Describe your
cooperating teacher’s management strategies.Do you feel they are effective? Give examples of what your teacher does
to recognize positive adherence and negative adherence.What do you plan to do differently in your
own class?
My co-teacher's classroom management was something that stood out to me right away. She said this years class was more challenging than in years past. She has a lot of individual challenging students and as a class it is difficult to reel them in and keep them on task. She makes everything she is about to say sound very exciting to grab students attention. Even if we are about to do math. If someone is misbehaving she always sounds so shocked and says "oh my goodness..." In order to get the whole classes attention she will sing in a different tone every time "Class" for instance .."cllllaaaaasss, classidy class class" and the students have to respond in the same tone. At the very beginning of the year, she showed a video of the class stuffed animal going through the morning routine of signing up for lunch, putting his bag away, and starting on his morning work. She strongly believes in positive reinforcement. We have recently introduced adding time to our break time if we EARN it. So each hour that the class behaves, we earn a magnet which is equal to five min during break time which is at the end of the day. In my school, there are things called a principal rewards. A teacher can jot down something extra special a child does and the principal will read her rewards during lunch time. I like the concept however, I don't fully agree with it because its difficult to keep track of the studens who get them so potentially one student can get them multiple times form different teachers. and its not instant gratification. Or what about the child who is humiliated to be called up during lunch to get handed a slip... will he or she never want to do anything over the top again?
oh! I love the idea of speaking excitedly, singing, and the video. Your teacher sounds creative and like she understands how to use her creativity to help children focus and understand where their energy should be directed. I am not sure about the principal rewards. We do something similar called 'shout outs'. They do seem to excite students, but they have the downside of not being instantly gratifying. But...when students hear shout outs they remember what they did right, and they are able to look back on a period of growth. Also, perhaps they role model off other people they see rewarded.
Adding on to what Marcie said about shout outs at are school is that the principle does not say names, but more generic descriptors such as "a 1st grade boy". Sometimes, kids think it's them when it's not, but it also serves as motivation to do the right thing. Sometimes, a whole class will get a shout out. Which reminds me, I have shout outs to write...
I am lucky enough to witness my cooperating teacher with two very different classes of students. My students spend most of their day with a single teach who presents lessons in writing, social studies, and science. One teacher presents both classes’s math workshop and the other teacher presents reading workshop.
My cooperating teacher is the mathematics specialist for the second grade and is always incredibly positive in her interactions with individuals students, small groups, and the full class. There are many strong-willed students with unique personalities and they can be difficult to manage at times. As she leads the class on a daily basis, you will never hear an angry tone, but you will at times hear a forceful tone when students repeatedly refuse to head teacher directions and instructions. Her voice is strong and clear.
There have been some key facets of managing the class in place since the first day of the school year. Students are always given a clear idea of time. The school day is full of blocks for specials, recess, lunch, and content areas. Transitions are key and as the classroom is shared, clean-up is vital. Students are always given time warnings, “Ten minutes left”, or “clean-up must begin in three minutes”. I have noticed that the amount of time in the warning is not as important as just imbedding the idea that it is time to start wrapping up so we can efficiently make the forthcoming transition.
Beyond the time warning notifications, a student will often be selected and asked to shut the lights off. Students were made aware at the start of the year that lights out happens when the students need to quickly be silent and be ready for the next teacher direction. Giving a randomly selected student also afford the child a sense of being a teacher’s helper and it makes them feel as though they have a few second of classroom control. From time to time, the response to the lights going out is not immediate, and a slow and clear 3-2-1 countdown will be used. Students know that this is definitely a time to stop what you are doing, and focus on the teacher.
Negative behaviors have consequences and they are always followed-through. In my months in the classroom there have been minimal instances of students being “sent to the principal”. Students will often be asked to take a break from the group to a table seat or to the quiet room where they can settle down until they are ready to rejoin the group.
I have learned and implemented a lot of the strategies into my interactions in the classroom, and in the lunchroom. It is vital to remain positive in dealing and to never anger. Students though will be shown that their interruptions are not harming just their learning environment but that of the entire class. The time warnings are already a part of my daily routine. Student transitions are important for a smooth day. I have and will continue to use a lights out tactic to get full class attention as opposed to trying to talk over the voices of my students. Overall, the techniques I have been learning will be necessary and recurring tools in my classroom.
