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's management strategies rely on her being heavily dependent that it is a huge developmental year for the 4th graders. At the beginning of the year we made classroom rules with the students during Constitution Week. Again she relies heavily on the fact that because of this huge developmental year that students can make decisions or choices on their own.
Because of this, I don't think she has established herself as a leader or a model for the students. Morning routine is often loud, students are offered no concrete structure, and only a handful of students actually come and fully complete morning routine.
When students don't make the right decision she gets "cranky", sometimes announces that to the class, and even at times raises her voice when students aren't making the right choices.
I think she can do a much better better job of modeling and guiding the students in terms of behavior in class. I agree with her in the sense that it is a big developmental year for the students, but I do believe they need guidance and modeling in order to start making these decisions for themselves.
Her positive reinforcement is often present in a calm, reassuring voice, that let's students know she is pleased with how things are going. She usually recognizes negative aspects of the day with a mild "lash out." She is inconsistent and I never really know what to expect on any day. She does somethings really well, but could undoubtedly work on her consistency.
I would like to see my classroom be calmer. I think students are engaged and truly learning when that type of atmosphere is present. I love and value seeing students be active as well, but that can come as soon as your work/learning environment is established.
In some ways seeing something you don't agree with is as good a learning opportunity as seeing something you want to model. Whatever you do, don't criticize her. You might be a model for her, if she notices. Nancy
My cooperating teacher has many effective management strategies, and is quite adept at choosing when and how to implement different approaches. Most often, she uses positive reinforcement to encourage students to present expected, appropriate, and cooperative behavior. For example, if the class is getting boisterous during a work time, she will shut the lights off and draw the class's attention to those students who are doing what they are supposed to be doing, instead of calling attention to the negative behavior. She sets a high, but appropriate, expectation, and holds students accountable for meeting it. However, she does sometimes address negative behavior directly if the situation needs that type of reaction. If she feels the class isn't doing the best work they can, she will sit the group down and explain that she knows they can do better, and that they need to focus during work time, or we might have to do work during other, more fun parts of the day (for example, choice time). She emphasizes that we are all in school to do our best learning, and that she won't take time away from learning to do the extra fun things.
There are some members of our class who can be extremely disruptive during instruction and group activities. When these students are unable to control themselves, she will ask them to leave the circle and go take a break. Later, she meets with that child and explains that she, as the teacher, can't let him or her disrupt the whole class because it isn't fair to students who are really trying their best to learn. She emphasizes how much she values these students opinions and presence, instead of focusing on the negative things that happened. For some students, these types of conversations are not enough to consistently change the negative behavior. For one student, she created a behavior plan where this student receives a sticker for every positive choice he makes in the classroom. Each day, he starts a new piece of paper, and the teacher puts a sticker and an explanation of the good choice. The sheet goes home with this student every day, and his mother has been very happy with his improved behavior. Instead of highlighting his negative behavior, this chart helps him see how capable he is of making good choices.
One thing that has been difficult this year has been consistency. My cooperating teacher was on maternity leave for the first three months of the school year, so there has been a lot of change in the room. It's been somewhat difficult to keep expectations, rule, and routines consistent. I feel that consistency is extremely important and I hope that when I have my own classroom I will be able to set routines in place early in the year, and hopefully decrease some behavior problems.
You have had some excellent modelling as well as what happens when things are not consistent. I'm sure you will take the best of these lessons to your own classroom! Nancy
The teacher I work with manages the class very well. Since the first day of school, students have been made aware of what is expected of them. She holds high expectations for behavior. When she is talking, students should be listening. If students call out instead of raising their hand, they are (usually) reminded to raise their hands and their comment is not acknowledged. If students call out repeatedly, they are asked to leave the rug area and sit in a chair at a nearby table, where they can still hear the discussion, but cannot participate. Students are also not called on if they are waiving their hands around and making noises in an attempt to get called on. The teacher will praise students who follow these rules and always appreciates when students contribute meaningfully to a discussion. Transition times are difficult for some of the students, especially lining up for recess and lunch. They often get in line and are chatting with each other, not facing forward or listening. Strategies the teacher uses include clapping a pattern and having the students repeat back, counting down and using the “quiet coyote” symbol, which is recognized throughout the school as a reminder that students need to stop, look, and listen to the teacher. If students are not behaving in line after a couple warnings, they are asked to get out of line and go to the end. As a way to praise those adhering to the rules, the teacher will say, “I can see ________ is ready to go to lunch.” She will thank students who are doing the quiet coyote sign and appear ready. I am often the one who lines students up for lunch and specials and leads the line. I use many of these strategies. Sometimes I say a pattern using “shushs” (similar to a clapping pattern) and have the students repeat it back. Or I’ll say, “This is your recess time. If you want to waste it, keep chatting. I can wait.” This often gets students to tell each other to quiet down, which I find is often more effective than me asking them. We now have a “no warning” rule for being quiet in the hallway. We spent time explaining that they need to be quiet in the halls so they do not disturb other students’ learning. If they are talking as we walk down the halls, they are supposed to spend recess time in the classroom. I remind them of this strict rule and have only had to reinforce it once or twice. Losing recess time is the main punishment used if students misbehave. The lead teacher often has students write letters of apology to the teacher the disrespected (for example the lunch lady or a specialist teacher) and/or a letter to their parents explaining why they’ve missed recess. I don’t love the idea of taking recess away from students; often times, the students who misbehave are the ones who need to get outside and run around the most. There are also a couple students who don’t particularly like recess and would rather stay inside. I haven’t come up with a better solution, however. I mainly rely on my positive relationships with students to get them to behave. If a student is constantly talking while I am talking, I will privately meet with them to discuss why they are having so much trouble quieting down and listening. I will ask them if they feel like I respect them (they’ve always said yes) and I remind them of the Golden Rule (something we went over in the beginning of the year when we wrote our classroom rules) and ask them how they would feel if I never listened to them, and try to have them understand that it hurts me and the other students if they are being disruptive. I’ve also told the class that they really hurt my feelings once during a read aloud when they just wouldn’t stop talking. I think this was pretty effective because I have worked all year on establishing good relationships with the students. I think what is most important are mutual feelings of respect, an understanding of what the consequences are if students misbehave, consistency among punishments and having punishments that are aligned with the negative behavior.
