feeling and how much of help I can provide for my students as their educator.

# data[].attributes.body
Implicit bias is a prejudice against a specific group of people based on unconscious stereotypes.
Teachers' implicit bias can lead to unequal student outcomes because teachers can unconsciously favor one group of students over another, and that can lead to variations in student success, including test scores and suspension rates.
We need to know this as future teachers because it is important for us to recognize that we have these biases even though we may not realize it.  We want all students in our classroom to succeed and should give all of them the tools to do it.
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Alternative Discipline
The author's claim is that alternative discipline like restorative justice and SEL can have more positive outcomes on the students compared to traditional discipline like suspension or expulsion.
The evidence that they offer includes a lot of studies comparing statistics of students that are suspended or expelled and those who are not. It showed less academic success for students who did get suspended or expelled compared to students who did not.  Also, they use evidence showing these rates decrease when utilizing alternative discipline.
I think their reasoning is sound because the authors give a lot of data to support their claim and it isn't based solely on assumptions or opinions.
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Scenario 4
The rules/expectations that have been violated are respecting one's self and not staying on task.
An appropriate consequence under my management plan would be to pull Nina aside and have a talk with her about what is going on. From there, I would tell her it is not okay for her to call herself names, and to finish what she can and do the rest of her reading assignment at home.
I can reinforce the norms for learning in my classroom community by repeating rules and leading by example. I can say it is important to respect everyone, including yourself, and that not giving up is also important so we can continue to grow and learn.

# data[].attributes.body
1. Implicit bias is subconsciously discriminating or being prejudiced towards a group of people.
2. A teacher's implicit bias leads to unequal student outcomes which affect their academic success when favoring one student over another.
3. As future educators it is important to know what implicit bias is so we can identify and get rid of our own implicit bias.
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ALTERNATIVE DISCIPLINE
1. The author claims that exclusionary discipline should be replaced with alternative disciplines that allow teaching students how to deal with conflicts and understand their misbehavior.

2. The author provides three alternative methods that include: restorative justice, positive behavioral inventions and supports, and social and emotional learning. These methods provide an understanding of misbehavior and support for students so they can succeed in the classroom.

3. The author's reasoning provides a thorough understanding of all types of discipline and explains how these disciplines affect a student's academic success.
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SCENARIO 3

1. Marcus continuously ignores the classroom rules and the teacher's comments. He continuously speaks without being called on or raising his hand, and he also interrupts other students while they are talking.
Natasha interrupted Marcus and used a word that is not appropriate in the classroom and school settings.
2. It would be appropriate to have a one on one session with Marcus to try and understand why he continuously breaks several classroom rules. It would also be helpful to have Marcus understand why what he is doing is not correct.
As for Natasha, a conversation can be had regarding a correct and respectful approach to communicating with other students.

# data[].attributes.body
1. Implicit bias is unconsciously being in favor of a specific group that is similar to your own.
2. Teachers' implicit bias can lead to unequal student outcomes because groups that are favored will likely be more successful, while the unfavored groups will do poorly. This will cause major gaps between student's test scores.
3. We need to be aware of implicit bias as future educators so that we can avoid favoring certain students over others. This will lead to equal education opportunities for all students.
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Alternative Discipline
1. In the article, the author's claim is that negative discipline such as suspension and expulsion can lead to negative effects in the child's life. Some examples of this include getting held back a grade, dropping out of school or having more negative encounters with law enforcement. There are three alternatives to discipline, social and emotional learning, restorative justice and PBIS.
2. The article states that "restorative justice challenges students to hold each other accountable and right a wrong." It also mentions that "PBIS incentivizes good behavior by acknowledging students who exhibit good behavior instead of simply singling out students who exhibit bad behavior." One other thing the author mentions is that "social and emotional learning helps children learn critical skills like recognizing and managing their emotions...".
3. I find the author's reasoning sound because there was a lot of details and evidence to back up the claim that they were making.
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Scenario 4
1. The expectation that Nina did not follow was respecting her classmates, by throwing a tantrum and being disruptive during a quiet activity. She caused a disruption when the students were distracted by looking at her behavior.
2. The only consequence I would give her would be a warning because this was the first time that she acted this way. She was feeling insecure about her lack in the English language, especially since her friend was not present to support her.