I keep open eyes and ears regarding classroom management, as I find I learn tricks of the trade from everyone I work with or observe. Coming into Baldwin, I did not get an official orientation. Madeline, and the building sub have been really helpful in filling me in on what are school rules and general expected/acceptable behaviors for the students in our community. I feel it is important for students to have freedom of expression but to also have some non-negotiable rules. For example, my first graders have a lot of verbal arguments, and there is a progression of consequences ranging from a warning to a time out to settle. Normally we refrain from sending students to the office. However, if a student threatens another student with violence, then they automatically have to go to the office to speak with the principal. Violent language is not allowed, no matter who started an argument, or who was initially in the right or wrong. I am confused about how to have more non-negotiables such as personal space being respected in line. I have seen some schools where students are micromanaged down to if/when they can move their heads in line or at their seats, (private/charter schools), and that seems extreme to me. I wonder in that situation if the only kind of reinforcement is negative. But at the other extreme are lines where students are constantly bumping into each other. Using free time as a motivator helps. I think 'freedom' and 'choice' are good motivators, but they are most effective when students are engaged in stimulating activities during their work times.
The 'Fair Isn't Equal' article has ideas I want to try. I think our students could benefit from a discussion about this as I see some kids becoming frustrated when the disruptive students seem to get a lot of chances to settle down.
My teacher has a great presence, which has set the right tone for the school year from the beginning. She puts things in a positive manner typically, rather than a negative yelling tone. For instance, I noticed around October that she started saying things like "I see 2 first graders ready, now I see 5", showing a positive example rather than yelling at the students to quiet down and get ready for the lesson. She also has said "I'll talk to the first graders who are ready, and I guess some students are just going to miss out". This quickly gets other students' attention, and is something that I've been using with the class as well.
At other points, my cooperating teacher's tone can turn a bit harder, and she calls out certain students for continuing to talk when she's giving directions. Just by saying their name, she gets their attention. We were talking about this technique this afternoon, and Karon talked about how it doesn't feel like it's the best technique, but sometimes necessary and effective.
When students act in a way that is distracting, mean to others, or otherwise not following the classroom rules, students take a break in the classroom. If they continue to be disruptive, they take a break in the "buddy room", the other classroom. Rarely, students are sent to the office. This has happened when students physically hurt others, or refuse to take a break or go to the buddy room. My cooperating teacher tries her hardest not to send students to the office, and works out many problems in the classroom.
One major strategy that I've taken away from her is that talking to students about why their actions are not okay, and what the expectations of the classroom are, helps students work through the actions that got them in trouble. I think it has reduced some major behavior issues that were presenting at the beginning of the school year.
One thing I would consider for my classroom is a class-wide behavior plan, depending on the needs of the class. I've seen classrooms that have used a color system, with students ending on a color each day, blue, green, yellow, red. If they end the week with a certain number of blues or greens, they get a prize (usually an eraser top). I think this is a good idea for a class that needs some sort of incentive, but would take a system to keep it organized.
My practicing teacher has a very developmental approach to classroom management. She is not strict with noise as long as it is purposeful noise. In this way she allows children to get excited about ideas and learning; it appears to be very motivational. Before sending students to work on an assignment, she allows them to decide what the noise level in the classroom should be. If someone requests a quiet work environment then the class agrees to be silent. When children make suggestions she praises them for their great ideas and support. More importantly, she makes them feel competent - like they have the answers and the tools to succeed. When children are not following directions she either redirects them or questions them about it. She wants them to recognize when they aren't conforming, or when their volume if louder than everyone else's, or when their body is feeling restless. After identifying the issue she asks them what they could do to fix it - again, making them the experts. Today she asked a student, "What is something you have tried that worked?" In her class they also talk about comfortable and uncomfortable feelings. They often discuss how words or actions can cause uncomfortable feelings, or how even though being excited is a comfortable feeling it can get us in trouble if it is too over the top.
