Claudia Ramirez- 8th grade Spanish by Claudia Ramirez https://padlet.com/cramirez331/p0qx5mi2qt0j Made with the strength to succeed en-us 2017-09-24 22:12:42 UTC 2025-10-16 17:33:56 UTC hello@padlet.com Speaking in the Target Language cramirez331 https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190633059 When students act up they could just want attention from their peers and teacher. According to Fisher (2011), dealing with the students in the target language is effective in the classroom to get their attention effectively. 

For example, if a student is being disruptive and I am trying to teach Spanish to his or her peers, I can address the situation in Spanish. This is appropriate for my class because they will actually listen to the target language. Also, although the point is never to make a student feel bad about themselves, not understanding what is being said could potentially embarrass them and they will stop. In case they do understand what the teacher is saying, those who do not will not want to do the same behavior out of uncertainty of what my reaction will be. ]]> 2017-09-24 22:50:58 UTC https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190633059 Addressing Arguments and Back Talk cramirez331 https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190635088 Students who want attention usually attempt to get it through poor behavior in the classroom. Most students who have poor behavior also have lower grades and many times their behavior is a way to mask their frustration with school. According to Zeigler Dendy (2017), teachers should ignore any muttering in the class, but address academic issues. 

For example, if a student likes to shout and misbehave in class, chances are they are not doing their work because it is too difficult or too long. If they begin muttering while the teacher gives instructions, the best thing to do is ignore it. Otherwise, it is like adding fuel to the fire. However, that does not mean the situation should be ignored completely. The teacher should pull the student aside to discuss their grade in the class and the assignments. There should be some sort of compromise for the student to understand that the teacher cares about them and their success. This behavioral management strategy is appropriate for an 8th grade Spanish class because most students have to take the class and could be uninterested in it to begin with. If they fail to pay attention at the beginning, there is a possibility that they will feel lost and confused later on, causing them to lose hope to increase their grade and learn something. ]]> 2017-09-24 23:17:17 UTC https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190635088 Seating Charts cramirez331 https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190640746 In Spanish class students need to pay very close attention to listen to the teacher's pronunciation and understand the rules of the language. It is normal for students to want to socialize during class. Therefore, a seating chart would be a good idea to limit or avoid talking and misbehavior (Shaw, 2016). 

For example, on the first day of school the teacher can assign seats or do so poor behavior occurs. If little Billy and Johnny like talking a lot, one of them can be moved to another seat to avoid that noise and disruption. Likewise, if two students do not like each other, they should be separated to avoid confrontation and discomfort during class. 

This strategy is effective in an 8th grade Spanish class, or any class, because the teacher needs to be able to focus on teaching the new content as much as possible, rather than babysitting students or breaking up arguments. The entire goal of a classroom is for students to learn. Some students talking keeps others from learning and uncomfortable situations distract the students involved and those around them. ]]> 2017-09-25 00:23:19 UTC https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190640746 Parent-Teacher Contact cramirez331 https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190642522 The American Federation of Teachers (2007), states that contact between parents and teachers in an effective way to prevent or improve poor behavior in the classroom. 

For example, a student who misbehaves in class feel backed up by his or her friends and peers. Often, they think that teachers will not contact their parents. However, once teachers do initiate parental contact and the student is informed, they now know there could be some possible consequences at home. Consequently, they will improve their behavior. 

This strategy is important and relevant in middle school Spanish classes because it is during this age or grade level that parents and teachers begin to lose contact. Bringing those elementary traditions back can help the students communicate with parents, parents with teachers, and teachers with students. This is a three way relationship where all the parties can help improve the education of the student (American Federation of Teachers, 2007). ]]> 2017-09-25 00:44:30 UTC https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190642522 Incentives cramirez331 https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190643880 Behavior management does not have to be all negative. Teachers are allowed to use incentives and creative ways to motivate students to behave and stay on task. According to Brack (2017), using a point system to get rewards such as music, cell-phone permission, funny YouTube videos, dance party, computer time, wearing something fun, among others, are great motivations. 

For example, instead of the teacher constantly saying, "Jimmy and Rachel, please keep it down, Johnny stop running around the classroom. Sandy, raise your hand if you would like to speak" the students will keep each other accountable. Eventually, the classmates who misbehave will improve their behavior because whenever they misbehave the teacher deducts points and their classmates will not be happy with them. ]]> 2017-09-25 01:00:12 UTC https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190643880 References cramirez331 https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190645299 References

American Federation of Teachers, (2007). Building Parent-Teacher Relationships. Retrieved from http://www.readingrockets.org/article/building-parent-teacher-relationships

Brack, T. (2017). 12 creative incentives for middle school. Retrieved from https://www.maneuveringthemiddle.com/12-creative-incentives-middle-school/

Fisher, C. (2011). Classroom management for world languages. Retrieved from https://calicospanish.com/classroom-management-for-world-language-classes/

Shaw, J. (2017). Back to spanish class: 10 classroom management strategies for a smooth school year. Retrieved from http://www.secondaryspanishspace.com/2017/08/back-to-spanish-class-10-classroom.html

Zeigler Dendy, C. (2017). How to solve 8 common behavior problems in the classroom. Retrieved from https://www.additudemag.com/how-to-solve-8-common-behavior-problems-in-the-classroom/

 

 

]]> 2017-09-25 01:15:09 UTC https://padlet.com/cramirez331/p0qx5mi2qt0j/wish/190645299