# data[].attributes.body
Implicit bias is when teachers subconsciously default to stereotypes within their classroom.
Teachers' implicit bias can lead to unequal student outcomes by perpetuating prejudice. This can lead to some students doing better than others based on the unequal support the teacher provides to their students.
As future teachers, this is important to know so that we do not continue this implicit bias. Although it is subconscious, it has a detrimental effect on student outcomes. We need to recognize this so that each student has an equal opportunity to be successful in the classroom.

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The author claims that standard, traditional disciplinary actions do more harm than good to students. There are better ways to discipline students that improve student behavior, relationships, and well-being.
To back up their claims, the author used statistics, studies, and schools' experiences.
I find their reasoning sound. I agree that restorative practices, PBIS, and SEL are more effective than exclusionary discipline. These practices equip students with skills that they can carry with them throughout their lives.

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Scenario 1:

Which of your rules/expectations Tamara is not following/meeting?

Tamara is not following the expectation that each student should have an equal opportunity to learn, and no one has the right to take that away from anyone else. I have already outlined the expectation in the morning Science lesson, so she knows what she is supposed to be doing.

What consequence is appropriate under your management plan?

Since I have already explained the expectations I have for Tamara, I would use Positive Behavioral Interventions. By recognizing and complimenting when her when she follows directions, she will (hopefully) continue to do so.

How you could use her strengths to approach the situation?

Since Tamara excels in academics, maybe she gets done quickly because the material is not challenging enough. I can set up a routine where there is extra work or challenges for her to complete after she is done with the classwork. This gives her the opportunity to showcase her efforts and also provides her with more academic support. Also, since her voice is loud, I may have her put on headphones to listen to something so she does not distract others by talking.

# data[].attributes.body
1. Implicit bias is an unintentional prejudice against groups of individuals or things.
2. Teachers' implicit bias can lead to unequal student outcomes because groups that are favored will likely be more successful, while unfavored groups will do poorly.
3. As future teachers we need to know this so that we don't "replicate symbols of systemic inequality".
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Alternative Discipline
1. In the article, the authors' claim is that alternative disciplines are more effective and beneficial than sending a student out of the classroom. It has been found that exclusionary practices such as this have negative effects on students and do not correct the bad behavior, in some cases this even enhances it.
2. The evidence that is offered are examples of alternative discipline and how effective they are in practice. For example, restorative justice and Positive Behavioral Interventions and Supports.
3. I do find their reasoning sound and thorough. I especially agreed with when the article said, "These alternative disciplinary practices largely aim to keep students in the classroom and modify student behavior by equipping students with the knowledge and support systems to address the root causes of the misbehavior".
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Scenario 4
1. The rule that has been violated is that everyone is being treated with respect and has equal opportunity. Nina being an ELL without the support of the translator puts her at a disadvantage.
2. The consequence that is appropriate under my management plan is to encourage her so that she does not feel stupid and then find someone who can assist her if I am not successful at being able to.
3. I can reinforce the norms for learning in my classroom community by making sure that they are written out somewhere in the classroom and are talked about as a class often. The more the students are exposed to the norms and expectations of the classroom the more they are willing to remember them and therefore go by them.

# data[].attributes.body
Implicit Bias:
Implicit bias is the unconscious perception that a person has, which often defaults to stereotyping.
Teachers' implicit bias can lead to unequal student outcomes when the teacher has higher or lower expectations for specific students or groups of students.
As future teachers, we must recognize and limit our implicit biases so that all students are able to succeed academically.
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Alternative Discipline:
In the article, the authors claim is that restorative practices are more effective and don't have the negative effects that exclusionary discipline practices have.
The article offers national data and other reports as evidence to support the claims made. A notable finding is that the effects of exclusionary discipline practices can contribute to the school-to-prison pipeline.
I do find their reasoning to be sound based on my own opinions on the matter as well as the evidence backing the claim that alternative discipline is beneficial to student success.
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Scenario 4:
A rule that is being broken is not doing the assignment and an expectation that has been violated is giving up and calling herself harmful names.
An appropriate consequence is telling her that we do not call ourselves or others harmful names and that she still has to complete the assignment.
I can reinforce the norms for learning in my classroom community by reminding students that it is okay to struggle with an assignment and to not say they don't know how to do something, but to say they don't know how to do it yet. I would also remind students to help their peers when they need it so that everyone can succeed.

