Introduction and Reflection on Classroom Management:
While it is assumed that elementary teachers teach their students reading, writing, and arithmetic, I have learned that in order to be a good teacher, you first have to teach students the ABCs. In the world of teaching and behavior management, the ABCs stand for “Antecedent,” “Behavior,” and “Consequence.” In other words, something triggers an action, the student acts, and then they face a consequence. As a middle school teacher, I often struggle with the fact that my students do not take responsibility for their own actions. Instead of understanding when they make a bad decision, they almost always try and blame someone else to avoid the consequences. In an effort to curtail this behavior and teach them how to behave appropriately at school and in the world around them, I have developed a classroom management policy that not only teaches the students about what good behavior is and looks like, but it consistently rewards and punishes students based on their actions. As a teacher working in Watts, I feel that this consistency is of the upmost importance and I work very hard at being fair and consistent throughout each day and for the year. My principal says that “structure leads to freedom,” and over the course of my three years of teaching, I have found this to be overwhelmingly true.
Ms. Hobbs Classroom Management Plan:
At the beginning of the school year I dedicate the entire first week of school to teaching basic information the students will need to know to be successful in my classroom. Each day is themed (responsibility day, rule day, teamwork day, strategy day, and so on…) and uses different stories, activities, and games to introduce key concepts. The students create posters during this time that hang in the classroom all year long reminding us about what we learned during these first few days. One of the kids’ favorite stories still is the story of “The Kingdom with No Rules.” This story demonstrates in a very comical way, why rules and laws are necessary. Once the students recognize and understand why we have certain rules and procedures they are more likely to follow them. Additionally, after discussing the rules and consequences, the students and their parents sign the following contract.
Ms. Hobbs - 6th Grade
Dear Student,
I would like to welcome you to our 6th grade classroom. My name is Ms. Hobbs. I am sure there is a lot of nervousness and excitement about the new school year, but I assure you that we will have a great year together. In order for this year to be productive, there are certain expectations that need to be understood. This contract outlines some of those expectations. Please read the following carefully, and make sure that you understand each part of the contract. If there are any questions, please do not hesitate to ask. Read this together with your parents and do not forget to sign the agreement attached at the end. Thank you, and I look forward to a great year.
Rules of the classroom:
Our classroom must have a positive, respectful environment for learning. To accomplish this, we must follow these rules:
1. Follow Directions the first time given.
2. Complete all assignments on time.
3. Raise your hand and wait for permission to speak.
4. Keep hands, feet, and objects to yourself.
5. Stay in your seat unless told to get up.
Student expectations:
There is a lot expected of you as a student. Remember, to whom much is given, much is expected.
1. The student is expected to come to class alert, prepared, and ready to learn.
2. The student is expected to complete his/her own work.
3. The student is expected to do all that he/she can do to grow both spiritually and intellectually.
4. The student is expected to strive to meet his/her potential.
5. The student is expected to do his/her part to create a better learning environment for everyone in the classroom.
Homework:
The work that you do at home is essential to your learning. Thus, it is important that homework is completed and on time.
1. Students will turn in homework at the beginning of class unless otherwise noted.
2. Missing / Incomplete homework will warrant a deficiency notice sent home to the parents and the completed homework and signed note must be returned the following day. Multiple missing and/or incomplete homework assignments will negatively impact the student’s overall grade.
3. Late homework will be turned into the late homework bin.
Consequences:
I expect each student to take responsibility for his or her own actions.
1. Behavior that violates classroom rules and expectations will result in deficiency notices to be signed by the parent and detentions, time after class, and/or loss of privileges are possible.
2. If inappropriate behavior is persistent, parents and administration will become involved.
Bathroom use:
I understand that there are times when it is inevitable to use the restroom. However, using the restroom is a privilege and is one that should not be abused. Please reserve using the restroom to emergencies so as not to disrupt the classroom.
1. Students will be encouraged to use the restroom before and after class or during times outside of class.
2. During tests and quizzes, students will not be allowed to use the restroom.
3. In case of an emergency, students will sign out the time they leave the classroom and the time they return to give them accountability.
4. Only one student will be allowed to use the restroom at one time.
Honor code:
Doing our own work is essential. Please be aware that there will be severe consequences to any breaking of this code:
I agree to neither give nor receive materials and information that is not my own work. I will be honest in all of my work.
Please sign below, cut, and turn in
------------------------------------------------------------------------------------------------------------
I understand the above contract and agree to follow it to the best of my ability.
_________________________ ___________________
Student Signature Date
I understand the above contract and have discussed it with my student.
