VARIOUS QUESTIONS

Various Questions

Various Questions

Describe a 90 Day Plan to Adequately Assess the Staff at a School of 240 Students

When students display problem behavior, a typical reaction from teachers and school administrators is to provide a clear signal that a rule has been violated (e.g., “You're not following my directions”), followed by a warning for a more severe consequence if the behavior continues or recurs (e.g., “If you are insubordinate again, you will earn a referral to the office, and you might be suspended”). Students who are successful academically and socially are likely to respond to corrections and warnings (Dzvimbo, 2003). These responsive students have effective social behavioral repertoires and receive adequate instructional support and positive reinforcement from their learning and social environments.

However, some students are unresponsive to warnings and threats and display chronic levels of problem behavior. These students experience increasingly aversive disciplinary consequences (e.g., detention, suspension, expulsion) and are recommended for more specialized behavior support. We are learning that behavior intervention plans for these students must assess the context in which these problem behaviors are observed to identify factors that trigger and maintain problem behavior, and strategies must be selected that emphasize the teaching of effective and durable alternative behaviors for the student.

As An Administrator For A School Of 240 Students What Kind Of Environment/Atmosphere Would The Principal Want At This School?

Classroom climate is seen as a major determiner of classroom behavior and learning. Understanding how to establish and maintain a positive classroom climate is seen as basic to improving schools (Dzvimbo, 2003).

Given the nature of classroom climate research, cause and effect interpretations remain speculative. The broader body of research on organizational climate does suggest that increasing demands for higher achievement test scores and reliance on social and tangible rewards to control behavior and motivate performance contribute to a classroom climate that is reactive and over-controlling.

Promoting a Positive Classroom Climate

A proactive approach to developing a positive classroom climate requires careful attention to enhancing the quality of life in the classroom for students and staff; pursuing a curriculum that promotes not only academic, but also social and emotional learning; enabling teachers to be effective with a wide range of students; and fostering intrinsic motivation for classroom learning and teaching. With respect to all this, the literature advocates (Murphy & DeArmond, 2003):

Creating a welcoming, caring, and hopeful atmosphere

Providing social support mechanisms for students and staff

Providing an array of options for pursuing goals

Encouraging meaningful participation by students and staff in decision making (Murphy & DeArmond, 2003)

Transforming a big classroom into a set of smaller units that maximize intrinsic motivation for learning and are not based on ability or problem-oriented grouping

Providing instruction and responding to problems in a personalized way

Using a variety of strategies for preventing and addressing problems as soon as they arise

Creating a healthy and attractive physical environment that is conducive to learning and teaching

Describe ideas to encourage teacher retention

There appears to be more attention given to teacher recruitment than retention. This may be true because it is somewhat easier to ...