Mathew Jacob Reflection for Managing Student Behavior - Roberts & Prudhomme (1)

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Feb 20, 2024

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Name: Mathew Jacob Date: 2/13/24 Managing Student Behavior – Roberts & Prudhomme 1. Ms. Roberts applies many strategies to manage student behavior from the minute class starts. She is keenly focused on ensuring students stay on task. Explain at least two ways she establishes and communicates clear expectations for student behavior. Ms. Roberts use the projector of her website, quiz lets of gravity, solar system, and rovers. She focus on instruction on the screen and she tells students to read it out loud. That helps in communication and clear expectations for student behavior. People who do not know the lab will have to do a packet outside of class. The students know the punishment of not knowing the lab and that encourages students to act proper in a classroom. Students need to read the instruction out loud and that helps them to remember the rules. She pass the labs out and makes in group and that help students to act in a group settings with their peers. She ask questions as warm up questions. She calls on students if which units are different on other plants. She asks questions and give a good response. She asks Brian why mass is the same in different planets. 2. During the class period, Ms. Roberts is encouraging positive student behavior subtly and responding to misbehavior swiftly. Give two or three examples of how you observe her managing student behavior. Ms. Roberts is giving clear instructions of their lab of gravity. She gets buckets and assign part 1 which is in the front. She divides students in groups so she can view each group as one. Misbehavior will get a packet and learn the lab outside of the classroom settings. She goes in a group and use the string with ball and round it in a circle. She manages by telling them to count and who is doing the timer. She is giving attention to each group based upon their experiment. She tells them to guess and not give them the answer and she ask questions to let them know where their mass will be the same or not based upon them rethinking what they wrote in the journals. She repeats them to read their procedure. She had a writing exercise

for them if they finished their lab work. She constants changing different to how she teaches. Take a chance and try it she says. 3. Ms. Prudhomme’s classroom is loosely structured, yet she obtains the desired student behaviors. Using examples from the video, explain how Ms. Prudhomme effectively guides her students to manage themselves as she desires, yet affords them a great deal of latitude? She askes questions before the activity is done. She ask about relationship based upon their character based upon their own lives. She gets them into warm-ups as Kitty wants a corner. Her class is loosely structured since they are in a large area. This kids are much older than Ms. Rogers class. She stops the activity in the middle and ask questions so the students will not forget the main point. This is all related to the acting class. 4. Ms. Robert’s and Ms. Prudhomme operate their classrooms and manage student behaviors in different ways. Using examples from the video, explain ways in which the teachers manage behaviors similarly and also ways they manage behaviors differently. Can you think of reasons as to why the two classrooms are run as they are? Ms. Roberts uses groups into lab stations. She walks around the station and ask questions relating to their procedure. She uses hand gestures to invite students doing. She walks around in a fast pace so she can accomplish the procedure of each students. Ms. Prudhomme is not waking around in a pace like Ms. Rogers. Ms. Rogers is a science class and Ms. Prudhomme is an acting class. This are two different subjects that have different educational settings. She uses heart padding as a way to connect to their students engagement in the Tarzan game. In similarity, they ask open-ended questions and uses group discussion. Ms. Prudhomme is acting class that are interested in acting but however science class, are more difficult to understand than an elective class.

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