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The students expressed that their instructors' anxiety caused lateness and needed to feel more comfortable with their teachers. This is why we researched ways to ensure close interpersonal relationships between teachers and students.

(Needs a representative page of research materials and resources you used to inform the development of the plan
(maximum of one page)
For my objective to reduce lateness among African American students, I researched ways to minimize tardiness
among the students. I realized that the primary factor in reducing delinquency is taking disciplinary actions and
conducting positive sweep. This prompted me to attend several meetings with other instructional coaches, where
we discussed the best disciplinary actions to impose and possible ways to carry out the sweep process. At least
50% of the teachers had already begun implementing the corrective actions and had witnessed an improvement
in class attendance meaning tardiness habits had gone down. Given the positive outcomes from the resulting
disciplinary actions, I passed on the plan to other instructors. I received positive feedback about the
implementation of the corrective actions and logical consequence to ensure lateness stopped.
To successfully develop the plan, I needed to cooperate with the disciplinary committee. The team devises and
approves the necessary actions to take to ensure students’ shun tardiness. I utilized the students’ association
committee to disseminate the new information to the students. I realized that working with the students’ council
is crucial to make decisions and to communicate with all learners effectively. The administrative team was
involved in supporting teachers and offering the necessary resources when developing the plan. Besides, the
executive team provided the necessary assessment data and everyday records on student’s attendance.
When researching the available disciplinary actions, the disciplinary team searched for ways for African
American students to be involved. The disciplinary team uses a positive sweep to solve tardiness and to correct
the students’ actions. All students are primarily involved and understand the consequences of lateness, which
keeps them from attending classes late and avoiding absenteeism. Besides, the team revised the feedback from
students and realized that the students had positively adjusted. I visited several student’s organizations during
their weekly meeting to gather input from them on ways to further meet their basic requirements. The students
expressed that their instructors’ anxiety caused lateness and needed to feel more comfortable with their teachers.
This is why we researched ways to ensure close interpersonal relationships between teachers and students.

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