With this type of teaching and redress philosophy, my methods of communication with the students involve verbaliseing and listening. These simple interactions are everlastingly two-way. They may be brief because I do the vanquish I can to set an atmosphere of caring so that the students understand that our purpose is to learn to live with ourselves and each other(a) inwardly a group. I believe that successful qualify encourages students to kick the bucket sensitive to the nipings within themselves and others as we mutu completelyy take in ways to express our irritation, anger, and love to each other without doing individual(prenominal) harm.
I always have the aim to provide opportunities for the students to wonder each other's needs. Kevin Swick's work has greatly assisted me in this area. He views the process of fit as taking place within an entire ecology, every part of which greatly influences the student's ability to instance self-discipline. The student's family, lifestyle, and values in the home greatly influence what happens in the classroom. It is no surprise that children who come from poverty, sickness, unstable marriages, and few psychological resources experience challenges in school, with the peers, and with their personal feelings of competence (Swick, p. 7).
According to Swick, steady families that remain together a good deal create
A teacher can exert a strong positive influence, even with severely problematic ecologies, by working to establish sincere, positive relationships with the students. The teacher can preserve a well-organized, consistent classroom which can serve as a welcome anchor in the child's chaotic life. If the teacher provides clear direction to the student and responds positively to the student's interests and attempts to improve, the student learns to become involved in satisfying problem-solving (Swick, p. 18). Constant interaction with all the students greatly decreases the likelihood of discipline difficulties.
Research shows that teachers tend to talk more with students they like, and astute teachers will interact freely and often with all the students in order to avoid creating behavior problems with students who feel ignored (Swick, p. 19).
Early childhood stressors make take the take a crap of malnutrition, financial deprivation, drug addicted relatives, unrealistic parental expectations, and inflammatory emotional attachments to abusive people. Research shows that an ecology of predominantly cast out forces such as alcoholism, excessive rigidity, and dysfunctional living patterns greatly increases the probability of antisocial behavior (Swick, p. 10). In order for an instructor to be aware of the distinction between a discipline problem and an environmental problem, certain signs are important to observe. The hobby attributes are signals of possible future difficulty: inability to fall in and receive attention, destruction directed toward self or others, problems with food, cruelty, go through difficulties, speech problems, hostile parents, constant lying, and preoccupation with fire and crosscurrent (Swick, p. 12).
an emotional atmosphere akin to a war regularise that is deadly to the developing child's capacity to learn productive behavior. The social-emotional clime may be destructive and neglect of children's basic health needs and the presence of crime contribute only
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