Tina fails to adhere to the necessary procedures outlined in standard 5 above. She does not understand how to connect with her students to prevent problems from arising while she is teaching. Her ineffective methods of discipline inhibits her ability to teach her content effectively. Tina needs to reach out to other educators to see how they use procedures and punishments to regulate their classroom behaviors. She needs to get her students to understand what should be happening in class and the only way she can get them to do that is if she educates them on how class should be conducted. Then once the routines and procedures are in place she needs to Rehearse and Reinforce the procedures. Tina needs to collaborate with her students instead of trying to impose total control over them.
Teaching content is often in the forefront of every teachers mind when in actuality behavior comes first. In the Case Study, Tina knew her content and had a mastery over it but failed to regulate the disruptive behaviors in her classroom. She is inconsistent with her discipline when students become disengaged in her lessons. The use of PBIS (positive behavior interventions and supports), MTSS (multi-tiered system of support), restorative practices, and other educational tools in classrooms assists teachers in engaging learners in the content we teach. As teachers, we need to have an understanding of how routines and concepts of social contract between ourselves and our students. If we don’t have structure in our classroom, everything we try to do content wise is moot. There are multiple ways to engage students in our class which can prove difficult if you do not set the boundaries properly the first week of school. She needs to differentiate her methods and explore multiple diverse ways of teaching her content and resolving behavioral issues she faces in her classroom.