# data[].attributes.body
Implicit Bias
Implicit bias is an unconscious belief towards a group of people. According to the article, a teacher's implicit bias can affect students test scores or suspension rates, as well as causing insecurities in students. Some students are favored more than others, generating advantages and disadvantages for different groups of students. It is important, as future teachers, to be able to recognize our own,  implicit biases in order to offer every student an equal opportunity of success in a classroom.
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Alternative Discipline
The article claims that extracting students from classrooms or schools is not the best discipline option. The author argues that this form of discipline negatively impacts the classroom, school, and community. There are multiple pieces of evidence provided in the article. For example, students who have been disciplined in these ways are more likely to have negative encounters with the law and drop-out rates. The article provides three different alternatives of discipline in order to replace the extraction of students from educational settings. I do find the article's reasoning to be sound since they suggest communication-friendly alternatives, which build a safe environment for students.
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Scenario 2
Rolando and Trey were not meeting excitations by creating an unsafe environment in the classroom. There should not be pushing or shoving within the classroom since accidents can happen. One of the consequences would be to talk with Rolando and Trey about why they were still pushing each other inside the classroom and reminding them about the classroom rules. Since they hurt Marco, I would help them understand how inappropriate classroom behavior led to Marco being hurt and how his mother had to also get involved. In order to restore Marco's trust in the classroom environment, I would gather all three students to have a friendly discussion as to how they affected each other's feelings. This would help Marco regain his trust in his classmates.

# data[].attributes.body
Implicit Bias

Implicit bias is an unintentional prejudice against a group of people or things.
Implicit bias is discrimination against a group but unconsciously done.
Implicit bias in schools affects the academic success and behavior consequences of students. It creates a disadvantage for the students or group being discriminated against.
As a future teacher it is important we realize what implicit bias means because we need to be able to unpack our own so that we don't bring these into our own classrooms.

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Alternative Discipline
The authors claim in the article about alternative discipline is to move away from negative disciplinary actions like expulsion or detention and revert to Positive Behavioral Interventions and Supports that keep students in school.

The evidence offered in this article is three alternative methods to disciplinary action. The three alternatives are restorative justice, PBIS, and social and emotional learning.

I believe they have good reasoning behind their idea of getting away from old methods to discipline students and keep kids from quitting school and getting into more trouble.
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Scenario 1
1. After one warning per day we should not have the same problem. Tamara was already warned once about this and now she is a distraction to her classmates.
2. An appropriate consequence would be move Tamara to her own desk outside of a circle because she can not keep distracting her peers who need more time to work on activities.
3. Thank her for excelling in her work and being done quickly but let her know she can't distract others until they have all finished their work because it is a disadvantage to them.

# data[].attributes.body
Implicit bias is an unconscious way of favoring others specifically through racial groups.
Teachers, implicit bias can lead to negative outcomes towards students' performances such as bad test scores and suspension.
This is important for future teachers to know because it allows them to be educated and make sure this does not occur in their classroom, everybody should be included.
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In the article "Alternative Discipline", the author claims that there are other methods than just negatively disciplining students. Instead of being automatically harsh, we can find different ways to address those situations by allowing students to perform better and not feel out of place.
Evidence the author offers in the article would be positive outcomes that can be available to use when a student is misbehaving, allowing better outcomes for the student's future.
I do agree and find their reasoning to be sound, I believe the author has backed up its claim by providing examples and showing outcomes that allow us to have a view and understanding of everything.
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Scenario 3: There are two of my rules/expectations that have been violated. One, when the teacher is talking you are being quiet and listening. Second, respect others around you inside the classroom and outside the classroom. Marcus has violated the first one and Natasha violated the second one.
I would individually talk to each student instead of addressing it to the whole class. As I address each student, I can personally understand why they are completing these actions and how we can resolve them and not let this occur again.
Hopefully, as I individually talk to Marcus I will be able to understand why he is so eager in the classroom. I can talk to the classroom as well and ask how they are feeling about this situation and how we can resolve this as a whole. After resolving the issue everyone can have the same respect and individually feel welcomed in the class.

