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Introduction to effective classroom management
Introduction to effective classroom management
Introduction to effective classroom management
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On April 14th, I got the opportunity to observe Mrs.Osborne's 11th grade AVID class and her 12th grade AP Government class. Mrs. Osborne is a social studies and AVID teacher at Reynolds High School. She has been teaching for 33 years. In the classroom the desks are set up in rows facing the front of the room. Mrs.Osborne's desk is placed in the back corner of the room. On the left side of the room there was a white board and on it written out was each classes learning objective of the day, the days agenda, and what the homework for the day is. At the front of the room students grades are posted by student ID number on a board. The left side of the room had labeled drawers with supplies.
Her AVID 11 class had about 18 students. For this
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Osborne floated throughout the room and checked with intent that everyone was on track. This kept the students on task and actively working the entire period. In addition, while she was floating around the room she used positive reinforcement. She gave specific and crystal clear instructions on what she expected from her students during the period. It was also clear that she had high expectations for all her students. At the beginning of the class period she pointed out that learning how to write thank you notes was important because everyone needs practice the conventions of writing thank you notes because once they start interviewing for jobs they are going to have to know how to write a thank you note. I thought telling student why it mattered was important because it motivated them to pay attention to instructions. Once students began working on their thank you cards she pulled away two students who missed the assignment for the day before ot ecplain it to them. In my opinion, this was great time management because if she were to do that during the beginning of the period the rest of the class would have been sitting with nothing to do for 5-10 minutes. When she needed to get the classes attention she would say something along the lines of, "If I could have everyone put their stuff down and look at me because I like to be the center of attention." This made students laugh but it also got their attention
assignments. In the case of Miss Hiller, she was becoming very discouraged because she didn’t seem to know how to motivate her students to learn. She is also bothered of the fact that the students didn’t seem to like her, and that she is having problems disciplining her students. Stansbury and Zimmerman (2000) suggests that to make life less stressful for new teachers like Miss Hiller, the principal may reduce the number of students in a beginning teacher’s classrooms, refrain from assigning them the most challenging students, and minimize their extracurricular and committee assignments.
I visited Mrs. Cable’s kindergarten classroom at Conewago elementary school one afternoon and observed a math lesson. Mrs. Cable had an attention-grabbing lesson and did many great things in the thirty minutes I observed her. I have my own personal preferences, just like every teacher, and I do have a few things I would do differently. There are also many ways this observation can be related to the material discussed in First Year Seminar.
The event that I attended for the interpreter observation requirement was an event that occurred in the classroom and took place in order to provide interpretation for a guest speaker, Richard McGann, who was Deaf and blind. The event was held at the University of Pittsburgh during the Intro to Interpreting American Sign Language-English class taught by Jessica Adams on Tuesday, November 10th at 5:30PM and the interpreted lecture took place in a typical classroom located on the third floor of the Cathedral of Learning. The classroom used for the guest lecture was the same room that the class meets at regularly, so there had been no special modifications made in order to accommodate the
In “What’s Wrong with Schools,” Casey Banas uses the experiences of Ellen Glanz, a high school social studies teacher to express how different students and teachers feel about schooling. Ellen Glanz chooses to improve her teaching by pretending to be a student and sitting in on several classes and what she finds in the typical classroom includes students doing the bare minimum, disinterest, cheating, detachment, the list goes on and on. I agree with Ellen Glanz in that this separation between educators and students causes a great amount of passivity. Unfortunately, these types of circumstances in classroom settings are becoming more and more typical.
To observe people’s listening habits, I paid close attention to each person’s nonverbal behaviors. Each time an individual moved I took note of their behavior. I carefully observed them in one of my other classes at FSCJ’s Kent campus. Since the class is three hours long, I was able to see behaviors that showed each individual actually listening, pretending to listen or not listening at all. In this essay I will discuss the behaviors of individual students during the beginning, middle and end of the class to see if the students are listening or not.
The first activity was made for the students to decipher what shapes or objects have round edges. The objects included were sphere, cube, rectangular prism, cone, square based pyramid, and cylinder. The students were asked to make two groups of round and not round. The students were allowed to pick up and touch the pieces to get a better understanding of what the objects feel like.
Trafecanty’s classroom to be successful for two distinct reasons. One reason was the intimate environment created by having a classroom of only thirteen students, which was unique for every student in the class. In a school where a class never had less than thirty students it was different having a close relationship with my teacher and fellow classmates. Additionally, Mr. Trafecanty created a collaborative learning environment by creating a schedule for the school year where one student would present and teach a specific topic during every class meeting. A student was asked to present a topic, explain it, and present examples on it. Then, Mr. Trafecanty would place two problems related to the topic on the board, and have the entire class collaborate on the problems to solve them. This collaboration of teaching and learning by one another in a small classroom led to almost similar quiz and test grades, both of which were always generally good or even
Mrs. Ness talked about her class being different than other classes. She teaches classes that are electives and very exp...
I believed that I would be better equipped to handle an older group of students. While I remain committed to social sciences as a speciality after my observation, I feel more comfortable with younger students. My observation teacher 's class was 7th grade math. Observation proved to be both informative and interesting; it allowed me to observe a teacher and ask questions relevant to my observations. One on one with a practicing teacher allowed me to question behaviors and receive response nearly instantly. In my observation I was able to watch several classes. While the faces changed, the dynamic of the group revealed itself to be a familiar pattern. While each student is unique, common traits manifest in the classroom. Some students demand more attention; whether positive, by asking and answering questions, or negative, by causing classroom disruptions and resisting correction. Other students seem to need and want as little attention as possible. This students sit quietly and rarely volunteer to answer questions or seek to add to discussions. Most students during my observation landed in between these two extremes. Choosing to stray off task to talk to a neighbor or to fidget in their chair, but still available to answer questions and participate in classroom activities. Discovering that students were similar across the field surprised me. Regardless of age group complaining about classwork, homework, and test seemed an universal
This class is all about these different interactions and what happened because of them. Additionally, this class teaches the ways in which citizens can partake in their civic duty that is granted by being a part of this democratic society. It is this class that teaches them how to do this and what it entails. The final question of how we should teach our students lies directly on the students. They should be our guiding way. Our teaching methods should provide for our students. In doing this, a variety of teaching methods are used to accompany a variety of learning styles. By knowing all of this and putting it into practice, it will create powerful and authentic social studies and will provide each child a way to succeed and enjoy Social
On Monday,October 14, 2013 at 7:00 P.M., I attended the Bradford Area School District school board meeting at Floyd C. Fretz Middle School in the large group instruction room. This meeting was important for the teachers, students, and the schools in the district. It provided information that correlated to the material in class and a perspective on what situations as a future teacher I may experience.
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
Coming into this class, I figured we would learn about how to handle different kinds of situations from a teacher’s standpoint. As it turns out, the class is much more than just that. I figured there would be group discussions consisting of some controversial issues, but I had no idea how the course would make me feel as a person and as a future educator. So far, this class has brought to light the incredibly difficult decisions I will have to make as a teacher. Not only will those decisions affect the child and parents of that child at hand, but myself as well.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.