Canters Behavior Essay Example for Free

Canters Behavior Essay Dylan is a five year old boy that from the very start showed disruptive behavior frequently throughout the classroom. Dylan’s teacher has well- documented his actions and she has asked the administrators of the school for support, plus she has also referred Dylan to have a behavioral evaluation. The teacher has spoken with Dylan’s parents on many occasions and they say his behavior was the same at home. Dylan’s parents also stated that his disruptive behavior was his way of seeking attention. During this time Dylan’s behavior is generally getting more and more disruptive and aggressive. With the teacher’s observation logs, Dylan’s is having a rough time playing along with other children and is having a difficult time following directions. Just about every day Dylan is hitting, yelling, or is taking things away from the other children’s hands to get the teacher to come over and see what is wrong. Many of the children have made the decision to ignore him or to just move in another direction away from him. With his academic skills he is far more behind than the other students in class. Dylan has the knowledge to finish the activities, but he is rarely in the mood to do so. Sometimes the issues begin when the teacher starts giving everyone there assignment and is working quietly, that’s when Dylan’s behavior really goes through the roof, and when he is told what to do about his behavior. While the disruptive behavior remains the teacher’s patience with Dylan starts to run very thin and begins to call out to every unacceptable behavior that he shows. These actions start to have a negative influence on the attitudes of the remaining students. Most of students start to mimic Dylan’s actions while the others students are not finishing their work. This can result in the teacher needing to spend a lot of time having to deal with Dylan’s behavior and not having enough time with to teach. Teachers have many avenues to teach students successfully and professionally take care of unacceptable behaviors. One step would be to use the Canter’s Behavior Management Cycle, into effect (Canters 2006). Canter has three steps; first, effectively communicating explicit directions, second, using behavior narration and third, taking corrective action. When starting to use Canters’ cycle teachers will need to take the time to use two very important methods at the start of the school year this is going to help minimize disruptive behaviors. One, creates lessons on appropriate behavior for specific parts of the school day, activities, and transitions (Canters p. 31) and second creates a, â€Å"Responsible Behavior Curriculum,† for the first two weeks of the school year (Canters chap. ). This curriculum will set the tone of the class for introducing what is acceptable with appropriate behaviors, and that they are expected to follow the rules from students throughout the school day. Teachers should start with Canters’ behavioral cycle; Dylan’s teacher needs to start with the first step. The first step will need to that the teacher to communicate clear, specific and detailed directions. The directions are being given to Dylan and he is to follow them precise. When giving directions they need to be quite clear and on point at all costs. The teacher needs to always evade being unclear to the students, if they know what is expected of them they will follow. The teacher’s directions should contain precisely how the students are to conduct themselves in the classroom. Explicit directions should include the, â€Å"expectations for student verbal behavior, physical movement, and participation† (Canters p. 53). The teacher needs to never make the mistakes of assuming what the students know, what the expectations of their behavior is, and the teacher should always recall the students on a daily basis what is expected of them. The teacher has to have a firm grip on effective communication while having detailed directions, she can continue on to the next important step. This step involves using â€Å"Behavioral Narration† (Chapter 9), which is how the teacher will positively motivate Dylan to follow directions. One way of achieving this is to give Dylan and the class as a whole effective positive feedback (Canters p. 58). When giving detailed directions, the teacher should look to notice which student within seconds of giving the directions to see who is really following the directions that were given. The teacher needs to point out who is listening to the directions and how the students are following the directions. At the moment when Dylan is being difficult the teacher does not need to focus on giving Dylan more attention, but try to focus on the students who are listening and making good choices. When trying to change the unwanted behavior the teacher needs to try to use the behavioral narration, which will allow the teacher to repeat the rules and define the acceptable behavior of students who are making good choices. This will show the students their teacher is mindful of the actions that are taking place and is more than ready to fix any problems that may arise. When the teacher acknowledges the acceptable behaviors and recaps the directions it sets a wonderful start and a positive atmosphere in the room. The class will be regularly recalled on what is expected from their behavior, students are expected to follow the rules, students who were not able to receive or finish their assignment will have time to finish and catch up with the rest of the class. Students will be given a chance to have time to catch up when needing be. With this step it can go the extra mile by setting up an award-system in place. For example, when the directions are given the teacher notices Dylan is sitting where his seat is and he is working on the assignment that was given to him, then the teacher would say to his friends, â€Å"Look at Dylan he is sitting at his seat and is working on his assignment so nicely I am going to have to give Dylan his extra class point that he earned in class. Ultimately this will inspire Dylan to have more acceptable behaviors and the other students to strive for the goals that are set up for the students to obtain. The last action of the cycle is corrective action taken (Chap. 10). When the direct instructions have been given out, looking to observe the group for ten seconds, reports were made on students that are on the right track, and when Dylan is not following directions; then you must use the corrective action. This is done by directive verbal statements or disciplinary consequences (Canters p. 9). The teacher needs to peacefully reaffirm the instructions and notify the students of their penalties and what their actions have caused. This can also let Dylan and the entire class knows and understands that you are very serious about bringing an end to unacceptable behavior. Students need to know, understand, and be aware of the effects for disrupting the class and just making unacceptable choices. When the unacceptable behavior remains untouched the procedure needs to be shadowed with the corresponding reaction. Every time a student shows a disruptive behavior it should be dealt with immediately and that the penalties produced is entirely from the student’s actions. In order for students to learn the rules must be enforced. Students have to have structure so they can flourish, they need to know what is expected of them on day one. Once a child knows that they cannot get away with disruptive behavior they will tend to not want to misbehave. If there is a reward system they will definitely want to have a reward at the end of the day or week. Consistency is the key to keeping students where they need to be in order to have peace in the room.