# data[].attributes.body
Implicit Bias are attitudes that educators portray unconsciously towards certain students.

The definition of implicit bias is the stereotypes that affect our understanding, actions, and decisions in an unconscious manner.

According to the article, teachers' implicit bias can lead to unequal student outcomes because "Areas with stronger pro-white/anti-black bias among teachers show larger gaps between test scores and in suspension rates for black and white students.

We need to know this as future teachers in order to provide a safe and inclusive environment.

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Alternarive Discipline

In the article, the authors' claim is that taking a student out of the classroom due to misbehavior causes negative effects in the long run.

The evidence that they offer are statistics, visuals, etc. For example, "National data shows that in recent decades suspension increased from 1.7 million in 1974 to more than 3.3 million in 2006" (Schmid, Vargas, Caldwell, 2014).

Yes, I find their reasoning sound because they provide factual and concise evidence to support their argument and the issue at hand.

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Applying Our Understandings

I believe both Marcus and Natacha have violated my expectation of being respectful towards others. When someone is speaking, others should be listening. There shouldn't be any use of inappropriate words in the classroom either.

Under my management plan, the appropriate consequence would be to address the issue directly with Marcus to help him understand how the classroom works as well as the expectations.

I can restore Marcus to being a full member of my classroom community with the help of visuals. Visuals that may have an image of a hand-up or a silent signal that both teachers and students can use.

# data[].attributes.body
Implicit Bias

Implicit bias is unconscious stereotypes such as calling on a specific race, gender, etc.

Teachers' implicit bias leads to unequal student outcomes since it can affect their academic success.

Future teachers need to know this because it is important to recognize the negative impacts that affect students in the long run.

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Alternative Discipline

The author's claim is to find alternative disciplines that students can benefit from rather than increasing the likelihood of students getting into more trouble.

The author uses many articles and data. One that caught my attention is the data from a Texas school that supports the author's claim.

I do agree with the authors such as finding alternative disciplines that will not affect students learning, their community, peers, etc. I agree that students should be disciplined after class rather than interrupting the lecture.

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Scenario 1

The rules/expectations that Tamara is not following are to not distract others that are trying to do their work.

A consequence that is appropriate under my management plan is to talk to Tamara after class and inform her that she did not follow the rule that I told her in the morning. I would inform her that she is disrupting students' work and ask her if she would like it if a student distracted her while she was doing her work.

I would tell Tamara that she is doing a great job with her assignments but that she needs to respect her classmate's time when they doing their work.

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Implicit bias is unintentionally favoring a specific group of people over others.
A teachers implicit bias can affect how much attention or help a certain group of people gets while others don't get any.
Future teachers need to know this so that they can become more aware of potential implicit biases they may have and work on stopping them.
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The authors’ claim is that there are different ways to discipline students that does not single them out or keep them from learning in the classroom which could hinder their ability to learn.

They provide evidence that shows how students that receive harsh discipline are likelier to repeat the offense or be a part of more offenses, which as a result can have negative consequences down the line.

I find their reasoning to be sound, I think that they provide plenty of statistics and research that supports their claim and helps to shed light on the important topic.
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Both of the students continued to push and shove each other after lunch was over.
I would talk to the students about how their actions have their consequences and those consequences can hurt others, not just themselves.
I would help Marco feel safe in the class by having the students that caused the accident to sincerly apologize and let him know that they will be more aware of their actions and will pay better attention to themselves and others.

