The setting for my low gear four forms of teaching was a school of 1,400 students in the inner city of Oakland, California. One of the legion(predicate) an(prenominal) challenges I faced as one of the eight kindergarten teachers on staff was attempting to curb the cherry-red and aggressive behavior of my students. During my world-class yr of teaching, a kindergartner from another classroom shot his jr. brother three times in the stomach. The following year a first grader was suspended for bringing a jab to school and using it to threaten children on the playground. Not scarce were these children violent, but they understood the lyric of force out. Students with underdeveloped ad-lib language skills nonetheless could visualise the gangsta rap which bellowed from the cars that slowly drove by during recess. Students who could not yet read were able to interpret the graffiti covering the school walls that marked gang territory. My students lived in a violent world. I i nvested a great rent of time tuition about how to combat this violence by teaching fight resolution skills to my students. We practiced using our nomenclature instead of our fists, with approximately positive results. I soon recognize that these nonviolent messages were in direct conflict with the lessons being taught by another prestigious teacher in my students lives -- television.
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Although my students were improving and initiation to solve social conflicts with less violence, they spent recess pretense to be Ninja Turtles and mightiness Rangers. I determined that television programs served as a springboa rd for violent and aggressive recess behavio! r. I soon adopted a no tolerance polity about piss violence which I believed often travel to the real thing: No pretend shooting, no pretend kicking, no Power Rangers, no using legos or clay to make weapons. Although the students social skills did improve, If you trust to get a in full essay, order it on our website:
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