Managing Student Discipline and Teacher Emotions

This is Ethics Training Part 3, Student Discipline and Teacher Anchor Management from 240 Certification. The purpose of this particular module is to emphasize the importance of student discipline and anchor management and the role they play in supportive environments. So we're going to discuss both handling student discipline issues as well as teachers'own personal responses to discipline issues. It's no surprise that the people around us impact the way we behave, so how students act toward us in the classroom also impacts our own personal behavior. Consequently, teachers'actions also can impact students'achievement, and teacher anger can demotivate students, make them lash back, or make them feel defeated. In this particular session, our objectives are to explore strategies to create a supportive environment for students to interact with. learning environment, identify techniques that can de-escalate confrontations, and identify techniques that disengage challenging behavior. This is an important concept to remember. The goal of the Educators Code of Ethics is to protect the safety and welfare of Texas school children and Texas school personnel, and this is Texas Administrative Code 247.1. This is a crucial guide to ethics as a whole for teachers. As we talked about briefly in a previous session, teachers are role models. In some cases, they're the only adult role model that a student may have. So students often imitate their teachers, either good or bad, and teachers need to be careful to lead by example. To put this in very simple terms, educators must put an end to any verbal or physical abuse that they witness or suspect is happening. In addition, teachers must not verbally or physically abuse their students. We all know in every group there are some members that don't behave the way they should, and that of course includes teachers. There's a small minority of teachers that actually act in a harmful manner toward their students, and this does damage to the students, to their colleagues, and to the public space in school overall. The important thing to remember is that compassionate teachers transform lives. Remember, students view teachers as role models and if you're compassionate and act in a professional manner, your students are more likely to do the same. So how do you create a supportive learning environment in the classroom? Again, another code that's really important to remember, Texas Education Code 37.083, at least the context of it, each school district shall adopt and implement a discipline management plan to be included in the district improvement plan. In addition, as a teacher, you're required to know what is in that plan and you're supposed to conduct your classroom in accordance with that The first strategy of classroom discipline is to define acceptable behavior. Establish clearly defined parameters of what is acceptable and what is not acceptable, and this should be done the first day. And there's students maybe also need to be reminded of it during the year. Some teachers in lower grades may post it in the classroom so it's visible so students can see it at all times. In student discipline management teachers are required to create a safe learning environment in accordance with Texas Code, which we talked about previously, and it needs to have clear, consistent, and fair requirements, but it also needs to be somewhat flexible. We all know that every law has an exception and that every person is different. There has to be clear rules that the students know and are definitively aware of, but it's important to realize that there may be certain times that you may need to be a little flexible. Let's talk about the different behaviors you might see in the classroom. The first is the angry student. They're non-compliant, they can be verbally abusive, and they're very agitated. Next becomes the sad student. Disengaged, doesn't appear to pay attention or really want to do the work. Next comes the confused student. A confused student may lash out verbally, usually not in too bad of a manner because they don't understand. And then the frustrated student. This student may give up, disengage, they may talk and distract others or do things other than what they're supposed to be doing in the classroom. Plain and simple, a classroom without a discipline management plan is a classroom on the verge of chaos. It's really important in any workplace to have a plan for what could go wrong in that workplace. If you work in a hospital, you have a disaster plan. When you work in a school, you have a disaster plan, but you also have the discipline plan so that you actually have a plan for how to handle different things as they occur. And this can help prevent teachers from becoming angry. So let's talk about what the second most important aspect in creating a CERT. a supportive learning environment is? Of course, it's engaged students. Principles like using student-centered learning, getting students engaged rather than being passive vessels that are always lectured to, can really help to create a supportive learning environment because students can get more excited about learning. The more excited students are about the learning process, perhaps the less they're actually going to be a disciplinary problem. In addition, when you do group work or allow students to talk with each other and engage with each other, it can also prevent them from being fidgety because they get to get up, move around, and actually talk in the classroom. They're not required to be silent all the time. The third strategy is to model positive behavior. Students look at teachers as adult role models, so creating a positive environment where students feel safe and cared for. is an important component of successful learning environment. If you have a positive environment where students know the rules, they're more likely to stick to those rules. Here's a reminder of those three strategies altogether. The first is to implement a classroom management plan. The second is to create authentic student engagement in their activities and their assessments. And the last one is model positive behavior. Stay calm in the event of student na- Negative behavior. So which strategy is the most difficult to implement? It's going to be different for every person but with a lot of teachers It's the model positive behavior