Describe your cooperating teacher’s
management strategies.Do you feel they
are effective? Give examples of what your teacher does to recognize positive
adherence and negative adherence.What
do you plan to do differently in your own class?
My cooperating teacher has so many great management strategies that I will definitely be using in my future classroom. The very first week of school the students brainstormed and wrote the class rules together. The teacher compiled the students' ideas into a cohesive and flowing set of rules. Next she had all of the students trace their hands, cut them out and sign it; these hand prints were the students' signatures. The rules are referred too often, when students are following them, and when they are not. When students are not following them, they are reminded that they came up with and signed the rules, so they need to be following them. I think this was a great way to actively involve the students in the making of their class rules. The rules are more meaningful to the students because they created them themselves.
Another useful classroom management strategy my teacher uses is a transition bell. The instrument is rung three times, and the students know when they hear it they need to freeze their bodies, be silent, and wait for directions. The bell is used during all transitions, and it helps ease transitioning from one part of the day to another. Students respond to this because it is consistent and reliable. She also uses music while students work in order to control the students volume. She plays music when she wants the kids to be working quietly. She reminds them to use quiet voices so that the music can be heard.
When students are following the rules, for example raising their hands and sitting quietly, they are called on. When students are not; they are ignored, or the teacher will say "You need to raise your hand, I'm going to call on people who are raising their hand." When kids are getting too rowdy, she will simply say "I'm just going to wait," and the kids know they need to quiet down before the lesson will continue, or before the line will move. My cooperating teacher knows many techniques to get the kids under control without having to raise her voice. When lining the kids up, she will say "clap once if you can hear my voice... clap twice if you are standing quietly and reading to go." A simple thing like this gets everyone quiet and in line without yelling. If a student is acting out in line, she sends them to the back of the line, separating children who can not behave with one another.
I know that classroom management will be the thing I will need to work on most, as I am not a very loud or assertive person; I think a lot of it is just finding the confidence and finding the strategies that work for me and for my students. I will be sure to take notes and use many of the strategies I see my cooperating teacher using everyday; she really knows how to manage a classroom!
Your classroom is wonderful. Do take notes so you can look back at exactly what was done thatt worked in future years. Your classroom management was also excellent! Nancy
My teacher uses a lot of different management skills in order to effectively run her classroom. We have many children with behavior issues integrated into the class, so having structure is key to a successful day. The teacher uses very clear and concise language in order to let the children know exactly what is expected of them. She uses many checklists along with visuals as another tool to allow the children to know what is coming. My teacher does not believe in yelling, which I completely agree with. Instead she does speak to the children in a firm voice, and will verbalize what a child is doing incorrect. She will conversely point out children displaying expected classroom behavior and use them as a model to help the other children figure out what they should be doing. A huge push in the second grade is independence. This is noted through the management style as well. The expectations are clear, the directions are clear, and therefore Mrs. Hawke does not repeat herself. Instead she encourages children to ask a friend, or use classroom tools to solve their issues. Of course if they are still struggling after these steps she will step in and help the child. Mrs. Hawke uses a number of attention getters throughout the day to bring the children back on task such as a chime, a bell, and a noise frog. She also will use statements such as “one, two three, eyes on me” and different clapping rhythms. The children are aware that they all mean to stop, look, and listen. She also uses the term “ready position” to help the students control their bodies. Ready position means you are sitting up straight, eyes on the teacher, hands in your lap, and your ready to soak up all the new information that is about to be given to you. I hope to model many of the techniques I am observing. I love how clear and concise her directions are. I had not thought about how detailed you must be when speaking to second graders. I also like how she goes over expected and unexpected behavior rather than using terms such as say good or bad. Due to the behavior problems in the classroom, it can feel a little rigid and stiff at times. I hope that my classroom can be a little but more lively, but again I know that this is due to what the children need in order to feel successful.
The expression, "Ask 3 before you ask me," often helps. Don't try to relax when you have your own class too fast, maybe after 2 0r 3 years of teaching!