Behavior expectations have been imbedded in everyday conversations and during each and every lesson since the first day of class, so Ann Marie Day, my classroom teacher doesn’t have to post rules in our classroom. Behavior expectations are discussed during morning meeting, at the start of each lesson or activity and immediately in response to any non-preferred student behavior. The structure of the co-teaching classroom and lessons really drive the behavior expectations. During whole group instruction or mini-lessons, Ann Marie asks all students to “shift-change” and physically move their chairs so that they are facing the teacher at the white board. Everyone is expected to make eye contact with the teacher speaking, no fidgeting, speaking, or slumping in their chair. Anyone not showing active, attentive listening is corrected in the moment, when the correction is meaningful to the student and classmates are also observing. Correction is given in a firm, but fair manner and often with humor. Students who have consistent behaviors that need correction are given an individual behavior plan. For example, Ann Marie corrected Jonathon’s blurting, inappropriate groaning and complaining noises and not following directions repeatedly. Her solution was to give him an individual behavior plan immediately. She met with him privately at the back table, outlined for him the inappropriate behavior, what she expected and then gave him a daily sticky note with her expectations. Good behavior earned him some free drawing time, as Jonathon is a gifted cartoonist. Inappropriate behaviors earn additional meetings to discuss expectations and time off recess, usually only up to five minutes of our twenty minute recess period. Ann Marie understands a child’s need for the physical and mental benefit of recess, so that consequence is used judiciously. Ann Marie praises good behaviors and hard work often and rewards the students with a jar that is filled with a handful of cubes. Our class earned a pajama and movie day after the first month and a half. This is actually an area of classroom management that I need to learn to implement from Ann Marie. I tend overlook behaviors that seem innocuous, but then it is harder to tell students to stop a behavior once it has been allowed a few times. I need to recognize a behavior that has the potential to become problematic and correct it immediately. Ann Marie has a reputation for being a strict teacher. However, her classroom runs smoothly, her students hardly ever visit the principal for discipline, her students are making effective progress academically and they still have fun!
There are many management techniques put into place in both of the fifth grade classrooms. I am fortunate enough to witness two different styles that at times are effective and at other times not. One teacher is very clear about the class expectations and has a clear, strong voice in the classroom. She adapts her management to the needs of the students. If a chart or system is created it is always clearly followed and posted in view of the whole class. The systems put into place change based on the needs of the students, when a strategy becomes ineffective a new one is put into place. At the beginning of the year students were allowed to leave the classroom to go to the bathroom, water, snack, etc to meet their needs at anytime. When that became a problem with too many students leaving the room, the teacher put a popsicle stick chart into place. Each student has 3 opportunities or popsicle sticks in their pocket to leave the classroom during instructional time. The rules are clearly stated that they must ask a teacher first and put the “out” card in their popsicle pocket and put their stick in a bucket. The “out” card allows other students to know that someone else is out. Obviously the nurse or any emergency does not count as a popsicle stick. This has helped in eliminating multiple kids attempting to leave during instructional time and socialize in the bathroom/hall. Similarly, the other teacher has a sign out system in place that they independently sign out with a time and purpose for leaving the room. Each class also has a 20 minute incentive break on Friday. One teacher displays the minutes on the board as a clear visual when the minutes are taken away. There are multiple warnings put into place and clearly announced before a minute is detracted. They also have an extra ten minute period added onto recess (For the “Grit” of the Class) that is rewarded when the class meets six perseverance expectations. This extra time is in both classrooms and ties into the theme of “Grit” (perseverance) for the year. In past years it has been named for the good of the class. This reminds students that the extra ten minutes is earned as a class and the expectations earned do not have to be perfectly met to earn the time.
Generally both teachers are positive in their language and classroom management. There are times where voices are loud and stern but it is always explained why their voice had to be used in that way. They are both clear about expectations for behavior and there are many conversations reminding students of the reasons why those behaviors are asked, such as needing time to be efficient for a task, being respectful to the community of the school and being examples as the oldest kids. There is a lot of honesty in explaining and discussing the rules and behavioral issues that arise as a class. In addition, the teachers follow the school system of “take a break”, using the buddy room then the principal’s office. It is very rare that the principal is involved and majority of the time asking students to sit in the back or the quiet room is very effective.