_________________________ ___________________
Parent Signature Date
I establish my expectations clearly on several levels. To begin with, all of my classroom rules and consequences are clearly posted on a bulletin board at the front of the classroom. Often times after a long break or a three day weekend I will have a student go out to the board and remind us all what the rules and expectations are. On this same bulletin board, we also have a classroom job board. Each student has a job and we work as a team to keep our classroom organized, neat, and efficient. As mentioned above we also have SLE’s and a poster listing them is hanging in our classroom. Combining the SLE’s with my rules, expectations, procedures, and consequences, sets up a nice foundation for a positive academic and social setting.
As mentioned previously, part of having good classroom management is being consistent. Consistency begins with a classroom structure and this includes procedures. At the beginning of each day I welcome the students and they unpack their things, placing their backpacks in the closets. As they unpack, I do the lunch count and the students pass in their homework. I have a deficiency monitor who collects and records all deficiencies from the previous day, another monitor who does attendance, and another who runs all of the information down to the office when we are through. Once the students have passed in their homework they take out their materials for religion. Next we say our morning prayers and the pledge of allegiance and I run through the day’s activities. After this, we are ready to begin our day. Because all of the classes out our school are self-contained, we do not have a bell system telling us when to switch subjects. Throughout the day then, we have to make our own transitions. Some of these transitions are between subjects and others lead us into prayer and our breaks. In addition to our morning prayers, we pray before and after lunch and recess and at the end of the day. At the end of the day students write down their homework which is posted on the board and they pack up to go home. Between the beginning of our day and the end of the day however, we have lots of procedures that help make things go smoothly.
That being said, some of our key procedures have to do with transitioning because, as I mentioned, we do not switch classes or have a bell system. To get the students attention I will usually do one of two things depending on the activity at hand and the classroom noise level. Most commonly I will do a simple count down. For example, I might say “You have 30 seconds to put your math book away and take out your social studies book and notebook. 30-29-28-27…” While that 30 seconds could be up to two minutes depending on how I count, the students know what they need to get done and how quickly it needs to be done in. (Usually group incentive points are awarded for the fastest group, so that serves as an additional motivator.) If I need the class’ attention when we are in the middle of group projects or an activity that lends itself to a little noisier setting, I usually clap my hands loudly and the students clap the same pattern back. Both the clapping and the word “Freeze” which follows “one” in my countdown mean stop moving and stop talking. While there is a little leeway in this “freeze” concept, the students know that if they fail to stop what they are doing they will have to pay the consequences—filling out a deficiency. The students recognize that I need to tell them something and for the most part, they are respectful and follow the directions.
Aside from this “freeze” policy, I also do not allow the students to get out of their desks without permission. We have a trash monitor who picks up trash throughout the day so students do not have to worry about trash and we do so many activities that involve moving about that this is really not an issue.
As with most classrooms, my students raise their hands if they would like to speak or ask a question so that they are respecting the other members of their class who might be talking at that time. Furthermore, when someone has the floor, everyone else is quiet and listening. Those who do not follow these procedures will either lose their group points in our group incentive point system or they will have to fill out a deficiency. To avoid lots of issues, if there is a topic that everyone wants to discuss, I usually have the students share with a person in their group or with their group as a whole. That way everyone has a chance to be heard by someone.
As a school we also have a deficiency system. Essentially, and most simply, this is a school wide implementation and use of deficiencies which are half sheets of paper which inform the parent any time a child is deficient in conduct, homework, uniform policy, and more. The teacher can simply check a box and then write more specific details on the line. The deficiency gets signed by the teacher, the parent, and the principal so that we are all on the same page.
The students know the rules and they are also aware of the consequences. While in the past the teacher has filled out the afore mentioned deficiency, in my classroom I have the students fill out their own. This helps the student to take responsibility for their own actions and it also insures that I am not using valuable instructional time to fill out paperwork. Aside from these notes home, students may also receive a conduct referral for any severe behavioral or academic infractions.
To counter the more negative consequence based deficiencies and hopefully prevent the antecedents, I try to establish several positive reward systems in my classroom. For example, in my classroom my students are divided up into groups and they can earn points based on good behavior, quickly following procedural processes, great participation, and more. Using a group system uses peer pressure (in a good way) to motivate students to work efficiently and follow directions. This system allows the kids to try and correct their own behavior before I ask them to fill out a deficiency.
Additionally, the class as a whole works as a team to spell out an incentive on the board. For the first month of school, for example, we spelled out the word “MOVIE.” If the whole class had a really great day, they would earn one of the letters in the word. Once the word is spelled out, the students get the incentive.
