https://padlet.com/carlialisabeth/kvtopcgjdil2 Radiography Program at Fayetteville Technical Community College en-us 2017-09-24 21:04:51 UTC 2017-10-02 02:58:29 UTC hello@padlet.com 0 carlialisabeth https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623553 Although rules, expectations and consequences should be consistent for all students, one size not not always fit all in regards to effectively correcting negative behavior. Instructors should be prepared to address why students are misbehaving and not the actual behavior itself. This is important because misbehavior usually serves a purpose, however; not all students have behavioral issues for the same reasons (Barbetta, et. al., 2005). 

An example of flexible management would be managing two students that continue to make recurrent mistakes in the clinical environment with patient exams. Student 1 and student 2 are about to graduate from radiography school, however, they both continue to make mistakes commonly made by first year students. Their mistakes put patients and their safety at risk. Student 1 is simply not prepared for clinic. He has a reputation for not studying, and has difficulty multitasking. I took student 1 into a private room and counseled him on not being prepared. I documented the counseling and explained to student 1 that if his poor performance continued, he would be asked to go home. Student 2 rarely makes mistakes and is typically prepared for clinic. I asked to speak to student 2 in a private room to see if there was a reason for all of her mistakes. In our private discussion I learned that her dad just passed away, and she was emotionally drained and not mentally present. I gave student 2 the option to go home for the day and make up her time later. She chose it was best from a patient safety aspect to go home for the day. 

Counseling both students with a write up would not have been beneficial to student 2. Her reasons for being unprepared differed greatly from student 1's reasons. If I had given the same consequences to student 2, I may have further destroyed her moral. Being flexible with consequences and correcting behavior is important in preventing recurrence of behavior. Student 1 is more likely to come to clinic prepared in the future. Student 2 will also come to clinic in the following days with a clearer mind. ]]> 2017-09-24 21:10:01 UTC https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623553 carlialisabeth https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623579 One of the biggest mistakes that teachers make is not following through consistently with consequences and reinforcements. Inconsistencies in behavioral management cause students to be uncertain of expectations. Uncertainties create frustration and students are more likely to continue with disruptive behavior when teachers do not consistently follow through with reinforcements (Barbetta, et. al, 2005). Teachers should begin the school year with positive, clear and concise rules that also describe appropriate consequences for misconduct. 

An example of consistency can be demonstrated using one of my students. Mary Jo, continuously disrupts class to ask questions. Her questions are usually relevant and on topic, however; she has a tendency to interrupt others and not wait her turn. Even though Mary Jo is one of my friend's daughters, and she always studies before class, it is my duty and obligation to follow through with the consequences of her random outbursts of questions. I start off by asking her politely to wait her turn. If she calls out for a second time before her turn to speak, I encourage her to write her question down so she doesn't forget. The third time Mary Jo interrupts in the same class I ask to speak to her outside. I also document the counseling session. 

If I ignored Mary Jo because of the personal relationship I have with her mother, she would think she has special treatment and she would take advantage of the relationship. Her classmates would also test their limits as well because they see what Mary Jo gets away with. Being consistent is fair practice and results in more effective classroom management. ]]> 2017-09-24 21:10:14 UTC https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623579 carlialisabeth https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623614 Effective instruction should be used as a primary tool for behavioral management. Effective instruction includes keeping students engaged and busy, allowing students to be in control of their own learning by letting them set individual learning goals and monitoring their own learning, and by making instruction personal and applicable to the real world (Barbetta, Norona, & Bicard, 2005).  

An example of effective instruction could be used in the clinical environment for radiography instruction. At the beginning of each clinic day the clinical instructor would ask the students to make a list of exams they are ready to perform competencies on for that day. Then, they would make a list of exams they are not ready to be graded on. Students would then be encouraged to practice and ask questions for the exams they are not ready to be graded on. 

By making these lists students are committing to performing exams they are ready for, and they are recognizing the exams they need practice and assistance in performing. This allows the students to take ownership of their learning visibly and mentally. It also give the instructor an idea of the individual needs of each learner. List making gives the students something to focus on and helps to eliminate disruptive behavior and wasted clinic time.  ]]> 2017-09-24 21:10:34 UTC https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623614 carlialisabeth https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623640 Building relationships and connections in the classroom can serve as a classroom management strategy for several reasons. A majority of college age students that drop out of classes report that they drop due to a lack of connection (Rodriguez, n.d.). Also, when teachers build teacher-student relationships, teachers tend to gain empathy for their students, and can identify why a student is misbehaving or struggling to succeed in the classroom. Understanding why a student is having behavioral or performance issues can help identify why students are disruptive or unsuccessful (Beaty-O'Ferrall, Green, and Hanna, 2010). By being able to understand why students are struggling, teachers can empathize and help students come up with alternative learning and behavior solutions.

One way teachers can encourage connection and community building in the classroom is through ice breaker introduction activities. An example used to encourage personal connections would be to ask students to get into groups of two and get to know their partner. After getting to know their partner students would then introduce their partner to the class. Students would be asked to include cultural heritage, personal facts, and likes and dislikes of their partner in the introductions.

This activity allows the teacher and students to get to know one another on a personal level. Students might find they have more in common with their peers than they might assume. By understanding student differences and where they come from, teachers can correct behavior with the intent of addressing why students are under performing or being disruptive without focusing on the actual negative behavior. This occurs as a result of teachers knowing their students on a personal level (Beaty-O'Ferrall, et. al, 2010). ]]> 2017-09-24 21:10:49 UTC https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623640 carlialisabeth https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623660 Teachers are continuously stressing the importance of rules, policies and procedures as well as the consequences and reinforcements that can result in failure to comply. Students also have preconceived expectations of teachers and their behavior. Teachers should be the example that they expect of their students and model respectful rapport with students, dress appropriately, and maintain professionalism. Teachers can begin modeling respectful and professional behavior by explaining to students what is expected of them and then following the same set of rules (Rodriguez, n.d.).

For example, if students are expected to have their cell phones put away during presentations and class discussions, then teachers should also model the same behavior by keeping their cell phones put away. If a teacher did not keep her cell phone put away it would communicate the message that the teacher is not engaged or interested in what the class has to say. Students may also get the impression that if the teacher isn't mentally invested then they don't have to be either. 

Another example would be for a teacher to speak to students in the same tone in which is expected of students to communicate. If a teacher were to repeatedly be condescending and negative to the class, then students would eventually be more inclined to share the same negative feelings. Morale of the class would be compromised because the teacher failed to set the tone for a positive learning environment.


]]> 2017-09-24 21:11:01 UTC https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623660 carlialisabeth https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623701 Barbetta, M., Norona, K., Bicard, D., (2005). Classroom behavior management: A dozen common mistakes and what to do instead. Preventing school failure: Alternative education for children and youth. 49:3, 11-19.

Beaty-O'Ferrall, M. E., Green, A., & Hanna, F. (2010). Classroom Management Strategies for Difficult Students: Promoting Change through Relationships. Middle School Journal, 41(4), 4.

Rodriguez, L. (n.d.). Classroom Management. 4 Faculty. Retrieved from http://www.4faculty.org/includes/108r2.jsp]]> 2017-09-24 21:11:22 UTC https://padlet.com/carlialisabeth/kvtopcgjdil2/wish/190623701