I'm glad you are in such an instructive class. Keep learning! Nancy
My cooperating teacher has so many great management strategies that I will definitely be using in my future classroom. The very first week of school the students brainstormed and wrote the class rules together. The teacher compiled the students' ideas into a cohesive and flowing set of rules. Next she had all of the students trace their hands, cut them out and sign it; these hand prints were the students' signatures. The rules are referred too often, when students are following them, and when they are not. When students are not following them, they are reminded that they came up with and signed the rules, so they need to be following them. I think this was a great way to actively involve the students in the making of their class rules. The rules are more meaningful to the students because they created them themselves.
ReplyDeleteAnother useful classroom management strategy my teacher uses is a transition bell. The instrument is rung three times, and the students know when they hear it they need to freeze their bodies, be silent, and wait for directions. The bell is used during all transitions, and it helps ease transitioning from one part of the day to another. Students respond to this because it is consistent and reliable. She also uses music while students work in order to control the students volume. She plays music when she wants the kids to be working quietly. She reminds them to use quiet voices so that the music can be heard.
When students are following the rules, for example raising their hands and sitting quietly, they are called on. When students are not; they are ignored, or the teacher will say "You need to raise your hand, I'm going to call on people who are raising their hand." When kids are getting too rowdy, she will simply say "I'm just going to wait," and the kids know they need to quiet down before the lesson will continue, or before the line will move. My cooperating teacher knows many techniques to get the kids under control without having to raise her voice. When lining the kids up, she will say "clap once if you can hear my voice... clap twice if you are standing quietly and reading to go." A simple thing like this gets everyone quiet and in line without yelling. If a student is acting out in line, she sends them to the back of the line, separating children who can not behave with one another.
I know that classroom management will be the thing I will need to work on most, as I am not a very loud or assertive person; I think a lot of it is just finding the confidence and finding the strategies that work for me and for my students. I will be sure to take notes and use many of the strategies I see my cooperating teacher using everyday; she really knows how to manage a classroom!
Your classroom is wonderful. Do take notes so you can look back at exactly what was done thatt worked in future years. Your classroom management was also excellent!
ReplyDeleteNancy
My teacher uses a lot of different management skills in order to effectively run her classroom. We have many children with behavior issues integrated into the class, so having structure is key to a successful day. The teacher uses very clear and concise language in order to let the children know exactly what is expected of them. She uses many checklists along with visuals as another tool to allow the children to know what is coming. My teacher does not believe in yelling, which I completely agree with. Instead she does speak to the children in a firm voice, and will verbalize what a child is doing incorrect. She will conversely point out children displaying expected classroom behavior and use them as a model to help the other children figure out what they should be doing. A huge push in the second grade is independence. This is noted through the management style as well. The expectations are clear, the directions are clear, and therefore Mrs. Hawke does not repeat herself. Instead she encourages children to ask a friend, or use classroom tools to solve their issues. Of course if they are still struggling after these steps she will step in and help the child.
ReplyDeleteMrs. Hawke uses a number of attention getters throughout the day to bring the children back on task such as a chime, a bell, and a noise frog. She also will use statements such as “one, two three, eyes on me” and different clapping rhythms. The children are aware that they all mean to stop, look, and listen. She also uses the term “ready position” to help the students control their bodies. Ready position means you are sitting up straight, eyes on the teacher, hands in your lap, and your ready to soak up all the new information that is about to be given to you.
I hope to model many of the techniques I am observing. I love how clear and concise her directions are. I had not thought about how detailed you must be when speaking to second graders. I also like how she goes over expected and unexpected behavior rather than using terms such as say good or bad. Due to the behavior problems in the classroom, it can feel a little rigid and stiff at times. I hope that my classroom can be a little but more lively, but again I know that this is due to what the children need in order to feel successful.
The expression, "Ask 3 before you ask me," often helps. Don't try to relax when you have your own class too fast, maybe after 2 0r 3 years of teaching!
ReplyDeleteI'm glad you are in such an instructive class. Keep learning!
Nancy