when students are acting so negatively and which strategy is the one that's missing from many Classrooms it may depend the management plan is required Perhaps the authentic student engagements was missing in the classroom because it's teacher-centered more than student-centered So those are some things that you can think about and try when implementing classroom management plans and trying to keep your classroom on track. Now let's talk about the teacher side of it. As a teacher you basically have two options. We're all in control of ourselves and our emotions and the way we react, at least we try to be, so you can either lose control or you can take control. This is a video of an actual teacher who lost control in Beaumont, Texas in his classroom in 2016. You can pause this presentation, copy the URL, and put it into your web browser to watch the video and then come back to this presentation. So how does loss of control happen? We're human beings as teachers and we all have bad days. There may be a day when a student does something that it really doesn't faze us much and there may be another day where it significantly bothers us, but we are the adults in the classroom and we need to maintain control. Otherwise, how can we expect our students to maintain control? As human beings, when we're faced with students who are extremely disruptive, anger is usually the emotion that rises to the top. And I like to tell a story what happened to me in fifth grade, which would be totally unacceptable in the classroom today. It wasn't acceptable even then. We had a teacher who was having a difficult time personally, found out later. She got very angry with us. I went to school in Pennsylvania, and it was June, and we had no air conditioning in our school. The elementary school had windows that allowed air in. It happened to be a warm day, and it was hot in the classroom. And people in the classroom, she found some people chewing gum, and she lost it. She closed all the windows. turned the heat up in the classroom and locked us in. Parents were livid and she was put on administrative leave. You know this was many years ago back during the time that I was growing up so she did eventually be allowed to teach again after she received help but it was several years before she was able to teach again and today that probably wouldn't happen. So anger is a normal healthy human emotion. We all get angry but out of control anger can become destructive and it can ruin lives. In the example that I just gave you about my fifth grade teacher, her behavior was out of control and it was destructive for her as well as for all of the students in my class. There's an old saying that one bad apple can destroy the whole bunch. And the same is the case in the classroom. Two or three disruptive students can consume a large portion of instructional time, and it can prevent teachers from reaching goals and covering the content that they want to. The other problem is the students who really want to learn suffer, so the frustration is real, and it's a part of everyday life for a teacher. Next, we're going to look at a Texas Education Agency video scenario. And this is about a teacher who lost control in the classroom and what happens afterward. So go ahead and pause this video and copy the URL and put it into your browser and watch the TEA video scenario. This particular scenario was about a young teacher that had difficulty managing the students in her class. And she had a management plan at her school. but she was having difficulty implementing it and one day she totally loses her temper in the classroom and let's talk about some of the things that she said that she shouldn't have said when she told the one girl you'd be lucky to get into cosmetology school that is really negative behavior that can impact that student's self-esteem you're all failures again that's not something you ever want to say to students because you want your students to succeed and if Young people think that they're failures and enough people tell them that enough times they, in fact, may become failures. When a student actually asked about things that they didn't understand and that were not covered, but yet they were tested on, she responds, who said life is fair and don't blame me for your inadequacies. Another thing she said is she told students they're losers. And finally, she started to yell and she. pushed a student and physically touched a student. In previous sessions we've talked about why that is not a really good thing to do because it can be viewed as either assault or even sexual in nature depending on how a teacher touches a student. And in this particular case, in this scenario, the parent of the student was going to press assault charges. And children today have cell phones. that they didn't have back when I was in fifth grade. I couldn't video or any of my classmates couldn't video what the teacher did to us, but today students have cell phones and as I showed in the example of the teacher in Beaumont, those things get put on the internet and they are widely seen. So what can happen in the classroom if a teacher loses their cool in a classroom? It can be out for the public and the community at large to see. So for teacher anger management, the key is to control anger before the anger controls you. Take a breath. Even step out the door for a moment to get yourself together if you have to, but you need to try to not become angry at your students. Here's some strategies for anger management for teachers. Count to 20 before you respond. So many times as human beings, we think that if we're speaking to someone and there's a delay that that is a problem, but it's not necessarily problematic to have a delay in communication. 