As an avid Notre Dame football fan, I have a poster hanging in my classroom that says “Play Like a Champion Today.” At the beginning of the school year, and periodically throughout the year, I ask the students what they think that poster means. We talk about how it is important to always try your best no matter what the situation is. Being a “champion” does not necessarily mean winning the game or getting a 100% on a test, it means doing your best all the time without making excuses. In conjunction with this unofficial classroom motto, we also frequently reference our School Wide Learning Expectations (SLE’s). These SLE’s include: Morally Responsible Catholic, Life Long Learner, Effective Communicator, Academically Prepared Individual, and self motivator. Not only are these referenced, discussed, and applied to our curriculum, but as a school we also recognize students who model these SLE’s and other character traits by giving them a small award and then entering them in a drawing each week to be recognized by the whole school.
Though my classroom seems to be overflowing with incentives and external motivational ploys, there is something to be said for the old fashion use of oral praise and encouragement. Knowing that someone cares about their success and wants them to do well is a powerful motivator. I believe that as long as we give the students the tools to be successful life-long learners, academically prepared individuals, effective communicators, and morally responsible Catholics, even with a little help from incentives, the students will eventually internalize these traits and they will be intrinsically motivated to do their best.
Artifact: Differentiated Instruction as applied in your classroom. (2 pages)
“Differentiating instruction means creating multiple paths so that students of different abilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership for their own learning, and provides opportunities for peer teaching and cooperative learning.” ~P. Theroux
Imagine it was your first year of teaching and you had a class of 36 6th graders. Of the 36, 35 were English Language Learners, 1 student was severally visually impaired, 1 student had an undiagnosed (at the time) form of autism, multiple students had ADHD, and several students had emotional disturbances based on experiences in their young personal lives (For example, one student found his dad’s body after his father had committed suicide while another student had been repeatedly raped and molested by her step-father.). In short, this class was full of wonderful children who, for many reasons, were not wonderful students. My challenge quickly became clear: How do I get all of these students to have access to the curriculum and the motivation to tackle the material?
To begin to tackle this issue, I begin by teaching my students reading strategies that will help them to be more successful and independent readers. These strategies are useful for all readers, so those at are at or above grade level are still benefiting from the instruction and those that are below grade level are be given the tools to help them access the material. These strategies, which include, Questioning, Monitoring and Clarifying, Phonics and Decoding, Summarizing, Visualizing, Predicting and Inferring, and Evaluating, are taught throughout the school year and are incorporated in all subject areas during the day.
Once students have the tools to get to work, I can be a little more creative in how I differentiate my instruction. Instruction in my classroom is differentiated based on learning styles and academic needs. To address learning styles, I try to insure that each lesson targets multiple learning modalities. Instead of reading from the text, I present a power point that the kids can read off of and fill out their notes. Often music and video clips are incorporated into these slides making the material more appealing to those students who process things visually and auditorally. Often times we do activities that require students to work in groups and give presentations. These presentations include visual aids and often include a skit. Such activities help the kinesthetic learners that need to be up and moving around to learn best. One recent lesson that targeted all of these areas was an ecology lesson on predators and prey. After watching a video clip about the relationship between predators and prey, taking some notes in a graphic organizer from the text, and working in small groups to answer some higher level Bloom’s questions about the various components of the relationships, students were designated as certain animals and played a game outside, similar to tag, that required them to hunt for their food. After playing the game 3 times, with slight alterations for each round, students got back into their groups, discussed what they learned, and then wrote their thoughts in a journal-like entry. Not only did the students have a blast playing the game, but they walked away having actually been a predator or a prey and they could tell you what their experience was like.
Aside from meeting the students various needs based on their learning styles, I also have to take into consideration the students’ academic levels. To best address their individual needs we do a variety of things throughout the day. In reading for example, we are currently engaged in a modified literature circle. Three days a week the students gather in small mixed ability groups to discuss a chapter in the novel Where the Red Fern Grows. Each student comes to the group prepared, having been assigned a specific job that rotates each week. As students carry out their discussions, I walk around the room briefly joining in group discussions and monitoring the learning process. The students that are academically high are able to take a leadership role in the group and really focus on some of the higher levels of Bloom’s Taxonomy, while those that are lower are held to a higher standard by their group members. All students have learned and are using appropriate conversation skills, among which we have included appropriate ways to critique another person, politely agree/disagree, and to also offer affirmation. On the other two days a week, students find themselves in leveled groups with specific assignments that are geared towards that particular group. The students in the highest level group are given enrichment material and are asked to push their thinking to a higher level, while the students that are at a lower level get to work in a small group environment with me. Here we can practice our fluency and comprehension skills on a much more personal and direct level. I also use similar grouping activities for math, especially on days when half of the class goes to computers at a time. On those days I can work with a much smaller number of students and go over different problems in more detail depending on the group of students.