In community meetings, students are often the ones who point out that they need to work on listening to each other or walking more quietly. Each class discusses and develops their own strategies with the teachers ideas and guidance to create a system that matters to them. It is difficult because the fifth grade are still the loudest classes in the hallways/ staircases and struggle with transitions as they are a highly social group, but the idea of allowing older students to have a voice in creating some classroom systems has allowed for smoother classroom management.
My cooperating teachers (2) management strategies stood out in my mind the first couple of times I visited the classrooms ( duo-teachers in a double classroom environment/the wall in the middle completely opened.) When one walks into the classroom at any random moment, there is a "buzzing" sound of hard workers, sharing, and respectful behaviors from the 41 Second Graders of Chester Academy! The strategies implemented are very much Responsive Classroom techniques, which in my opinion, work with dignity and respect for both the students and adults. It is a "tight ship" during the hours of 8am and 3:45pm and the students thrive on the structure, loving support and consistency. The chime is used to grab everyone's attention at any moment. It is tapped ever so lightly as to not startle the little brains in learning mode. Morning Meeting is a place to gather and set a positive mood and tone for learning to begin. A "stamping" behavior plan is introduced and established at the beginning of the year and the students work hard to avoid the "stamps". Every student has a 3 by 5 card in an envelope on the upper right hand side of their desk. When inappropriate and unacceptable behavior occurs, the student receives a stamp. If the student accumulates 4 stamps by Friday, they are not allowed to participate in Fun Friday which is an extended recess only offered on Fridays. There is a "Take a Break Chair", which is not a "Time Out" Chair. When disorderly conduct occurs, the student is asked to "take a break". The student sits for about 5 or so minutes and then is asked to come back and try again with the rest of the class. This method also "reminds" the others that they too could visit the "Take A Break Chair" if their behavior is not acceptable. I agree with my cooperating teacher's management strategies and trust they know best since they are both very experienced and knowledgable in their field. I do believe that having 41 students with 2 teachers is challenging! I, personally, would rather be teaching in a class with 20 or less and merge with other 2nd grade classes for science and social studies for example. Thus far, this has been an invaluable experience and it continues to be the case for me on many levels.
My co-teacher's classroom management was something that stood out to me right away. She said this years class was more challenging than in years past. She has a lot of individual challenging students and as a class it is difficult to reel them in and keep them on task. She makes everything she is about to say sound very exciting to grab students attention. Even if we are about to do math. If someone is misbehaving she always sounds so shocked and says "oh my goodness..." In order to get the whole classes attention she will sing in a different tone every time "Class" for instance .."cllllaaaaasss, classidy class class" and the students have to respond in the same tone. At the very beginning of the year, she showed a video of the class stuffed animal going through the morning routine of signing up for lunch, putting his bag away, and starting on his morning work.
ReplyDeleteShe strongly believes in positive reinforcement. We have recently introduced adding time to our break time if we EARN it. So each hour that the class behaves, we earn a magnet which is equal to five min during break time which is at the end of the day. In my school, there are things called a principal rewards. A teacher can jot down something extra special a child does and the principal will read her rewards during lunch time. I like the concept however, I don't fully agree with it because its difficult to keep track of the studens who get them so potentially one student can get them multiple times form different teachers. and its not instant gratification. Or what about the child who is humiliated to be called up during lunch to get handed a slip... will he or she never want to do anything over the top again?
oh! I love the idea of speaking excitedly, singing, and the video. Your teacher sounds creative and like she understands how to use her creativity to help children focus and understand where their energy should be directed. I am not sure about the principal rewards. We do something similar called 'shout outs'. They do seem to excite students, but they have the downside of not being instantly gratifying. But...when students hear shout outs they remember what they did right, and they are able to look back on a period of growth. Also, perhaps they role model off other people they see rewarded.
DeleteAdding on to what Marcie said about shout outs at are school is that the principle does not say names, but more generic descriptors such as "a 1st grade boy". Sometimes, kids think it's them when it's not, but it also serves as motivation to do the right thing. Sometimes, a whole class will get a shout out. Which reminds me, I have shout outs to write...
DeleteI am lucky enough to witness my cooperating teacher with two very different classes of students. My students spend most of their day with a single teach who presents lessons in writing, social studies, and science. One teacher presents both classes’s math workshop and the other teacher presents reading workshop.
