Section 4 Interventions

The first intervention that I found very effective in my classroom was the changing of location. When two kids are were being disruptive, I would move one of them to the other side of the classroom.
Another intervention I've seen in my field experience was time out. The problem with South Range's time-out is it is in the Principal's office. The students would come back with revenge on their mind. Like the book says, " Students are supposed to come back from time-out when they are ready."
One problem I see with the interventions is the after school conferences. I don't think many parents would be willing to pick their child up at 3:15, for a thirty second conference. Unfortunately, the problem child's parents often do not hold a high value on education.

chapter 15

I think the time-out room is a great idea. I have one student in my class who decides about once a week that they are going to be disruptive. On these days know matter what I try he continually disrupts the class. By having a time-out room this student would not disrupt the learning of others.
My favorite part of this chapter was when it gave the different scenarios. I've had each one of those situations come up during my student teaching. It was cool to see how to handle the given scenarios using love and logic principals. I now see how easily it can be done.
One issue that wasn't discussed that I think needs to be is, this school took time out of the school day to implement this plan. I don't think that would fly here.

Chapter 14

South Range is very big on the rewards system. If your have good behavior for 30 days, You get to pick a prize. If the class is good for 30 days they receive a reward day. This seems to be a great motivator for the students,for the most part. However, when the prize boxes start to run low the students start complaining. The teacher then becomes angry and refuses to buy more stuff. The students are no longer motivated and behavior worsens. This is what I experience in my classroom.
The one principal of Love and Logic that I've tried to implement is giving the students choices. When I do it works wonderfully. I liked the idea of letting your students know, so when I situation arises they can ask if they have choices.

Chapter 13

After reading this chapter I now see why teachers document everything. My cooperating teacher fills out a discpline report everytime a student pulls two or more cards. At first, I thought this was rediculoios. Why fill out this report for a student that disrupts your class twice in one day? However, I now see that she is just making sure her butt is covered. A second thing I learned was to have the students invovled in the discipinary process. I seen this work at South Range. When we had a sub, the students came up with the idea that behavior penelties be double. Because the syudents came up with the rule their was no compliants when they had to serve double time.

Chapter 12

The beginning of this chapter discussed styles of teaching. The science teacher I'm working with is a "helicopter" teacher. His style is to spoon feed the students. The math teacher I'm working with has a "drill sergeant" style. Both of these style are very different from my style. I believe students should come up with their own ideas, and being a drill sergeant is not in my personality.
One idea I liked in this chapter was the point value for grades. I feel that if a student is trying their hardest they should get a decent grade. I have one student in math who tries hard, but struggles with several concepts. I don't feel it is right to give the student a failing grade, or hold them in for every recess to have them redo assignments. Also, it is important to give students choices when it comes to learning.

Chapter 11

I like how this chapter started by saying that,"Teachers use massive amounts of energy doing much of the thinking that kids could do for themselves." Often times I feel as though we as teachers do all the thinking for the kids. When the students are taking notes, we summaries the info for them. When we want students to answer a question, we echo the question for them. When we pose a question, the answer is given word for word in the text. Often times I feel like teachers spoon feed the students to much. If kids are given adequate time, they can make a lot of these connections on their own. Some teachers do all the thinking for the students. As a result, the teacher goes home exhausted and the student goes home full of energy.

Chapter 10

One quote that stands out for me from this chapter was,"kids will respond positively to a penalty when they see a logical connection between their behavior and what happens to them as a result of that behavior." This past Friday all the teachers were going to a funeral. On Thursday, my teacher told her class that they better behave for the subs.One of the students (who is usally terrible when there is a sub) suggested that any cards pulled should be double time at recess. The class agreed, and when they got their cards pulled that day were more then willing to serve the extra time. By letting the students come up with the consequences they took ownership of their behavior.