The Main Issue Illustrate in the Vignette

Discuss about the Pedagogy for Positive Learning Environment.

The main issue illustrated in the vignette is basically focusing on the class bullying. It is actually the student-centered bullying as reflected by the matt. He takes advantages of his physical capability to keep the class under his control. The biggest challenge here is the fact that he is so big than other class members and therefore the class activities are not running as expected following the fact that he is given the disturbance to other students in the class (Johnson et al, 2010). It is the kind of the intimidation that other students spend so much in showing attention to him simply because that is what he aims at. In fact, through his behavior, he does not give other students room to have a comfortable participation in class following the fact that he makes some sarcastic comments and puts down his classmates making their learning environment so challenging and uncomfortable. It is the fact every student need humble time and free presentation of the opinions within the class. Matt takes advantages of his wise remarks to the teacher to put down other students within the class. This is classroom type of the bullying which is supposed to avoid by all means.

The function of the students illustrated in the vignette is kind of supporting and stepping materials to matt Opinions. Other students are not able to stand up for him following the fact that his physical size and communication aggressive will lower their level of openness to what is happening within the class. This is kind of the bullying which mostly affects the high school students. It is not an option is class of hundreds to find such students who keep and run the class in bullying manner but the other students keep it in silence following the fact that they fear the student reactions thereafter. The other students in the class are used as the subject of the bullying. If they are sarcastic and Matt does not give them room for their expression simply because he is big and aggressive then the function of the students is like slaves of bullying. In fact, they are the victims of the bullying in the class.  The fundamental issue delineated in the vignette is essentially concentrating on the class harassing (Durlak et al, 2011). It is really the understudy focused on tormenting as reflected by the matt. He takes favorable circumstances of his physical capacity to keep the class under his control. The greatest test here is the way that he is so huge than different class individuals and thusly the class exercises are not running of course following the way that he is given the aggravation to different understudies in the class. It is the sort of the terrorizing that different understudies spend such a great amount in indicating thoughtfulness regarding him essentially in light of the fact that that is the thing that he goes for. Truth be told through his conduct, he doesn’t give different understudies space to have an agreeable interest in class following the way that he makes some wry remarks and puts down his colleagues making their learning condition so difficult (Lockyer et al, 2016). It is the reality each understudy requires humble time and the free introduction of the assessments inside the class. Matt takes favorable circumstances of his savvy comments to the educator to put down different understudies inside the class. This is classroom kind of the tormenting which should maintain a strategic distance from definitely.

The Function of Students in the Vignette

High preferences are the contextual factor that should be focused to make sure that the less preferred behaviors within the class are covered. It is very important to keep the minor looking thing within the class to the high level of eye checkup. There are some of the of the rules supposed to imposed for the purpose of keeping the students secured and able to expressed their opinions. The class teacher should be incapability to keep the class follow up activities and identify some of the elements within the class which may lower the performance of the students. It betters the class to have few students but who are willing to keep teach (Lockyer et al, 2016). The environment within the class should be kept by the teacher so equal to all students within the class.

The formative cognitive developmental factors that should be considered in managing issue of the Matt and impacts that he brings to different understudies inside the class are as per the following. Conduct strengthens inside the class in bases of intellectual also enthusiastic advancement. The educator should be mindful in getting the need of the understudies help. It is essential for the educator to think of the systems of difficulties distinguishing proof inside the class. The formative elements to be connected is a specific case, is recognizable proof of the terrible qualities inside the understudies and specifically Matt inside the class. This will enable the understudies to have the capacity to assemble their resources. It is import to urge the understudies to build up the best level of movement inside the brief period conceivable. This will empower the understudies to know their rights and express any issue they are attempted without and dread of terrorizing or tormenting (De Jong, 2005). It will rely upon the level of intensity the educator provides for the understudy in regards to what is going on in the class. In managing issue it is vital for the instructor to get the recommendation with respect to the advance of the class (Sutton et al, 2018). The instructor ought to be at the limit of recognizing an issue inside the class even without being given the data. It can be accomplished through watching the responses of the few understudies inside the class as the class movement goes on. This will be compelling time for the educator to comprehend what is happening inside the class and have the capacity to recognize different components in the class understudies. Under all circumstances, no student is supposed to be treated especially than another. They are all student willing to learn and not a single student should be given room to feel on top of other students. It is the duty of the teacher to keep these environmental factors within the class. 

High Preferences as Contextual Factors

Effective teacher-led intervention for the main behavior problems and issues illustrated in the vignette

For the prevention of the current occurrences problem caused by Matt in the class, there is effective mechanisms teacher based for dealing with the challenges facing the class. It is through much intervention Matt could change for the betterment of the class. The teacher should try to solve the problem by trying the positive reinforcement for Matt. He is supposed to be given certain rewards and responsibilities at least to keep him busy and draw his attention to the positive impacts (Lockyer et al, 2016). It is important for the teacher at least to try changing him indirectly by appointing him as the class representative. This will be a kind of the responsibility that will reduce or limit him to some behaviors within the class. It will be difficult for him to make noise while monitoring the class. This will be one of the best interventions of the class. Another case, he is supposed to be called upon by the teacher for the explanatory of how the class is progressing, in fact, the teacher is supposed to be close to him than any other students. This will create more of the matt responsibility and behavior built than before. If his behavior persists within the class, the positive punishment should sue. In fact, the detention will be best intervention method in this case (Durlak et al, 2011).

For prevention of the future class bullying as seen in the vignette, their detention of Matt should be preceded. This will be a sound warning to other students who could be having the same behavior (De Jong, 2005). It can be either a permanent detention through expelling to school for seasonal expel. This will be the best method to minimize the traits of the student to zero if need be.  It is very important for the students to give the opinions through the secret boxes regarding what is happening within the class.

The teacher should look forward to having the class rules, in fact, should be pinned over the classroom for every student to be in knowledge. It is important to the student understand their responsibilities and their rights while in the class. They should be taught their rights of expression and openness to their challenges to avoid and futures occurrence of such. The greatest test here is the way that he is so huge than different class individuals and along these lines, the class exercises are not running of course following the way that he is given the unsettling influence to different students in the class (Greenberg et al, 2013).

References

De Jong, (2005). The mental health of young people in Australia: key findings from the child and  adolescent component of the national survey of mental health and well-being. Australian & New Zealand Journal of Psychiatry, 35(6), 806-814.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011).The impact of enhancing students’ social and emotional learning: A meta?analysis of  school?based universal interventions. Child development, 82(1), 405-432.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta?analysis of  school?based universal interventions. Child development, 82(1), 405-432.

Greenberg, M. T., Weissberg, R. P., O’brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2013). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American psychologist, 58(6-7),   466.

Johnson, W. L., Rickel, J. W., & Lester, J. C. (2010). Animated pedagogical agents: Face-to-face interaction in interactive learning environments. International Journal of Artificia intelligence in education, 11(1), 47-78.

Lockyer, L., Patterson, J., & Harper, B. (2016). Measuring Effectiveness of Health Education in a Web?based Learning Environment: a preliminary report. Higher Education Research & Development, 18(2), 233-246.

Sutton, J., Smith, P. K., & Swettenham, J. (2018). Social cognition and bullying: Social inadequacy or skilled manipulation?. British Journal of Developmental       Psychology, 17(3), 435-450.