20 seconds may seem long to you if you're trying to count to 20 because you're angry, but it won't seem that long to the student. Manage your thoughts before you speak. Think before you act. Make sure that your response is appropriate, professional, calm, and timely. And consider the facts of the situation. Why is the student lashing out? We talked about frustrated or confused students in the past slides, and they can lash out, usually not to a bad degree, just because they're confused. Why are the students lashing out? Have you done anything wrong? as was demonstrated in the TEA video where students didn't know what they were doing because she hadn't taught some things that they were tested on. Be sure to listen effectively. So often when we're angry, we're basically thinking about our own agenda and we're not truly listening to the people who are talking to us. And then be assertive, not aggressive. There is a difference. You know, don't lean into the student. Watch your body language. Watch your facial expression. But be very definitive about what you want the student to do. Basically, avoid the power struggle. We talked about power in previous modules and in the teacher-student relationship the teacher has power but when students have significant disciplinary problems especially if it's several students at the same time we can feel as human beings and the teachers that we're losing power. You need to maintain that power but you need to maintain it calmly. The whole key is you need to de-escalate the situation. Maybe the student isn't acting appropriately, but you always need to act appropriately in response. So the primary objective is to remain calm, quickly assess the situation. You don't want the situation to escalate. You want to de-escalate it. And we're going to talk about some strategies to help do that. The first is avoid questioning the student. And along with that, avoid accusing the student, avoid arguing with the student. That's just going to escalate the situation further. Avoid raising your voice, intimidating the student maybe by getting into their personal space, or using phrases that escalate the problem. We saw many of those things in the TEA video. The teacher raised her voice, she got into the student's face and leaned over the desk, and then she physically removed her from the classroom. And some of the phrases she used, like you're all failures, these are all things that are going to escalate the situation, not de-escalate it. Basically, you never want to infringe on the student's personal space that they feel trapped. You want to show accepting body language, professional body language, and never, never place your hand on the student. And one important thing to think about is make sure that you're verbal and you're not. verbal communication match. Again, keep appropriate personal space if you want to de-escalate behavior. Be reassuring to the student to try to calm him or her down and be aware of cultural differences. There's a significant difference in even personal space with different cultures and that may be important to remember because if your students from another culture where personal space isn't as important, important as it is for the American culture, you may see that student come up closer to you, so be aware of this. So now let's talk about disengaging challenging behaviors. Basically the disengaging tactics that we already talked about allow the teacher to keep his or her cool and it allows the teacher to manage the situation in a professional manner. No matter how frustrated or angry we get as teachers, we have to remember that we are the adult and we need to keep cool under pressure. Respond in a very neutral and calm tone. When you respond calm, cool, and collected, it helps to de-escalate the person because they realize they're not talking the same way that you are. Keep the dialogue brief so that you don't get into an argument and use non-confrontational words. If you can, try to divert the student's attention in some positive way to provide them an opportunity to cool down. Offer them a path to saving face. Because if a student has an outburst in a classroom, they may in fact feel embarrassed if that's not typical of their personality. So you have to offer them a path to saving face so that their performance will be good again in the future. And that they don't have a negative impact on their self-esteem. and you may have to remove the student from the classroom for a brief time because everybody needs a cooling off period. It's important to remember that these strategies are for more or less normal disciplinary problems in the classroom and they should be used when the behavior is primarily verbal, shows no sign of escalating, and doesn't present a safety risk. If it does present a safety risk to you or other students, these strategies may not be effective but staying calm will always be effective. Plain and simple, if a student is suspected of presenting a safety risk to self or others, the teacher needs to call for immediate assistance from another teacher, from the school resource officer, whoever it happens to be. You don't ever want to let a situation get dangerous in the classroom either for a student that may attack you or a student that may attack other students. So if you as a teacher lose control in the classroom, what are the consequences? Well, we saw some of the possible consequences in the TEA video that we viewed. Chapter 249.3 of the Texas Administration Code classifies abuse as including the following acts or omissions. Mental or emotional injury to a student. An emotional injury to a student can be difficult to measure. causing a situation which the student sustains a mental or emotional injury, physical injury, and of course sexual conduct. The State Board for Educator Sanctions can possibly give the following disciplinary actions, restriction, reprimand, suspension, or revocation of surrender of the teaching certificate, depending on the degree of the infraction. Of course, we talked previously about sexual abuse and that usually results in the surrender of the teaching certificate. Losing your temper in a classroom, depending on the degree, will likely not result in that, but it may result in suspension, for example. Here's a quote from Haim Cheneau. I've come to the frightening conclusion that I am the decisive element in the classroom. This goes back to you are the adult, they are the child. And so you need to know yourself and know how you act. Do you have a hot temper or do you not? You need to prepare for when students are going to challenge you. As with the other two modules you've already completed, you're going to complete a brief assessment on the concepts that you learned in this training module that will be located in your course. These are the references that were used for this presentation. This is the remainder of the references that were used for this presentation and of course this presentation was based on the requirements for teacher ethics training from the Texas Education Association.