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1. Attitudes that educators portray unconsciously towards students.
2. The stereotypes that affect your understanding, actions, and decisions in an unconscious manner.
3. “Areas with stronger pro-white/ anti-black  bias among teachers show larger gaps between test scores and in suspension rates for black and white students”.
4. We need to be aware of these unconscious biases in order to provide a safe and inclusive environment.

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Alternative Discipline

1. In the article, the authors' claim is that taking a student out of the classroom for misbehavior isn’t the solution because it can cause negative environment.

2. The author provides different evidence; such as statistics, visuals, etc. The author mentions that "National data shows that in recent decades suspension increased from 1.7 million in 1974 to more than 3.3 million in 2006” (Schmid, Vargas, and Caldwell, 2014).

3. I do find their reasoning sound because they provided evidence to support their argument.

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Scenario 2

1. Rolando and Trey were still playing rough with each other when they entered the classroom.

2. Asking both students if we are being safe and respectful. Depending on their answer I would ask them how we can be safe and respectful inside the classroom. The students were not being rough on purpose or to upset anyone. They continued their outside play into the classroom. Just reminding them of the expectations of the classroom.

3. Asking Marco how he is feeling after the incident. Let him know his peers’ actions were not on purpose. Also, give him space and time if he needs it, and letting him know he can join when he’s ready.

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IMPLICIT BIAS
Implicit bias is when someone subconsciously defaults to stereotypes.

Implicit bias is when someone unintentionally includes or fails to include a group of students.

Teachers implicit bias can lead to unequal outcomes because some students are not receiving the same opportunities or focus. This can negatively impact a student's academic success.

Teachers need to know this as future teachers in order to stop systemic inequality.
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ALTERNATIVE DISCIPLINE
In the article, the author claims students who are removed from their class for challenging behaviors are more likely to have contact in the juvenile system and less likely to experience academic success.

The article used statistics from the Texas public school system to support their claim. The article stated that, "31% of students with at least one suspension or expulsion repeated their grade level." The article explained that the more often a student experienced exclusionary discipline, "the less likely that student was to graduate. Almost 60% of those who were disciplined more than 10 times failed to graduate from high school"

I found the reasoning sound because teachers and administration need to help give students the tools to self-regulate in order to prepare them for the future.
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SCENARIO 1
Tamara is not following the teacher's request to not distract others who are trying to work

An appropriate consequence would be asking Tamara to quietly take a deep breathe to recenter. I would explain the importance of providing students a quiet space for them to think and work. I would explain to her why being disruptive is not fair just because she finishes early.

I would use Tamara's strengths by asking her to offer guidance to students that are stuck on the assignment. For example, if I observe a student who is struggling with the current assignment, I would ask her if she would like to help that student.

