Response to the Bivins’ Letter
1. HOWEVER, Ms. Stanton went completely in the opposite direction and failed to communicate ANY issues she was having with Kahjour in the classroom to us.
I often discussed Kahjour’s behavior with his parents. Usually, I will discuss Kahjour’s behavior with his mother in the morning when she dropped him off for school. These discussions would consist of me praising the declining number of outburst or his academic progress and ways to improve his overall behavior. However, when Kahjour was having an extreme episodes, I would call the father. This was after having a discussion with the father were he stated, “To call him personally when Kahjour is having discipline issues. He would get on Kajhour more than his mother.” …show more content…
Because Kahjour’s bullying issues, he had two seats in my classroom. While he is in an aggressive mode, he was asked to sit by himself until he has earned his way back to group. Kahjour is an average student based on the observations, yet he responded to technology. So, computer time was a reward for good behavior. In addition, Kahjour was offered time to visit his brother, outside free-time, and time with Mr. Champion’s class during recess as incentives for good behavior. Lastly, when he had a week of meeting his classroom goals, he received public congratulations on the intercom.
4. Despite all the various forms of interventions based upon your published school-wide progressive discipline plan, the only in-school consequences your second grade teachers at Jones ever implemented were having Kahjour miss his specials on a consistent basis, which is in direct violation of that published discipline plan.
Kahjour has never been held from Specials while in my class. There have been times that Kahjour was late to specials because he got in trouble in Lunch, or he was kicked out of specials dues to his behavior. However, I told him to go back to the classroom or to the office. There should be paper
1. HOWEVER, Ms. Stanton went completely in the opposite direction and failed to communicate ANY issues she was having with Kahjour in the classroom to us.
I often discussed Kahjour’s behavior with his parents. Usually, I will discuss Kahjour’s behavior with his mother in the morning when she dropped him off for school. These discussions would consist of me praising the declining number of outburst or his academic progress and ways to improve his overall behavior. However, when Kahjour was having an extreme episodes, I would call the father. This was after having a discussion with the father were he stated, “To call him personally when Kahjour is having discipline issues. He would get on Kajhour more than his mother.” …show more content…
Because Kahjour’s bullying issues, he had two seats in my classroom. While he is in an aggressive mode, he was asked to sit by himself until he has earned his way back to group. Kahjour is an average student based on the observations, yet he responded to technology. So, computer time was a reward for good behavior. In addition, Kahjour was offered time to visit his brother, outside free-time, and time with Mr. Champion’s class during recess as incentives for good behavior. Lastly, when he had a week of meeting his classroom goals, he received public congratulations on the intercom.
4. Despite all the various forms of interventions based upon your published school-wide progressive discipline plan, the only in-school consequences your second grade teachers at Jones ever implemented were having Kahjour miss his specials on a consistent basis, which is in direct violation of that published discipline plan.
Kahjour has never been held from Specials while in my class. There have been times that Kahjour was late to specials because he got in trouble in Lunch, or he was kicked out of specials dues to his behavior. However, I told him to go back to the classroom or to the office. There should be paper