It's no surprise that the people around us impact the way we behave, so how students act toward us in the classroom also impacts our own personal behavior. Consequently, teachers'actions also can impact students'achievement, and teacher anger can demotivate students, make them lash back, or make them feel defeated. In this particular session, our objectives are to explore strategies to create a supportive environment for students to interact with.

learning environment, identify techniques that can de-escalate confrontations, and identify techniques that disengage challenging behavior. This is an important concept to remember. The goal of the Educators Code of Ethics is to protect the safety and welfare of Texas school children and Texas school personnel, and this is Texas Administrative Code 247.1.

This is a crucial guide to ethics as a whole for teachers. As we talked about briefly in a previous session, teachers are role models. In some cases, they're the only adult role model that a student may have.

So students often imitate their teachers, either good or bad, and teachers need to be careful to lead by example. To put this in very simple terms, educators must put an end to any verbal or physical abuse that they witness or suspect is happening. In addition, teachers must not verbally or physically abuse their students. We all know in every group there are some members that don't behave the way they should, and that of course includes teachers. There's a small minority of teachers that actually act in a harmful manner toward their students, and this does damage to the students, to their colleagues, and to the public space in school overall.

The important thing to remember is that compassionate teachers transform lives. Remember, students view teachers as role models and if you're compassionate and act in a professional manner, your students are more likely to do the same. So how do you create a supportive learning environment in the classroom?

Again, another code that's really important to remember, Texas Education Code 37.083, at least the context of it, each school district shall adopt and implement a discipline management plan to be included in the district improvement plan. In addition, as a teacher, you're required to know what is in that plan and you're supposed to conduct your classroom in accordance with that The first strategy of classroom discipline is to define acceptable behavior. Establish clearly defined parameters of what is acceptable and what is not acceptable, and this should be done the first day. And there's students maybe also need to be reminded of it during the year.

Some teachers in lower grades may post it in the classroom so it's visible so students can see it at all times. In student discipline management teachers are required to create a safe learning environment in accordance with Texas Code, which we talked about previously, and it needs to have clear, consistent, and fair requirements, but it also needs to be somewhat flexible. We all know that every law has an exception and that every person is different. There has to be clear rules that the students know and are definitively aware of, but it's important to realize that there may be certain times that you may need to be a little flexible.

Let's talk about the different behaviors you might see in the classroom. The first is the angry student. They're non-compliant, they can be verbally abusive, and they're very agitated.

Next becomes the sad student. Disengaged, doesn't appear to pay attention or really want to do the work. Next comes the confused student. A confused student may lash out verbally, usually not in too bad of a manner because they don't understand. And then the frustrated student.

This student may give up, disengage, they may talk and distract others or do things other than what they're supposed to be doing in the classroom. Plain and simple, a classroom without a discipline management plan is a classroom on the verge of chaos. It's really important in any workplace to have a plan for what could go wrong in that workplace.

If you work in a hospital, you have a disaster plan. When you work in a school, you have a disaster plan, but you also have the discipline plan so that you actually have a plan for how to handle different things as they occur. And this can help prevent teachers from becoming angry. So let's talk about what the second most important aspect in creating a CERT.

a supportive learning environment is? Of course, it's engaged students. Principles like using student-centered learning, getting students engaged rather than being passive vessels that are always lectured to, can really help to create a supportive learning environment because students can get more excited about learning.

The more excited students are about the learning process, perhaps the less they're actually going to be a disciplinary problem. In addition, when you do group work or allow students to talk with each other and engage with each other, it can also prevent them from being fidgety because they get to get up, move around, and actually talk in the classroom. They're not required to be silent all the time. The third strategy is to model positive behavior. Students look at teachers as adult role models, so creating a positive environment where students feel safe and cared for.

is an important component of successful learning environment. If you have a positive environment where students know the rules, they're more likely to stick to those rules. Here's a reminder of those three strategies altogether. The first is to implement a classroom management plan.

The second is to create authentic student engagement in their activities and their assessments. And the last one is model positive behavior. Stay calm in the event of student na- Negative behavior. So which strategy is the most difficult to implement? It's going to be different for every person but with a lot of teachers It's the model positive behavior when students are acting so negatively and which strategy is the one that's missing from many Classrooms it may depend the management plan is required Perhaps the authentic student engagements was missing in the classroom because it's teacher-centered more than student-centered So those are some things that you can think about and try when implementing classroom management plans and trying to keep your classroom on track.