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Implicit Bias
1. Implicit bias is unintentionally stereotyping a group, sometimes without realizing it.
2. Implicit bias can lead to unequal student outcomes by not allowing everyone the same opportunities in a certain subject or a certain activity, limiting their success.
3. We need to know this as future teachers to prevent our bias from compromising our students' education and their future.
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Alternative Discipline:
1. The authors' claim shows that there are other ways to discipline students without singling the student out or taking time away from their education.
2. The author provides real-world evidence of the listed restorative justice techniques being used in several schools in Texas.
3. I believe that the author's reasoning is sound, as they provide several examples of restorative justice techniques being used in schools to help reduce the number of harsh punishments.
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Scenario #3
1. Marcus would have broken my rules about respecting others and raising your hand if you have a question or an answer. Natasha would have broken my rules about respecting others and using proper language in the classroom.
2. I would pose a restorative circle for the whole class and talk about being respectful to each other and the teacher.
3. I would also have a side conversation with Marcus and explain to him how his excitement for school is hurting others' chance to be excited about answering the question too.
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IMPLICIT BIAS
Implicit Bias is unconscious stereotyping OR unaware preference of association.
Teachers who have different cultures other than the “majority”  with less implicit bias shorten test gaps of all students with different cultural backgrounds.
As teachers, by promoting cultural pluralism it lead all students succeeding inside and outside of a/the classroom.
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ALTERNATIVE DISCIPLINE
1. The author’s claim is that restorative practices are more effective than exclusion based discipline.
2. They provided research not only they conducted, but data and information from credited sources.
3. I believe it is a sound argument on a logical and emphatic level. Logical, because if there is a negative reinforcement with certain behaviors, students won’t learn from it and might chose to be defiant when there is a presented opportunity to learn from their mistakes and right their wrongs. Empathetic-wise, I’d rather be taught how to right my wrongs than “shunned” away and feeling so “wrong” or a “hinderance”; I wouldn’t want any students feeling that way, so I’d definitely take a restorative approach on discipline.
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SCENARIO 3
The rules/expectations of my classroom that were violated were “Raise your hand to ask or share” and “We use kind words”. The first, was violated by both Marcus and Natasha, the second being violated by Natasha as well.
The appropriate method of consequence would be to make it a lesson for everyone to learn from, even if it is a refresher. We can do this by associating a key word of a vocabulary word of the day to engage students’ Social Emotional Learning, using consideration for example. Then, using a random selection method (popsicle sticks) to have examples of the word being used.
Marcus will always be a member of the classroom no doubt, but to reassure Marcus, I’d use the popsicle sticks still (either his name is called or not) I’d call on him specifically to here his conceptual understanding of the word and an example of how he can apply that in the classroom every day. This will allow students to see I am not choosing, the popsicle sticks do, and hope Marcus is influenced by his peers to wait as well.

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Implicit Bias
1. Implicit Bias is a subconscious prejudice against  a specific group of people or individuals.

2. Teachers' implicit bias can lead to unequal student outcomes. According to "Measuring implicit Bias in Schools",
“Areas with stronger pro-white/anti-black bias among teachers show larger gaps Between test scores and in suspension rates for black and white students".  In other words, students who have the support of their teachers, without discrimination, do better in school.

3. We need to know this as future educators because all students deserve equal opportunities in order to succeed.
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Alternative Discipline
1. The authors' claim is that suspension does more harm than good in many different aspects of school, especially when it comes to school safety. Due to this, alternative disciplines should be favored and utilized in schools.

2. The authors used research and data from schools that have used alternative disciplines in order to support their claim. For example, the author discussed how SEL has changed Cunningham Elementary and how teachers have adopted SEL into their daily classrooms as well as an alternative discipline.

3. I believe their reasoning is sound because different modes of discipline work better for some than others, similar to how different modes of teaching appeal to different types of learners. Giving students alternative disciplines such as SEL, restorative justice, and PBIS can aid in the completion of giving all students equal opportunities in order to succeed.

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Case Study Scenario 4:
1. Although the students did not do anything to hurt her, they have broken one of my rules. They have broken the rule of helping and encouraging others.

2. In this scenario, I believe it is important to have a conversation with the students about how they could have done something differently. I would also deduct a point (point system style rewards and consequences) from the students who were not supporting Nina. Although this is not a consequence these students would have to apologize for not being supportive.

3. I can reinforce this idea in the small group as well as having a discussion as a class on different ways to go about a student feeling "stupid". This way the students who were supportive would be able to see examples of how to they can be if this scenario were to happen again. I would not call the students out by name but more so include it into possibly a restorative circle conversation.
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Implicit bias is a subconscious prejudice against a specific group of people/individuals.
It can lead to unequal student outcomes because teachers' implicit bias can lead to certain students doing more/less than others. It has been shown that implicit bias is correlated to test scores and suspension rates.
We need to know this as future teachers because all students deserve an equal opportunity to succeed. We need to make sure we support all of our students the best that we can.
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The author's claim is that alternative disciplines such as restorative justice, Positive Behavioral Interventions and Supports, and Social Emotional Learning work better as a resolution to issues in schools, rather than exclusionary disciplines.
One piece of evidence that they included was Ed White's year of implementation of the restorative justice discipline system. Suspensions and expulsions reduced, and the school climate and culture improved. In another study, it found that the use of PBIS: MTSS greatly decreased the number of suspensions.
I found their reasoning sound because it just makes so much sense. I think teaching students good habits of talking through conflicts and understanding their emotions as well as their peers' feelings to resolve the issue can teach a better lesson than just punishment by exclusion. Exclusionary disciplines just lead to students feeling ostracized and likely more misbehavior instead of redirecting and correcting misbehavior.
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Scenario 3

The rules/expectations that have been violated are 1) speaking while out of turn, 2) being respectful towards our peers, and 3) yelling in the classroom.

