Bullying: Most schools and districts have programs in place that address bullying, and strategies for dealing with it are incorporated into school and district codes (Evertson and Emmer, 2017, pg. 244). If i notice any signs of bullying in or outsie of my classroom each student involved will be pulled aside to have a discussion with me. These discussions will be had one-on-one ensuring that each student isn't holding back due to the chances of saying the wrong this in front of the wrong person. I will lead the discussion with what bullying is, the causes and effects of bullying, and emphasize the crucial role of an audience (Evertson and Emmer, 2017, pg. 244). If the bullying involves physical contact the schools discipline code will be put into place, involving any other adults necessary.
Tattling: At the beginning of the year, I will let students know what kind of information needs to be reported to me and what kind of information does not. I will make sure students know to tell me if anything is causing harm to themselves or another student, bullying, or if there is potential danger. I will make it clear that I don't need to be told if students are whispering, off task, or misbehaving. If these tasks get to a point where they are interruptive and distracting then I will address those students, but other students don't need to get involved by tattling. I will remind the students that are tattling what they are supposed to be doing and guide them back to the task at hand (Evertson and Emmer, 2017, pg. 245).
Chronic avoidance of work: To prevent chronic avoidance of work i will make sure I frequently collecting and checking student work and records (Evertson and Emmer, 2017, pg. 246). If a student begins to miss assignments and fall behind I will talk with the student to see if there may be a reason behind avoiding work. This will help me gain understanding, help identify the underlying problem, and take any action necessary. If any student is overwhelmed with the assignment or how long it is I will break it into smaller parts and allow them to complete what looks less daunting. If this doesnt work I will give the students a choice, they can either do this or this. The last strategy I would use before involving other adults would be a timer, the student has to work until the time goes off and then they can be done for a certain amount of time.
Fighting: Fighting usually takes place outside of the classroom, and can usually be stopped in elementary school without any risk of injuries. Before intervening I will give a loud verbal command to stop and if that doesn't work then I will intervene as necessary. If I can't intervene on my own, then I will alert other teachers or administrators that can help take action by sending two students that are not involved to go get assistance. I will use the schools handbook and guidelines to determine further actions necessary (Evertson and Emmer, 2017, pg. 247).
Positive Thinking: I will use positive discipline to create a classroom atmosphere that focuses more on positives than negatives. After correcting a behvaior, I will supply students with warmth and appropriate affection letting them see it doesnt affect our relationship. I will give them the chance to earn back privilege's and resume normal activities showing them grace and ensuring they know they are not lost and are still loved (Evertson and Emmer, 2017, pg. 249).