High Leverage Practice/ TEACH Card

TEACH Classroom Management 

Now that I have completed two full weeks in the classroom during practicum with my  mentor teacher, I have begun to notice several fo the Classroom Management Strategies that are being used as well as how they differ between 2nd and 3rd period. During the first week and talking with my mentor teacher, right off the bat, I was told the posted expectations of classroom rules which are: " Do what's right/ Get things done/ Don't be afraid to make mistakes/ Be kind along the way!"

Each morning, students must line up by the classroom door and be granted  permission to entr the classroom, the teacher expects students to Model Ideal Behavior before they are allowed to enter.   The teacher interacts with students in the hallway who are in the class and who aren't , keeping positive relationships with past and present students, always checking in with students. Students always start each morning off with a sponge/opening assignment, which are the Bell Ringers. Students have 10 minutes (which they know) to complete their Bell Ringers either on their computers or on paper and pencil. Students know that each day they are worth 2 points and are collected at the end of the week. My mentor teacher told me that students are aware of this established routine and that as the teacher she expects students to follow directions and get to work. 

I have noticed that within the first week, using the technique of proximity worked well as students were getting used to there being a new person in the classroom. Students would see me standing near them and would either know to follow directions and stop playing games on their computer or drawing, and listen to their teacher.  The teacher also uses proximity , but moreso the usage of with-it-ness. As Mrs. Dyer goes through the lesson or is helping one student, if a behavior or action is noticed, it will be called out or brought to attention soon. 

I noticed in week 2 that my mentor teacher used more disciplinary concepts, and showed the use of defined consequences.  My mentor teacher reinforced classroom expectations and rules, while giving students who were being inappropriat/ misbehaving several chances before warning them that they would  be removed from the classroom. Once that technique did not work, the teacher had the student (s) remove themselves from the room and it eventually led to a referral to student services. Students know that they are given many opportunities to be respectful students to their peers and teacher.   

High Leverage Practice