The immediate consequence is losing a dojo point. During free time that may come up later in the class, both students would need to calmly and respectfully talk to each other and try to resolve the problem.

A restorative circle can be done either between Marcus and Natasha or the whole class, where the teacher can direct the conversation to be about how others are excited to answer and everyone deserves a turn. PBIS can also be used through the teacher complimenting how the class waits till they get called on before speaking during the times Marcus does not call out.

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Victoria Kattawar - 02/10/2022

1. Implicit bias is a subconscious prejudice against a specific group of people/ individuals.

2. In the article, Measuring Implicit Bias in Schools, "Areas with stronger pro-white/ anti-black bias among teachers show larger gaps between test scores and in suspension rates for black and white students." Students who experience more support from their teachers without discrimination tend to do better in school.

3. As future teachers, we need to know about implicit bias, so we can support each and every student to succeed. We also need to know this in order to prevent ourselves and our colleagues from implicit bias.
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1. The author claims that, suspension in primary schools does more damage than good when it comes to school safety, and that we instead we should use alternative disciplines.

2. He supports his claim with the evidence, “The CSG report found that 23% of students who experienced exclusionary disciplinary actions in school had subsequent contact with the juvenile justice system.” (Page 27) This evidence proves that the exclusionary disciplinary actions do not benefit the students, but harms them.

3. I agree with the author's reasoning, because I have experienced this first hand. I see students who have been suspended come back to school saying they “had fun” during their “time off.” Getting students to understand how to process their feelings causes a beneficial outcome in the long run.
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Case Study Scenarios: Number 1
1. Tamara is not following the rule of respecting others as well as the teacher. She is also not allowing her peers to learn.

2. Under my management plan, I want the best for all of my students. The first thing I would do is call Tamara in during a time when there are no other students around and talk to her about why she is doing the behaviors she is doing. Once this child has expressed her “why” I would ask her how we can work together to fix this problem. I would also make it clear why her behavior is not following the rules and expectations in the classroom. By coming up with a solution together, I will hold her accountable for working to solve the behavior and have multiple check-ins throughout the week.

3. Tamara seems to have the strength of being outgoing. I would urge her to use this characteristic to participate in class and release some of that pent up energy. By participating in class, Tamera will feel more confident and excited about the lesson, thus wanting to focus.

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Implicit bias is an unconscious sentiment towards a certain group of people.

By not acknowledging my own implicit bias I am not giving the same opportunities to every student. In the article, implicit teacher bias led to testing score gaps and more suspensions.

Since we want ALL our students to succeed, need to know this in order to be aware of them in order to catch the bias, stop the bias, and change.

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In the article, the authors' claim is that alternative discipline has a better effect on students, the school, and the community.

The article offers evidence such as when schools implemented PBIS there was a decrease in suspension and office disciplinary referrals. When schools implemented SEL there was a noticeable positive school climate and students were more engaged. There was also a decrease in referrals. Lastly, for classrooms that implemented Restorative Justice, students were able to communicate their problems in order to arrive at a solution for both parties.

Overall, I do find their reasoning sound!

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Nina is breaking the rules by not completing her homework and calling herself stupid.

The consequences would be talking to her. I would tell her that she is not stupid and that I can guide her with her work. I would let her calm down take a breather and together finish the assignment.

I would reinforce the norm of respecting ourselves by stating that we are ALL learning and that we are ALL capable. Sometimes it takes more time and the work can be hard but that doesn't mean we cannot do it. I would probably reinforce this idea either at a restorative circle or after the assignment.

