Essay Sample on Teachers Practices and Children Learning Experiences

Introduction

Student V's behavior is a developmental dilemma case. It is at that stage of life that biological parents have divorced and the child has no say in the matter but to face resulting consequences. Student V's life is full of a dilemma since she has two homes and her parents do not get along. Hence, her life is torn apart trying to balance between the two families at such a young age of a kindergarten student.

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Risk Factors

Such kind of upbringing can lead to psychological torture for a child. Student V is always left in a stressful condition every evening when she has to go home unlike other kids who are usually exited. The behavior of student V is highly impacted by the dilemma in her life. Such conditions could lead to depression affecting how a person conducts themselves and also their influence on others. Children don't know how to hide their emotions and that's why student V's teacher can easily notice her distraction in class and in the evenings (Levin, 2014). Due to disappointments with her upbringing, student V can easily become a depressed person and even result in mischievous behaviors. She also became a risk to her classmates due to the lice that invaded her hair. There was no family member to help her deal with it leading to isolation in class.

Impact on Classroom Community

Student V may unintentionally impact how her teacher conducts the classroom. As an effective teacher, it is important to ensure that all students are attentive and responsive in class. Teacher's first priority is to cater to every student's classroom needs hence when one is in trouble, normal learning is interrupted. Student V does not communicate in class which raises the teacher's alarm. It is therefore for the teacher to know when and how to help her. If the teacher approaches student V during class hours, other students will have their learning disrupted. Her classroom behavior ends up disrupting normalcy since it draws attention from other students and the teacher.

Responsive Actions to Student V's Problems

Student V needed moral guidance and emotional support from those around her. Such guidance was to be provided in the school environment given that her home conditions were causing intellectual problems. Her teacher was therefore responsible to step in and give the young girl direction since she is the one who diagnosed the problem (Emmer, 2014). Therefore, as her teacher, it was important to ensure that student V did not go home depressed nor did she have any problems deciding where to go.

Student V did not portray any behavior that could have been termed bad according to schools regulations. However, student V's behavior called for urgent cancelling since they showed emotional torture. If the teacher conducted regular monitoring of the school's environment, more and early help could have been given to student V. The teacher could have taken measures to ensure that student V was not quiet in a class by ensuring she participated constantly. By ensuring an active day at school, the teacher could have helped reduced student V's home thoughts (Levin, 2014). Student V's problem can easily develop into depression. Therefore, the teacher should create an environment where she is both physically and mentally active to reduce such risks.

The teacher could also use indirect means to curb student V's lack of communication like constantly asking her questions or sending her places. Such proactive actions of the teacher could help improve her communication in and outside class.

Among the various problems that student V faced were the inability to check out a book from the library and a lice invasion on her head. These two problems were exaggerated by her family's condition leaving only the teacher and the nurse to her rescue. Not being able to check out a book since she could not return the previously borrowed really affected student V. The lice invasion on her hair also made it hard to associate with others as it posed a risked of contacting to the classmates. If only she was in one home throughout with responsive parents, student V would have not suffered such dilemmas. Having an absentee mother made her rely on only her father and stepfather. Since her father did not like being replaced by the mother's boyfriend, he let out his outburst on her leading to more traumas. The teacher could have therefore been more helpful in easing the young student's social life.

Ways of Improving Student V's Situation

A lot could have been done differently by student V's teachers to ensure that her suffering was at a minimum. When the teacher noted her problem of acquiring another book from the library, instead of proposing that student V uses those in the classroom, she could have made an exemption to help her. There was a reason why student V wanted that exact book in the library, hence, the teacher should have authorized the acquisition and follow up to the return of the other (Behizadeh et al., 2017). Alternatively, the teacher could have helped student V get the book from her mother's house and return it to the library in order to pick up another.

The teacher who helped student V's problem with lice acted commendably. Since student V's mother was not responsive to this problem, the teacher made sure she got the necessary help. Alternatively, the teacher could have informed her parents to seek medical help. Instead of having student V secluded to mitigate lice spread in class, the teacher could have made sure her parents kept her home till all was well.

References

Behizadeh, N., Thomas, C., & Behm Cross, S. (2017). Reframing for social justice: The influence of critical friendship groups on preservice teachers' reflective practice. Journal of Teacher Education, 0022487117737306.

Emmer, E., & Sabornie, E. J. (Eds.). (2014). Handbook of classroom management. Routledge.

Levin, J., & Nolan, J. F. (2014). Principles of classroom management: A professional decision-making model. Pearson. One Lake Street, Upper Saddle River, New Jersey 07458.