ReplyDeleteMy cooperating teacher is the mathematics specialist for the second grade and is always incredibly positive in her interactions with individuals students, small groups, and the full class. There are many strong-willed students with unique personalities and they can be difficult to manage at times. As she leads the class on a daily basis, you will never hear an angry tone, but you will at times hear a forceful tone when students repeatedly refuse to head teacher directions and instructions. Her voice is strong and clear.
There have been some key facets of managing the class in place since the first day of the school year. Students are always given a clear idea of time. The school day is full of blocks for specials, recess, lunch, and content areas. Transitions are key and as the classroom is shared, clean-up is vital. Students are always given time warnings, “Ten minutes left”, or “clean-up must begin in three minutes”. I have noticed that the amount of time in the warning is not as important as just imbedding the idea that it is time to start wrapping up so we can efficiently make the forthcoming transition.
Beyond the time warning notifications, a student will often be selected and asked to shut the lights off. Students were made aware at the start of the year that lights out happens when the students need to quickly be silent and be ready for the next teacher direction. Giving a randomly selected student also afford the child a sense of being a teacher’s helper and it makes them feel as though they have a few second of classroom control. From time to time, the response to the lights going out is not immediate, and a slow and clear 3-2-1 countdown will be used. Students know that this is definitely a time to stop what you are doing, and focus on the teacher.
Negative behaviors have consequences and they are always followed-through. In my months in the classroom there have been minimal instances of students being “sent to the principal”. Students will often be asked to take a break from the group to a table seat or to the quiet room where they can settle down until they are ready to rejoin the group.
I have learned and implemented a lot of the strategies into my interactions in the classroom, and in the lunchroom. It is vital to remain positive in dealing and to never anger. Students though will be shown that their interruptions are not harming just their learning environment but that of the entire class. The time warnings are already a part of my daily routine. Student transitions are important for a smooth day. I have and will continue to use a lights out tactic to get full class attention as opposed to trying to talk over the voices of my students. Overall, the techniques I have been learning will be necessary and recurring tools in my classroom.
I keep open eyes and ears regarding classroom management, as I find I learn tricks of the trade from everyone I work with or observe. Coming into Baldwin, I did not get an official orientation. Madeline, and the building sub have been really helpful in filling me in on what are school rules and general expected/acceptable behaviors for the students in our community. I feel it is important for students to have freedom of expression but to also have some non-negotiable rules. For example, my first graders have a lot of verbal arguments, and there is a progression of consequences ranging from a warning to a time out to settle. Normally we refrain from sending students to the office. However, if a student threatens another student with violence, then they automatically have to go to the office to speak with the principal. Violent language is not allowed, no matter who started an argument, or who was initially in the right or wrong. I am confused about how to have more non-negotiables such as personal space being respected in line. I have seen some schools where students are micromanaged down to if/when they can move their heads in line or at their seats, (private/charter schools), and that seems extreme to me. I wonder in that situation if the only kind of reinforcement is negative. But at the other extreme are lines where students are constantly bumping into each other. Using free time as a motivator helps. I think 'freedom' and 'choice' are good motivators, but they are most effective when students are engaged in stimulating activities during their work times.
ReplyDeleteThe 'Fair Isn't Equal' article has ideas I want to try. I think our students could benefit from a discussion about this as I see some kids becoming frustrated when the disruptive students seem to get a lot of chances to settle down.
DeleteMy teacher has a great presence, which has set the right tone for the school year from the beginning. She puts things in a positive manner typically, rather than a negative yelling tone. For instance, I noticed around October that she started saying things like "I see 2 first graders ready, now I see 5", showing a positive example rather than yelling at the students to quiet down and get ready for the lesson. She also has said "I'll talk to the first graders who are ready, and I guess some students are just going to miss out". This quickly gets other students' attention, and is something that I've been using with the class as well.
ReplyDeleteAt other points, my cooperating teacher's tone can turn a bit harder, and she calls out certain students for continuing to talk when she's giving directions. Just by saying their name, she gets their attention. We were talking about this technique this afternoon, and Karon talked about how it doesn't feel like it's the best technique, but sometimes necessary and effective.