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Implicit Bias
1. Implicit bias is unconsciously acting upon certain stereotypes towards students.
2. A definition for implicit bias: the stereotypes that affect our own actions unconsciously.
3. According to the article, Measuring Implicit Bias in Schools, teachers’ implicit bias leads to lower test scores in students affected by these biases, therefore, creating unequal student outcomes.
4. We need to know this as future teachers because we need to be aware of these behaviors to create change and provide an inclusive learning environment for students.
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Alternative Discipline
1. In the article, Alternative Discipline Can Benefit Learning, the author claims that alternative disciplines should be used to correct student misbehavior to address the root cause. If the root cause is not addressed and educators use exclusionary discipline, this may lead to a contribution to the school-to-prison pipeline.
2. The author offers statistical evidence to support their claim. For example, the author states that after implementing alternative discipline techniques, there was a 15% decrease in student referrals in schools.
3. I find the authors reasoning sound because students will not want to learn or behave in an environment that does not support their learning or that is not focused on their well-being.
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Scenario 1
1. Tamara is not meeting my expectations of avoiding to distract her classmates by distracting them from their work or being loud during lessons.

2. A consequence that is appropriate under my management plan is to have a brief discussion with Tamara every day before class time and after breaks to remind her that she needs to help support her classmates learning by respecting their need for quiet time.

3. I could use Tamara’s strengths to approach the situation by reminding her that being loud is not a bad thing. I could offer Tamara to greet her classmates at the door after a break to greet them and not feel a desperate need to communicate during a lesson or quiet time.
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Implicit bias can be unfair because the outcome of a student that in a favor group will be more successful academically and the students that are not will be the opposite.
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Alternative Discipline
The authors claim is about suspending children, discipline, and how it affects their success academically.
One of the evidence they offer is the Texas public school. They provided stats about the students that had at least one suspension or expulsion has repeated the grade.
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Scenario #3
Having respect for one another  is what the student violates. Students don't have to be friends but they should be always respect and be kind to another.
Consequences that are approbate under your management plan is to be in silent mode for a certain amount of time while working.
To be a full member of the classroom activity is to go over the classroom rules and question him.
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Implicit Bias

1. Implicit bias is a bias that a person holds that they may not be aware of.
2. Teachers with implicit biases are more likely to pick favorites and focus their attention on their favorite students, this leaves the rest of the class at a disadvantage.
3. As future educators it is important to understand our implicit biases so that we can give all students a fair opportunity for their educational development.

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Alternative Discipline

1. The authors claim that practices such as suspension and removing students from the classroom does not help with their educational development and can be a factor when develpoing behavioral norms throughout life, the authors are also claiming to have more successful forms of discipline.
2. The authors use evidence from school sites across the country which offers a large sample size, a school in Texas was recording the behavior of students from 7th to 12th grade and found that the students who commonly had detention or other suspensions were far more likely to have altercations with the law and were less likely to have success in school.
3. I do find this reasoning to be sound and logical, students are not going to develop when they are being taken out of the classroom and away from their peers who are also learning new skills. I believe that it is much better to aid a student through any issues that they are facing instead of tossing them aside and teaching them that they are a bad student who needs to be fixed.

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Scenario 2

1. Rolando and Trey are not being mindful of their peers' personal space and preferences, they are not showing proper classroom etiquette by pushing and shoving each other inside the classroom, and they are not aiding in the growth of their classmates. The issues with Rolando and Trey seem to be an ongoing and their unwillingness to learn from their past behavior is showing me that they have not been putting in the effort to adapt to our classroom norms.
2. Given the additonal element that the Marco is a student on the spectrum I feel that it is most appropriate to organize a sit down meeting between me, Rolando, Trey, Marco, and any campus aid who has experience with Marco to talk about the incident and hopefully reach an understanding and issue an apology.
3. As the teacher I have decided to implement a new norm when it comes to entering the classroom, all students must line up by number out front of the classroom with hands to themselves and by their sides, it may also be a good idea to supply Marco with a bell or some other device to sound off whenever a student is too close to him or making him uncomfortable.