In every classroom, no matter what grade or institution, there is always the loud and obnoxious student who likes being the center of attention. In my mentorship class, this kid is ‘Jesse’. Jesse likes being in class but is always speaking across the room to his friends or telling jokes when he should be doing work. I can tell Jesse likes to be in class because he is always present and on time to class, hands in his work on time and always asks or answers questions. Where Jesse is misbehaving is when Dr. Bilaniuk is teaching a lesson and he asks questions to receive a reaction from his friends, when the class is doing an experiment and he fools around trying to make his friends laugh, or when doing work independently and always talking to others very loudly.
The theory that I believe relates to Jesse is the theory of reinforcement. This theory states that for every action, there is a reaction and by combining those result in a consequence. For Jesse, whenever he acts loud, obnoxious or tries to make others laugh, his friends or other students react to his jokes, comments or questions and these results in positive reinforcement from his peers. Although the lesson had the teacher as the response to the stimulus, I thought it fitting to have Jesse’s peers be his reactor as this is his target group. I feel as though Jesse does not care what Dr. Bilaniuk thinks, as long as he receives a reaction or response from his peers.
On the other hand, when Dr. Bilaniuk does tell Jesse to be quiet or stop doing whatever he is doing to try make his peers laugh, Jesse listens temporarily. This teacher-student relationship coincides with the goals of misbehavior theory of behaviour, because when Jesse is misbehaving to receive attention Dr. Bilaniuk will tune him out, stand near Jessie without looking or talking to him to try and reroute his attention elsewhere or use natural consequences.
In order to help Jesse, I think reminding him to keep on track on whatever assignment we are doing in class will help. By reminding him to keep focused, it keeps his attention on the task at hand rather than trying to get a response out of his peers. I think using natural consequences, as Dr. Bilaniuk does already, will also help. By doing this whenever he does not hear the instructions he will not be able to complete the work and will lose marks on what he does not understand. This will teach him to listen to the instructions given to him, or to be more resourceful in asking others who listened. Thus, by telling Jesse to be quiet and remained focused will allow for his friends and peers to remain focused on their work.
Policy Discussion
By only assessing a student by the grade they receive on tests, quizzes, and assignments and not on their learning skills, only half of the student is shown. Learning skills are the foundation of student habits that better tell how a person is. Grades, on the other hand from tests, quizzes and assignments, only report how well a student can memorize or remember a certain concept. Thus, I believe this policy has two sides to it.
On one hand, When students are only marked by their tests, quizzes, and assignments, the only things this implies is that this student can memorize or remember concepts. It does not tell whether a student is there on time, submitting work on time, attending class at all or even completing the homework. Memorizing and remembering concepts are only a fraction of the skills needed in life. Other skills needed in life are great attendance and punctuality. Great attendance is a necessity in any job. Having a good attendance shows that you are committed to being there and doing a good job. If marks were assessed based on how good your attendance is, it would show your dedication and willingness to learn. It would also help universities, colleges or even potential employers see how committed you are to learning. Punctuality is another necessity in life. To be punctual not only in person, but with assignments indicates that you take everything seriously. If marks were assessed based on how punctual you were, it would indicate to universities, colleges or potential employers how serious you are about being there. These life skills not only show positive feedback to universities, colleges or potential employers, but also indicate a well-rounded student.
On the other hand, there are negatives to being marked on learning skills like attendance and punctuality. For instance, when students have external obstacles they can’t control like ADHD, depression or family problem, these learning skills would indicate a poor student. I know I have family problems that cause me to stay at home sometimes, leading to multiple absences and late assignments. If these were included in my mark, it would cause me to look like a poor student who does not care about being in class and learning, or handing in assignments on time. Thus, by not having them included my mark accounts for only marks that are impartial to my personal problems.
In conclusion, there are both positives and negatives to having learning skills being included in a student’s marks. On one hand, if it is included it can further indicate a well-rounded student who is present and punctual. On the other hand, it can show a student as never there or handing assignment in on time.
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