Wednesday, February 27, 2019
Multicultural Case Study
MCE Problem Solving Case written report Section 1 Problem Identification The problem identified is sexuality bias that staminate person pupils have towards female instructors. The conflict is many male disciplinechilds do non make for to female teachers the same right smart they respond to male teachers. These school-age childs retrieveing that they do not have to follow directions/ instructions from female teachers and tot tout ensembleyow for not complete assignments prone without constant reminders. virile students who disposition this type of bias to female teachers be either from a single parent home, one where the female role is not respected, culture of the student, or even a more affluent home.These students are not held responsible for their actions at home and feel that they are not accountable at school for their behaviours. Male students who come from single parent homes normally carry more responsibility at home and will attempt to carry this role over into the classroom. He feels that he is the more overriding member of the household and that he is al offices in fancy. This student will not always complete assignments taken home because of his responsibilities and whitethorn or may not do well on quizzes and tests.He may feel that these assignments have no bearing on his current situation because he is more focuses on survival for to twenty-four hour period and slight worried about the future. The male students who come from a home where the female role is not respected will carry this attitude over into the classroom. When he is presented a classroom situation with a male teacher he is respectful, alone when pose a classroom with a female teacher he acts out or refuses to give her the proper respect. He feels that he supreme to her and does not have to listen to her.Socialization of the student could also play a role in gender bias against a female teacher. The vocal male student will always catch the attention of the teacher where as the quite soft female student will be overlooked. This attention corporation cause the male student to continue to act out in that teachers class. A male student who comes from a more affluent home, the parenting comes in the form of money or gift giving. These students will hold a sense of entitlement in all situations causing them to feel that they are not responsible for their actions or behaviours.Even if rectify or punished at school they know that they will generate no punishment at home. They also realize that this provides a way out of that specific teachers class for a day or more. Section 2 Perspectives The first group viewed by this problem is female teachers. These teachers vex to feel less confident in their teaching and begin to second guess themselves. It threatens the teacher ascendancy direct in the classroom when one student continues to disrespect, because it shows other students that they too nates get away with it.After continual d efiance or disrespect from students, teachers can begin to over react to situations that could be hampered with patience. Also, this disruption can prevent the teacher from accomplishing that days lesson because she is constantly enlightening behaviors. Along with threatening a teachers authority these students can also cause concern in teachers. The next group affected is the male students. One moment could be the over generalization of all male students being placed into the same category as the unmanageable male students.This bring ins tension in the midst of the teacher and the entire male classroom population. This can also create a hierarchy between the males in the class by allowing the loud, defiant male to become the defacto leader, part the others follow. This action causes the teacher to lose restrainer of the classroom, allowing that male to take control. The third group affected is the female students. The quiet, soft-spoken female will often be overlooked, wh ile the dominant male will receive all the attention in the class.When the female students do well, they still do not receive the positive reinforcement they are due. After being exposed to this type of behavior the female students may begin to act out or defy authority figures because they feel that would gain more attention from the teacher. Also, seeing female teachers treated this way in the classroom can cause the female students to view this behavior as acceptable in everyday society. This can carry over into their lives, present and future. The fourth group affected by this problem is the parents of the students in the classroom.As a parent, you expect your child to receive an adequate education while in school, but if your childs class is constantly break off they are not receiving an adequate education. The teacher may not be able to cover all curriculum scheduled for that allotted term because of student(s) being disruptive in the classroom. Also, if your child sees this behavior on a daily basis, he or she may begin to think that it is tolerate and may begin to mimic the behaviors. The last group affected is the school.First, if the teacher is unable to cover the necessary temporal or teach the material effectively the schools test scores may begin to drop and will cause them to not reach their Adequate per year Progress. The administration will have to focus more on compensate issues rather than on the positive aspects of the school. The effect may also be seen with other teachers and their view of that specific teacher or classroom. Section 3 Challenges and Opportunities One challenge for the teacher, parents, and school is the agreed upon level of reinforcement given to that student, whether it be positive or negative.A challenge to the teacher is not allowing that students behavior to effect her attitude towards the rest of the male population in her current class and in future in classes. other challenge to the teacher is attempting to m ake up lost instructional succession that was given up when dealing with the disruptive/disrespectful student. This can ensnare stress on her and the other students. A challenge presented to the male student, is that if allowed to continually disrespect female teachers in school it will negatively affect his relationship with all female authority figures, police officers, bosses, and significant other, in his crowing life.One challenge presented to the female student is to be acknowledged and apprehended for doing the right thing in and out of class. This can also accept to male students who respect the female teacher and her authority. An opportunity for the teacher would be for her to learn how to effectively manage her classroom and diffuse hostile situations. It allows the teacher to grow professionally in both the science and the art of teaching. either students have the opportunity to learn what acceptable behavior is in the school setting and this behavior will hopefull y carry over into their adult lives.The school has the opportunity to create a culture of acceptable behavior and to create a learning environment that provides an adequate education to all students. It also allows the school to create a precedent for future problems that may arise because of similar behavior issues. Section 4 Strategies Teacher could join with other female teachers in order to get ideas about how to grip these situations. Do not ignore the problem, even if it seems small at that time. find rule and expectations from day one. Let the students know that you are in control of the classroom. Develop a rewards system to reward student for positive behaviors. issue notice of successes in school or extracurricular activities. Give the student a daily job, in which he feels that he is essential and is relied on. pick out as many alfresco parties as possible to help correct or improve behaviors. These parties could be parents, other teachers or coaches. Create a mentoring style program to provide the student with a positive causa from an older student. The teacher may have to get administration composite if the behavior(s) a level beyond that teachers control.Section 5 Solutions The etymon can be divided into three separate and distinct stages 1. proactive 2. Constructive 3. Reactive In the proactive stage, the teacher must show that she is in control of the room from day one and assert this authority to insure that the students understand the rules, policies, and expectations. She must have confidence in her abilities as a teacher. In this stage, she must also have her approaches and tools needed to administer violations of rules, policies, and expectations clearly defined.She must be consistent in the enforcement of the rules, policies, and expectations in the classroom. In the constructive stage, the teacher must respond quickly to any demonstrations of rude(a) or disrespectful behavior and must be consistent in recognizing these behaviors. The teacher should respond to the student with positive feedback, provide guidance or correction for more appropriate. In the reactive stage, the teacher could first cooperate with other teachers and determine methods to prevent the behavior from occurring. She needs to also fictionalise the rules, policies, and expectations of the class.Next, she could develop a rewards system to acknowledge positive behaviors from that student in her class. One possible reward could be for the student to have a daily task. This task could be handing out papers or fetching the attendance to the front office. The task should make the student feel important and noticed by that teacher. Once it reaches the level where the teacher is unable to look at discipline in class, she needs to involve as many outside parties as possible. These can include coaches, parents, other teachers, and/or administration. Section 6 ExpectedThe solution gives each party impacted by the problem a fair and equ itable opportunity to learn, teach, and be successful. The students are provided a safe and consistent learning environment, while being provided the rules, policies, and expectations of the classroom. This also provides the teacher with less stressful atmosphere that facilitates student learning. Section 7 Reflections Section 8 References Jana Bernhardt (2012). Am I Buggin Ya Yet? Dealing With Difficult Student Behaviors. ONLINE getable at HTTP//thisisjustforfun. com/uploads/5227_NADE%20presentation. ppt25 Feb. Last Accessed 25 February.