180. Based on Question #48 from the same website: With a large class size, it is very difficult to see sometimes where a problem starts. How do you avoid punishing the entire class and still make sure the trouble-maker gets his punishment?
Well, the moment you know who the trouble-maker is, please, do punish (h)im/er. In a large class you may have to extend the punishment to all. Now, I truly prefer to talk about positive behavior. Thus, you may wish to punish everyone in the class, but then provide a mechanism for everyone to help improve the situation. For example, if you need to keep a class beyond the ending bell, you may wish to allow exemplary students to leave on time when the bell rings. You need to define very clearly for ALL what an exemplary student does in class. Or you may wish to tell the class what they need to do to void the class punishment: they may need to listen or do so many problems, or copy so many words, etc. If the entire class does what you require to void the punishment, the entire class may leave when the bell rings.
For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:
1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.
For information and credentials please click on the link below or contact directly:
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605