Manage how the class operates.
Organize and manage a class in such a way as to maximize student development, learning and socialization.
Third Field Experience: Georges P. Vanier Elementary School
Aug to Dec 2022
Overall, I believe in classroom management based on positive reinforcement and shedding light on appropriate behaviour, while not allowing negative behaviour to arise. I do not bring unnecessary attention to a student’s non-compliant behaviour, especially not in front of the whole group. In my third field experience, my Cooperating Teacher and I used three different emulation systems based on rewarding good behaviour. The first one was for all groups; the good period recorder. After establishing the guidelines of a good period with the students at the beginning of the year, I awarded a check mark at the end of each period that followed these rules. Once a group had accumulated seven check marks, they were awarded a free period to watch a movie or play board games. The second emulation system was Class Dojo, for grade four groups. On this platform, each student had their own character and I awarded points for good behaviour, silent travelling in the hallways, good actions, etc. This motivated the students to act well in and out of the classroom. Finally, the third emulation system I used was Classcraft, with grade five and six groups. This platform allows for students to create their own video game characters that they can customize. I awarded points and gold coins for good behaviour, silent travelling in the hallways, good actions, etc, which they could use to buy gear for their characters. This also motivated the students.
Evidently, I had to deal with negative behaviour at times. Even though it was not often, I had to take certain students aside to address their non-compliant behaviour and come up with solutions to resolve these situations. As outlined above, when these situations did arise, I did not bring too much attention and I dealt with it in private with the student and my Cooperating Teacher, if needed.
Furthermore, I used a few different tools to assure that the time devoted to teaching and learning was well managed on my end. At the beginning of every class, I wrote on the board the different tasks we would be doing during the period, and I clearly expressed to students which parts they would have to listen quietly, and which parts they could work and talk with their peers. This motivated students to listen during the teaching portions of my lesson, as they knew that if they listened quietly, I would not have to stop to manage the classroom and we would get to the collaborative working parts quicker. I also used a time timer, which is a small timer in the shape of a clock, at any time students would be working. That way, it was clear how much time was left or when I expected them to settle down and go back to their places, depending on the type of activity.
Moreover, I made sure to recognize student emotions in the classroom and address those properly. As an example, I led a lesson on robotics and the use of Ozobots in storytelling. This particular robot follows a line drawn on a paper and does commands depending on the colours on the line. During this lesson, I took time to have a discussion with students about emotional regulation and dealing with frustration when a problem arises with technology. The simple discussion we had helped students establish steps to dealing with frustration when using Ozobot, which can be applicable in other situations. This allowed for a smooth period, avoiding non-compliant behaviour triggered by frustration.