Now let's talk about the teacher side of it. As a teacher you basically have two options. We're all in control of ourselves and our emotions and the way we react, at least we try to be, so you can either lose control or you can take control.

This is a video of an actual teacher who lost control in Beaumont, Texas in his classroom in 2016. You can pause this presentation, copy the URL, and put it into your web browser to watch the video and then come back to this presentation. So how does loss of control happen? We're human beings as teachers and we all have bad days. There may be a day when a student does something that it really doesn't faze us much and there may be another day where it significantly bothers us, but we are the adults in the classroom and we need to maintain control.

Otherwise, how can we expect our students to maintain control? As human beings, when we're faced with students who are extremely disruptive, anger is usually the emotion that rises to the top. And I like to tell a story what happened to me in fifth grade, which would be totally unacceptable in the classroom today.

It wasn't acceptable even then. We had a teacher who was having a difficult time personally, found out later. She got very angry with us. I went to school in Pennsylvania, and it was June, and we had no air conditioning in our school. The elementary school had windows that allowed air in.

It happened to be a warm day, and it was hot in the classroom. And people in the classroom, she found some people chewing gum, and she lost it. She closed all the windows.

turned the heat up in the classroom and locked us in. Parents were livid and she was put on administrative leave. You know this was many years ago back during the time that I was growing up so she did eventually be allowed to teach again after she received help but it was several years before she was able to teach again and today that probably wouldn't happen.

So anger is a normal healthy human emotion. We all get angry but out of control anger can become destructive and it can ruin lives. In the example that I just gave you about my fifth grade teacher, her behavior was out of control and it was destructive for her as well as for all of the students in my class. There's an old saying that one bad apple can destroy the whole bunch.

And the same is the case in the classroom. Two or three disruptive students can consume a large portion of instructional time, and it can prevent teachers from reaching goals and covering the content that they want to. The other problem is the students who really want to learn suffer, so the frustration is real, and it's a part of everyday life for a teacher.

Next, we're going to look at a Texas Education Agency video scenario. And this is about a teacher who lost control in the classroom and what happens afterward. So go ahead and pause this video and copy the URL and put it into your browser and watch the TEA video scenario. This particular scenario was about a young teacher that had difficulty managing the students in her class. And she had a management plan at her school.

but she was having difficulty implementing it and one day she totally loses her temper in the classroom and let's talk about some of the things that she said that she shouldn't have said when she told the one girl you'd be lucky to get into cosmetology school that is really negative behavior that can impact that student's self-esteem you're all failures again that's not something you ever want to say to students because you want your students to succeed and if Young people think that they're failures and enough people tell them that enough times they, in fact, may become failures. When a student actually asked about things that they didn't understand and that were not covered, but yet they were tested on, she responds, who said life is fair and don't blame me for your inadequacies. Another thing she said is she told students they're losers.

And finally, she started to yell and she. pushed a student and physically touched a student. In previous sessions we've talked about why that is not a really good thing to do because it can be viewed as either assault or even sexual in nature depending on how a teacher touches a student.

And in this particular case, in this scenario, the parent of the student was going to press assault charges. And children today have cell phones. that they didn't have back when I was in fifth grade.

I couldn't video or any of my classmates couldn't video what the teacher did to us, but today students have cell phones and as I showed in the example of the teacher in Beaumont, those things get put on the internet and they are widely seen. So what can happen in the classroom if a teacher loses their cool in a classroom? It can be out for the public and the community at large to see.

So for teacher anger management, the key is to control anger before the anger controls you. Take a breath. Even step out the door for a moment to get yourself together if you have to, but you need to try to not become angry at your students.

Here's some strategies for anger management for teachers. Count to 20 before you respond. So many times as human beings, we think that if we're speaking to someone and there's a delay that that is a problem, but it's not necessarily problematic to have a delay in communication. 20 seconds may seem long to you if you're trying to count to 20 because you're angry, but it won't seem that long to the student.

Manage your thoughts before you speak. Think before you act. Make sure that your response is appropriate, professional, calm, and timely. And consider the facts of the situation.

Why is the student lashing out? We talked about frustrated or confused students in the past slides, and they can lash out, usually not to a bad degree, just because they're confused. Why are the students lashing out?

Have you done anything wrong? as was demonstrated in the TEA video where students didn't know what they were doing because she hadn't taught some things that they were tested on. Be sure to listen effectively. So often when we're angry, we're basically thinking about our own agenda and we're not truly listening to the people who are talking to us.