Character Analysis Of Siddhartha :: essays research papers

Siddhartha had one single goal - to become empty, to become empty of thirst, desire, dreams, pleasure and sorrow - to let the Self die. No longer to be Self, to experience the peace of an emptied heart, to experience pure thought - that was his goal. When all the Self was conquered and dead, when all passions and desires were silent, then the last must awaken, the innermost of Being that is no longer Self - the great secret (14) Siddhartha, according to his actions, was constantly in search for knowledge, regardless of what kind, or what he had to do to obtain it. In the book titled Siddhartha, by Herman Hesse, this is shown to us by Siddhartha's leaving home to join the Samanas, and all the actions leading to his residence alongside the river.Leaving his loving family and home where all loved him, shows us that Siddhartha not only knows what he wants but will do anything to attain it. As described on pages 10 through 12, Siddhartha did not leave his father's chambers until he had gotten his way, until his father had submitted to Siddhartha's wishes and agreed to let him leave home to join the Samanas. This stubbornness, this patience with people and situations is also a large part of Siddhartha's character. It enables him to out wait anyone or anything, which teaches him how to do without and also helps him through his time with the Samanas. "Siddhartha learned a great deal from the Samanas he learned many ways of losing the Self" (15). Despite the new knowledge he acquired, Siddhartha realized that it was only " . . . a temporary palliative against the pain and folly of life" (17). And with this, his next decision was to leave the Samanas and go in search of the Buddha in order to learn perhaps something he did not already know. Through this we learn that Siddhartha, having learned all that is possible in one place, moves to another in search for more wisdom in search for the secret of how to obtain inner peace, how to find the Self. This action also shows his change by showing us that Siddhartha no longer has the patience to stick to certain routines as he did when he was at home in his youth. Finding the Buddha in a garden, Siddhartha and Govinda spend an evening and afternoon in the " .

Desire and Disappointment in “A & P” and “A Woman on a Roof” Essay

It may be natural instinct for men to be attracted to a good-looking woman or one who displays more than the usual amount of skin in public. The level and type of attraction varies from one male to another. However, more often than not, the primary expectation or fantasy of the male admirer regarding the female being admired, is not met because these expectations and fantasies are based on his personal conceptions and stereotypes about what women should be and not what the particular woman he chances upon is in reality. The male protagonists in John Updike’s â€Å"A & P† and Doris Lessing’s â€Å"A Woman on a Roof† exhibit different expectations on the female characters they meet but in the end, all of them would be disappointed and disillusioned with both the female character and, in turn, their own selves.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Updike’s hero is 19 year-old Sammy who works in the checkout counter of a convenience store. One day, three young women walk into the store in their swimsuits. Sammy’s reaction, along with another young but married co-worker, is typical of men their age: they gawk at the woman with sexual desire. Written in the first person point of view of the main character, the reader notes that what Sammy notices about the women are the usual things that men desire in women like â€Å"long white prima-donna legs†¦(and) clean bare plane of the top of her chest down from the shoulder bones†¦(Updike).† Her admiration becomes more than a physical attraction, however, when the store manager reproaches the girls for their out-of-place outfits. In a burst of impulse, Sammy resigns from his job, his reason being that he could not take the embarrassment that the store manager inflicts upon the girls. He imagines his resignation to be a heroic act which he expects the girls to notic. To his disappointment, however, they do not even look back at him. Outside the store, Sammy thinks about â€Å"how hard the world was going to be (Updike)† afterwards. He realizes that the heroism is simply his own conception about what he does and nobody else, especially not the girls, get it. He loses his job in the process and he has too much pride to take it back.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The three male protagonists in Doris Lessing’s story, meanwhile, react upon the sight of a barely-clad woman sunbathing on a rooftop. Like Sammy, the men lust at the sight of the woman in â€Å"red scarf tied around her breasts and brief red bikini pants (Lessing).† The initial reaction evolves differently among the three men, however, as the sunbathing woman becomes a daily distraction to their work. Harry, past middle-age, reminds the other two to think of their own wives as they look at the woman. To him, the woman is a possession that should be reined and controlled and the particular woman on the roof must have had a husband that is not doing his job. The newly-married Stanley is confident that women are willing and submissive when they are coaxed. He gets along with Mrs. Pritchett because she responds to him. Tom, the youngest, has an ideal, fairy-tale image of himself. He imagines himself â€Å"at work on a crane, adjusting the arm to swing over and pick her up and swing her back across the sky to drop her near him (Lessing).† He is a hero protecting her from Stanley. All the time while the men watches, yells and whistles at her, the woman remains indifferent. Days later, Harry eventually gives up. Stanley becomes more enraged as the day becomes hotter. Tony remains hopeful but suffers the most as in the end when he decides to finally go and talk to the woman he is rejected and driven away.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Men have been used to classifying women according to types based on superficial images generated by media or during talks amongst themselves. When a man encounters someone that does not fit any of the molds, she disappoints him greatly, more than even she realizes. The characters in the two stories illustrate how hope could turn into disillusionment when a man entertains grand ideas about a woman even before understanding her. Works Cited Lessing, Doris. A Woman On A Roof. Updike, John. A & P.

10 Deadliest Poisons Known to Man