When students act in a way that is distracting, mean to others, or otherwise not following the classroom rules, students take a break in the classroom. If they continue to be disruptive, they take a break in the "buddy room", the other classroom. Rarely, students are sent to the office. This has happened when students physically hurt others, or refuse to take a break or go to the buddy room. My cooperating teacher tries her hardest not to send students to the office, and works out many problems in the classroom.
One major strategy that I've taken away from her is that talking to students about why their actions are not okay, and what the expectations of the classroom are, helps students work through the actions that got them in trouble. I think it has reduced some major behavior issues that were presenting at the beginning of the school year.
One thing I would consider for my classroom is a class-wide behavior plan, depending on the needs of the class. I've seen classrooms that have used a color system, with students ending on a color each day, blue, green, yellow, red. If they end the week with a certain number of blues or greens, they get a prize (usually an eraser top). I think this is a good idea for a class that needs some sort of incentive, but would take a system to keep it organized.
My practicing teacher has a very developmental approach to classroom management. She is not strict with noise as long as it is purposeful noise. In this way she allows children to get excited about ideas and learning; it appears to be very motivational. Before sending students to work on an assignment, she allows them to decide what the noise level in the classroom should be. If someone requests a quiet work environment then the class agrees to be silent. When children make suggestions she praises them for their great ideas and support. More importantly, she makes them feel competent - like they have the answers and the tools to succeed. When children are not following directions she either redirects them or questions them about it. She wants them to recognize when they aren't conforming, or when their volume if louder than everyone else's, or when their body is feeling restless. After identifying the issue she asks them what they could do to fix it - again, making them the experts. Today she asked a student, "What is something you have tried that worked?" In her class they also talk about comfortable and uncomfortable feelings. They often discuss how words or actions can cause uncomfortable feelings, or how even though being excited is a comfortable feeling it can get us in trouble if it is too over the top.
ReplyDeleteBehavior expectations have been imbedded in everyday conversations and during each and every lesson since the first day of class, so Ann Marie Day, my classroom teacher doesn’t have to post rules in our classroom. Behavior expectations are discussed during morning meeting, at the start of each lesson or activity and immediately in response to any non-preferred student behavior. The structure of the co-teaching classroom and lessons really drive the behavior expectations. During whole group instruction or mini-lessons, Ann Marie asks all students to “shift-change” and physically move their chairs so that they are facing the teacher at the white board. Everyone is expected to make eye contact with the teacher speaking, no fidgeting, speaking, or slumping in their chair. Anyone not showing active, attentive listening is corrected in the moment, when the correction is meaningful to the student and classmates are also observing. Correction is given in a firm, but fair manner and often with humor. Students who have consistent behaviors that need correction are given an individual behavior plan. For example, Ann Marie corrected Jonathon’s blurting, inappropriate groaning and complaining noises and not following directions repeatedly. Her solution was to give him an individual behavior plan immediately. She met with him privately at the back table, outlined for him the inappropriate behavior, what she expected and then gave him a daily sticky note with her expectations. Good behavior earned him some free drawing time, as Jonathon is a gifted cartoonist. Inappropriate behaviors earn additional meetings to discuss expectations and time off recess, usually only up to five minutes of our twenty minute recess period. Ann Marie understands a child’s need for the physical and mental benefit of recess, so that consequence is used judiciously. Ann Marie praises good behaviors and hard work often and rewards the students with a jar that is filled with a handful of cubes. Our class earned a pajama and movie day after the first month and a half.
ReplyDeleteThis is actually an area of classroom management that I need to learn to implement from Ann Marie. I tend overlook behaviors that seem innocuous, but then it is harder to tell students to stop a behavior once it has been allowed a few times. I need to recognize a behavior that has the potential to become problematic and correct it immediately. Ann Marie has a reputation for being a strict teacher. However, her classroom runs smoothly, her students hardly ever visit the principal for discipline, her students are making effective progress academically and they still have fun!