And then be assertive, not aggressive. There is a difference. You know, don't lean into the student. Watch your body language. Watch your facial expression.

But be very definitive about what you want the student to do. Basically, avoid the power struggle. We talked about power in previous modules and in the teacher-student relationship the teacher has power but when students have significant disciplinary problems especially if it's several students at the same time we can feel as human beings and the teachers that we're losing power. You need to maintain that power but you need to maintain it calmly.

The whole key is you need to de-escalate the situation. Maybe the student isn't acting appropriately, but you always need to act appropriately in response. So the primary objective is to remain calm, quickly assess the situation. You don't want the situation to escalate. You want to de-escalate it.

And we're going to talk about some strategies to help do that. The first is avoid questioning the student. And along with that, avoid accusing the student, avoid arguing with the student. That's just going to escalate the situation further.

Avoid raising your voice, intimidating the student maybe by getting into their personal space, or using phrases that escalate the problem. We saw many of those things in the TEA video. The teacher raised her voice, she got into the student's face and leaned over the desk, and then she physically removed her from the classroom.

And some of the phrases she used, like you're all failures, these are all things that are going to escalate the situation, not de-escalate it. Basically, you never want to infringe on the student's personal space that they feel trapped. You want to show accepting body language, professional body language, and never, never place your hand on the student. And one important thing to think about is make sure that you're verbal and you're not.

verbal communication match. Again, keep appropriate personal space if you want to de-escalate behavior. Be reassuring to the student to try to calm him or her down and be aware of cultural differences. There's a significant difference in even personal space with different cultures and that may be important to remember because if your students from another culture where personal space isn't as important, important as it is for the American culture, you may see that student come up closer to you, so be aware of this.

So now let's talk about disengaging challenging behaviors. Basically the disengaging tactics that we already talked about allow the teacher to keep his or her cool and it allows the teacher to manage the situation in a professional manner. No matter how frustrated or angry we get as teachers, we have to remember that we are the adult and we need to keep cool under pressure. Respond in a very neutral and calm tone.

When you respond calm, cool, and collected, it helps to de-escalate the person because they realize they're not talking the same way that you are. Keep the dialogue brief so that you don't get into an argument and use non-confrontational words. If you can, try to divert the student's attention in some positive way to provide them an opportunity to cool down.

Offer them a path to saving face. Because if a student has an outburst in a classroom, they may in fact feel embarrassed if that's not typical of their personality. So you have to offer them a path to saving face so that their performance will be good again in the future.

And that they don't have a negative impact on their self-esteem. and you may have to remove the student from the classroom for a brief time because everybody needs a cooling off period. It's important to remember that these strategies are for more or less normal disciplinary problems in the classroom and they should be used when the behavior is primarily verbal, shows no sign of escalating, and doesn't present a safety risk.

If it does present a safety risk to you or other students, these strategies may not be effective but staying calm will always be effective. Plain and simple, if a student is suspected of presenting a safety risk to self or others, the teacher needs to call for immediate assistance from another teacher, from the school resource officer, whoever it happens to be. You don't ever want to let a situation get dangerous in the classroom either for a student that may attack you or a student that may attack other students. So if you as a teacher lose control in the classroom, what are the consequences? Well, we saw some of the possible consequences in the TEA video that we viewed.

Chapter 249.3 of the Texas Administration Code classifies abuse as including the following acts or omissions. Mental or emotional injury to a student. An emotional injury to a student can be difficult to measure. causing a situation which the student sustains a mental or emotional injury, physical injury, and of course sexual conduct.

The State Board for Educator Sanctions can possibly give the following disciplinary actions, restriction, reprimand, suspension, or revocation of surrender of the teaching certificate, depending on the degree of the infraction. Of course, we talked previously about sexual abuse and that usually results in the surrender of the teaching certificate. Losing your temper in a classroom, depending on the degree, will likely not result in that, but it may result in suspension, for example. Here's a quote from Haim Cheneau. I've come to the frightening conclusion that I am the decisive element in the classroom.

This goes back to you are the adult, they are the child. And so you need to know yourself and know how you act. Do you have a hot temper or do you not?

You need to prepare for when students are going to challenge you. As with the other two modules you've already completed, you're going to complete a brief assessment on the concepts that you learned in this training module that will be located in your course. These are the references that were used for this presentation.

This is the remainder of the references that were used for this presentation and of course this presentation was based on the requirements for teacher ethics training from the Texas Education Association.

Transcript for:Managing Student Discipline and Teacher Emotions

Transcript for:
Managing Student Discipline and Teacher Emotions