Standard 3: Learning Environments
3.1 Develops learning experiences that engage and support students as self directed learners who internalize classroom routines, expectations and procedures.
3.2 Collaborates with students to establish a positive learning climate of openness, respectful interactions, support and inquiry.
In both my student teaching and all of my methods placements I have adapted to the teachers methods of classroom management as well as implemented my own. In Kate Giffords 2nd grade classroom we used various attention getters: bells, "one two three, eyes on me" chants, clapping sequences etc. I also used the "Pull a card" system where students all have their own card and it starts on green and stays that way if their behavior remains good. With one warning it becomes yellow, two goes to red and they have to talk to the teacher, three goes to purple and they miss recess, four and they get a note sent home, five they talk to the principal. I wasn't fond of the card system because it requires extreme consistency as well as that its publicly embarrassing the the student who pulls a card. Some kids get used to it and end up not caring either way.
I much preferred the methods of my 5th grade placement with Mrs. Dinh. In that class the students used a point system to earn rewards. I had a machine that rumbles quietly randomly throughout the day. Sometime it would go of 3-4 times a day sometimes none. If the students are on task when it goes off, they get a U.S. state put on a puzzle map. When they fill up the map, they get a reward of their choosing. I also used a "secret word" attention getter. When I said the key work "ago" the students would then respond "ame" if they were listening. I was also aware of potentially disruptive behavior from my students. If one of the students were being disruptive I would give a warning. If I had to keep giving warnings I would send the student into the hall at a specified desk for think time. After about 5 min I would go into the hall and have a conversation with the student and figure out how to resolve the behavior. . I talk with the student and have them come up with a consequence if the behavior keeps happening. I never take away their recess because that is their only time to burn energy so they must select a consequence that we both agree on. Sometimes this takes time but I've found its the most effective because it makes the child to reflect about their behavior and establishes responsibility for their own behavior.
In Mrs dinhs classroom I implemented a daily schedule on the board. I used magnets that were labeled with the activities of the day. I would change this everyday and we would go over the new schedule every morning. It often happened that while I was teaching the students would take out their math or social studies folders without me telling them because they knew that it was next on the schedule.
My philosophy of classroom management is that it is something that needs to be built throughout the year. It allows the class to work in a way that is positive, safe, and fun to learn. In order to create this in my class I will have frequent team building experiences that will allow the students to create connections with one another and with me as their teacher. This will create a community and understanding that every individual in the class is valued and known for their strengths. As a teacher I will be firm but kind and will be as consistent as I can be with all my students.
In Mrs dinhs classroom I implemented a daily schedule on the board. I used magnets that were labeled with the activities of the day. I would change this everyday and we would go over the new schedule every morning. It often happened that while I was teaching the students would take out their math or social studies folders without me telling them because they knew that it was next on the schedule.
My philosophy of classroom management is that it is something that needs to be built throughout the year. It allows the class to work in a way that is positive, safe, and fun to learn. In order to create this in my class I will have frequent team building experiences that will allow the students to create connections with one another and with me as their teacher. This will create a community and understanding that every individual in the class is valued and known for their strengths. As a teacher I will be firm but kind and will be as consistent as I can be with all my students.
Classroom Design
3.3. Utilizes positive classroom management strategies, including the resource of tim space and attention effectively
During my Classroom management Course at westminster I designed my own classroom management tips that are helpful reminders that I think are useful to keep in mind. We also did an assignment where we created our ideal classroom. This classroom coincided with the NAEYC's list of developmentally appropriate practices. Developmentally appropriate practice, often shortened to DAP, is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development. We had to make a rationale for each of the 10 practices and how we incorporated that into our ideal classroom. Click here to see my rationale. Some of these practices include encouraging student interaction by having tables and a reading corners. Others encourage having the proper space in the class to promote movement and engagement.