Finally, in addition to generally differentiating my instruction, occasionally there are students with special needs in my class that require special modifications or adaptations. When I taught the young lady who was almost blind, I, or another student, had to read everything to her. When all of the students were taking their exams, we sat in the back and I read her the questions and she signed the answers back to me so that I could record them. With both of my students who had auditory processing disorders I made sure to use lots of graphic organizers, lots of written directions, and lots of individual repetition to insure that they correctly understood the material. While I could go on forever listing the special adaptations and modifications that were made for these and other students, it is most important to simply note that students with special needs are still students who deserve an equal opportunity to learn and have access to the material. As such, it is vital that lessons be differentiated in such a way as to meet their needs.
Overall, I feel that differentiating my instruction is crucial to truly meeting the needs of my students and to get them engaged. If they cannot connect to the material or they feel as though they do not have access to it, then there is no way for them to achieve the standards and to do well in my class. By making the lessons interesting, targeting multiple learning modalities, and working with students at all academic levels, I am doing my best to aid all of my students. While differentiation in my classroom will never be perfect, based on the sheer number of students and the lack of an aid or secondary teacher, I can only hope to continue doing my best and to find ways (through tutoring, extracurricular academic activities, etc.) to best meet the needs of all students in my classroom.
Reflection: Reflect upon your professional experiences as they relate to content in either the Piano or Holland class handouts.
The “Holland” article was written to explain to people what it was like to have a child with a disability. It does so by using a metaphor in which a person is planning a wonderful trip to Italy, but finds that their pilot has instead taken them to Holland. Though I do not personally have a child with a disability, as a teacher, I find that I relate to the author on many levels.
As a student growing up, I was always in the advanced classes. I worked hard when I needed to, but frequently found school to be quite easy and require only minimal effort.
As a senior in college, contemplating a two-year teaching service program and possibly a career in education, I reflected back fondly on memories of school and fun times in the classroom.
On learning I was going to teach sixth grade, I was thrilled. Sixth grade was one of my favorite and most memorable years. It was the year we learned about Egypt and mummies, about Ecosystems and biomes. It was the year that we first read fun interesting novels instead of a boring text book. In sixth grade you start to do “real” math with equations and learn about basic geometry. For me sixth grade was a challenge I was thrilled to receive.
I have often heard it said that as teachers, we teach the way we were taught. While I don’t believe that is always the case, I think that we do tend to expect what we experienced. Naturally, I assumed that I would teach many of the same concepts and be able to do some of the amazing projects with my very own students. I prepared. I pulled out things long since hidden in dust covered boxes. I was ready to be the hip, fun teacher with cool activities I had so fondly remembered. I was packing my bags and jumping on that plane to Italy!!
Upon arriving to school however, I found that most of my students read below a 3rd grade reading level. Any hopes of them diving into those wonderful novels or venturing into the science or social studies books were quickly tossed out the window. There math skills were far below basic—many lacking simply multiplication and division skills—so algebra and geometry were out the window now too. In addition to this, I had not factored in the daily living situations of my students. While I grew up comfortably in a middle class neighborhood and attended a middle class public school, my students grew up in relative poverty. Though I knew enough to expect that, I didn’t fully understand what that implied. In that first year of teaching, several of my students walked into the classroom with a lot of heavy baggage which made learning difficult, if not next to impossible. For some this baggage was the result of traumatic events in their young lives. For others, it was the result of a physical or learning disability. This classroom was certainly not Italy, but perhaps it was a little but like Holland.
During the first part of the year I struggled to mesh my dream with my reality. The author of the “Holland” article wrote that “if you spend your life mourning the fact that you didn’t get to Italy, you may never be free to enjoy the very special, the very lovely things about Holland.” During Christmas Break of my first year of teaching, I had the opportunity to sit back and reflect on the wonderful students in my class, and I came to the same realization. While my students weren’t the straight-A students I had expected, they were genuinely wonderful young people, who with a lot of love, support, and hard work, had amazing potential. For the remainder of that year and for the two following it, I have tried my best to accept my students as they are (though I try to change the system to insure that others don’t fall through the cracks like they had), and work diligently to help them fulfill their potential and reach their goals. In fact, I have come to love being in Holland very much.