There are many management techniques put into place in both of the fifth grade classrooms. I am fortunate enough to witness two different styles that at times are effective and at other times not. One teacher is very clear about the class expectations and has a clear, strong voice in the classroom. She adapts her management to the needs of the students. If a chart or system is created it is always clearly followed and posted in view of the whole class. The systems put into place change based on the needs of the students, when a strategy becomes ineffective a new one is put into place. At the beginning of the year students were allowed to leave the classroom to go to the bathroom, water, snack, etc to meet their needs at anytime. When that became a problem with too many students leaving the room, the teacher put a popsicle stick chart into place. Each student has 3 opportunities or popsicle sticks in their pocket to leave the classroom during instructional time. The rules are clearly stated that they must ask a teacher first and put the “out” card in their popsicle pocket and put their stick in a bucket. The “out” card allows other students to know that someone else is out. Obviously the nurse or any emergency does not count as a popsicle stick. This has helped in eliminating multiple kids attempting to leave during instructional time and socialize in the bathroom/hall. Similarly, the other teacher has a sign out system in place that they independently sign out with a time and purpose for leaving the room.
ReplyDeleteEach class also has a 20 minute incentive break on Friday. One teacher displays the minutes on the board as a clear visual when the minutes are taken away. There are multiple warnings put into place and clearly announced before a minute is detracted. They also have an extra ten minute period added onto recess (For the “Grit” of the Class) that is rewarded when the class meets six perseverance expectations. This extra time is in both classrooms and ties into the theme of “Grit” (perseverance) for the year. In past years it has been named for the good of the class. This reminds students that the extra ten minutes is earned as a class and the expectations earned do not have to be perfectly met to earn the time.
Generally both teachers are positive in their language and classroom management. There are times where voices are loud and stern but it is always explained why their voice had to be used in that way. They are both clear about expectations for behavior and there are many conversations reminding students of the reasons why those behaviors are asked, such as needing time to be efficient for a task, being respectful to the community of the school and being examples as the oldest kids. There is a lot of honesty in explaining and discussing the rules and behavioral issues that arise as a class. In addition, the teachers follow the school system of “take a break”, using the buddy room then the principal’s office. It is very rare that the principal is involved and majority of the time asking students to sit in the back or the quiet room is very effective.
In community meetings, students are often the ones who point out that they need to work on listening to each other or walking more quietly. Each class discusses and develops their own strategies with the teachers ideas and guidance to create a system that matters to them. It is difficult because the fifth grade are still the loudest classes in the hallways/ staircases and struggle with transitions as they are a highly social group, but the idea of allowing older students to have a voice in creating some classroom systems has allowed for smoother classroom management.
Elizabeth Prior 2nd grade
ReplyDeleteMy cooperating teachers (2) management strategies stood out in my mind the first couple of times I visited the classrooms ( duo-teachers in a double classroom environment/the wall in the middle completely opened.)
When one walks into the classroom at any random moment, there is a "buzzing" sound of hard workers, sharing, and respectful behaviors from the 41 Second Graders of Chester Academy! The strategies implemented are very much Responsive Classroom techniques, which in my opinion, work with dignity and respect for both the students and adults.
It is a "tight ship" during the hours of 8am and 3:45pm and the students thrive on the structure, loving support and consistency.
The chime is used to grab everyone's attention at any moment. It is tapped ever so lightly as to not startle the little brains in learning mode. Morning Meeting is a place to gather and set a positive mood and tone for learning to
begin. A "stamping" behavior plan is introduced and established at the beginning of the year and the students work hard to avoid the "stamps".
Every student has a 3 by 5 card in an envelope on the upper right hand side of their desk. When inappropriate and unacceptable behavior occurs, the student receives a stamp. If the student accumulates 4 stamps by Friday, they are not allowed to participate in Fun Friday which is an extended recess only offered on Fridays.
There is a "Take a Break Chair", which is not a "Time Out" Chair. When disorderly conduct occurs, the student is asked to "take a break". The student sits for about 5 or so minutes and then is asked to come back and try again with the rest of the class. This method also "reminds" the others that they too could visit the "Take A Break Chair" if their behavior is not acceptable.
I agree with my cooperating teacher's management strategies and trust they know best since they are both very experienced and knowledgable in their field.
I do believe that having 41 students with 2 teachers is challenging! I, personally, would rather be teaching in a class with 20 or less and merge with other 2nd grade classes for science and social studies for example.
Thus far, this has been an invaluable experience and it continues to be the case for me on many levels.