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.