To become an accomplished classroom manager takes thoughtful and thorough planning, consistent and confident application, and reflective experience. Be patient with yourself as you accumulate the prerequisite knowledge and practice and hone the necessary skills.
1. Summarize what you learned about providing a supportive learning environment in 2-3 sentences each (p. 115-116).
a. The Physical Layout:
b. Positive Ambiance:
c. Behaviors to Avoid:
d. Knowing your students as people
2. The author gave several suggestions on how to get to know your students. Choose three and explain why you feels these are important (p. 118-119)
3. Summarize in a paragraph why teachers need to teach procedures at the beginning of the school year (p. 120-122).
4. Restate in your own words the five points to cover on the first day of school (p. 122-123).
5. During the beginning of the school term, routines and procedures need to be clearly taught and reviewed. Choose 5 of the eight procedures, summarize in one sentence, and state why you feel they are important.
a. Signaling your attention...
6. Explain each of the following terms in three sentences each (p. 133-134, 137):
a. Opening activities
b. Smooth Implementation of the Lesson
c. Transition within the Lesson
7. The author gives several of the most common misbehaviors present in the classroom (p. 138). List theses behaviors.
8. When dealing with a disruptive student, there are four levels of intervention (p. 139). Summarize each level of intervention.
1.
ReplyDeletea. The Physical Layout: There is no one best way to arrange a classroom. If your desire as a teacher is to encourage social interaction, as when using small-group learning, seat students of groups close together; if you would rather they work interpedently, such as when taking independent achievement tests, separate them to the extent possible.
b. Positive Ambiance: You must help students know that any denial by you of a student’s specific behavior is not a denial of that individual as a worthwhile person who is still welcomed into your classroom to learn as long as the student agrees to follow expected procedures. Teachers should ensure no discrimination is ever displayed against an individual student. Make the learning enjoyable and even fun, at least to the extent possible and reasonable.
c. Behaviors to Avoid: Teachers should avoid comparing one student with another or one class of students with another. Avoid encouraging competition among students except when all students have equal opportunity to win. Avoid ever giving up or appearing to give up on any student.
d. Knowing your students as people: Quickly learn and use student’s names. During the first week of school teachers should take time each day to have student’s present information about themselves or about the day’s assignments. Teachers need to observe students behavior and converse with students inside and outside of the classroom.
2.
a. Quickly Learn and Use student names: I believe it is very important to learn names quickly because then it makes it much more personal between the student and teacher. When someone knows my name I feel more like a person then a number, at work or at school. I think knowing the students names also helps them become more secure and safe with you in the classroom.
b. Observe students in the classroom-develop and practice your withitness: By observing your students you learn each ones certain styles and behaviors. Also observing during group time will allow you as the teacher to get to know more about each one’s skills and interests.
c. Conferences and interviews with students: I believe this is important because this can also include taking with family members. Conferences and interviews can give the teacher more one-on-one time with a student which maybe some students need. Also conferences and interviews give the teacher another opportunity to show that they are genuinely interested in them as a person too, not just a student.
3.
ReplyDeleteTeachers need to teach procedures at the beginning of the school year to start the school term off on a positive and productive beginning. The procedures and expectations must be consistent with school policy and seem reasonable to your students, and in enforcing them you must be a fair and consistent professional. Teaching these procedures, rather than rules at the beginning of the school year will also set a standard for the students, show them the boundaries they have all semester long, and show right off the bat what is expected and what will be tolerated. Also the consequences, rather than punishment, need to be relayed to the students immediately to reduce confusion of what could happen if they disobey the procedures.
4.
On the first day of class you really want to get the students excited by meeting and greeting the students at the door and get them involved in the first activity right away. The first activity should be exciting, different, and unique to your class. Once they are in the classroom getting them seated and beginning to learn their names is very important. Maybe have them select numbers or form a creative way to seat them would work. Also let them know that you will periodically change the seating chart. After the students are seating and the ice breaker activity is complete, go right into discussing the classroom, procedures, behavior, and what will be learned while they are in your classroom. When it comes to the end of the class show that you are very excited to be their teacher, send them home with a brief different assignment, and also review your procedure for proper dismissal from class.
5.
ReplyDeletea. Signaling for your attention and help: Students should be taught to raise their hands until the teacher acknowledges that the student’s hand has been raised.
b. Entering and leaving the classroom: Effective classroom managers expect students to be in their assigned seats and ready for the teacher or assigned activity when the bell rings.
c. Leaving class for a personal matter: Reinforce the notion that they should do personal things before coming into your classroom, but also be flexible enough for the occasional student who has an immediate need.
d. Consequences for inappropriate behavior: Students should know the procedures for handling inappropriate behavior from day one. Also continuously ensure that the students understand the consequences for inappropriate behavior.
e. Emergency situations, practice and real: Students need to clearly understand what to do, where to go, and how to behave in emergency conditions. They must follow through during practice drills to be efficient during the real event.
6.
Opening Activities:
At the beginning of each class period, in order to take attendance and to attend to other routine matters, most teachers should expect the students to be in their assigned seats. You should greet the students warmly and start their learning quickly. You should try to begin the day’s activities as soon as possible.
Smooth Implementation of the Lesson:
The lesson should move forward briskly and purposefully. When giving verbal instructions to students, do so quickly without talking too long and giving so much detail that students begin to get restless and bored. Once students are busy at their learning tasks, avoid interrupting them.
Transition within the lesson:
Planning and consistency in execution are critical to mastering this important skill. With careful planning, a dependable schedule, and consistent routines, transitions usually occur efficiently and automatically. There are two types of transitions; they are lesson transition and anchor or transitional activity.
7.
The most common misbehaviors in the classroom are: Transient nondisruptive behaviors (least serious), Disruptions to learning (talking out of turn), Defiance, cheating, lying and stealing, bullying, fighting, sexual misconduct, and violence.
8.
Levels of intervention for a disruptive student.
1. Indirect intervention: Allowing loved ones, friends and family to participate in the intervention of the disruptive student.
2. Direct intervention: this is the most private, and least obtrusive and involves just simply saying the students name in a normal voice.
3. Procedure activation: This intervention usually follows closely behind the second intervention, and should follow your procedures as outlined in your management system.
4. Suspension from class: Very rare, and is can vary on time depending on the decision about the future of the student in the particular school.