You have tried several different strategies. Hopefully, by the end of the year, you will know what works best for you and what you prefer to use. When Caryn Chapler comes to our class on March 29, you might discuss some of the strategies you are still unsure about with her. Nancy
My teacher does a wonderful job of managing our 2nd-graders. She is constantly reminding them that they are responsible for their actions and will be held accountable for the decisions they make, but she does so without ever raising her voice. The only means of punishment I have seen are fun activities being taken away if students don't do their work. They are given at least two warnings -- "If you don't finish your math, you'll have to finish it during recess" -- before she enforces the consequence, so they are given ample time to correct the behavior. To get their attention if they're being loud lining up, she simply waits silently until they realize she is waiting. She also turns off the lights at the end of each lesson so they know it's time to clean up. Usually, they recognize the lights turning off as an immediate signal to begin putting things away, but if they don't, Megan says something like, "Do I need to tell you what the lights being turned off means, or do you already know?" and they get the message. Positive reinforcement is huge in Megan's class, and all of her words are spoken softly, though firmly. Students are not scared of her, but they respect her. She always encourages the kids to "make a better decision" and puts a lot of trust in them to make their own decisions, which makes them feel capable of bossing themselves. When they do something right -- like cleaning up without being asked, or helping another student -- Megan always notices and comments on the good job they're doing. When they do really act up and refuse to settle down, Megan points out to the class that she is doing way too much bossing, and they respond well to the reminder that they are in charge of their own actions. What I hope to emulate in particular are the words Megan chooses. I have started asking, "Do you think that's a good writing spot for you?" and "Make a good decision about who you stand next to" and it's made a big difference in terms of how the students respond to me. Instead of getting into a back-and-forth with kids, I say something and walk away without giving them a chance to argue with me, and they have been making better choices. I also admire the way Megan makes the kids realize when they make bad decisions. She doesn't yell or explicitly point out what they did wrong. Instead, she has them acknowledge their mistake on their own and then find a way to rectify it. One example is, the students often ask Megan for something and when she says no, they come ask me. Yesterday one boy asked me to go to the bathroom and I said yes. I didn't know that Megan had already said no. When he came back, she called him over and asked what he did when she said no. He admitted that he asked me and Megan said, "You tricked Ms. Liz. That feels really sneaky to me." That was all she said. Maybe it was just embarrassment at being caught, but he was very apologetic and unusually well-behaved for the rest of the day. I am working on keeping my voice calm and even, resisting the urge to raise it even when the classroom is so loud they won't hear my normal voice. I also have found my efforts to follow Megan's lead very successful when lining up and staying quiet in the hallway. I give the Line Leader the responsibility of stopping and starting only when he/she feels the class is ready. If the Line Leader stops moving, I ask who we're waiting for, and tell the class who we need to be quiet before we can move. When the students feel accountable to one another in addition to their teachers, they respond much more quickly. My biggest struggle so far has been not wanting to appear mean. I'm working on putting being the most effective teacher I can be above wanting the kids to like me. What I've learned so far is that as long as I speak calmly, they still find me approachable and not scary, even as I command more respect from them.
Don't worry about being mean. Kids have tough skins! All the strategies given here are excellent and you should try the ones that appeal to you - and notice what works best. Being firm and consistent is not mean! Nancy
Just remember you are a guest in the room so don't be too hard on the teacher. You seem to have a good sense on how you would do things differently, which is very useful! Nancy
My supervising teacher is wonderful a managing the students. She (like Elyssa's teacher) also holds high expectations for their behavior, as well as their academic work. There are many parallels, actually, to how my teacher and Elyssa's teacher manages behaviors. When a teacher is talking, she expects all students to listen. During full-class instruction, she expects all students to participate, and often calls out the students who are not fully participating. She is very picky, and will even admit it by telling the kids, "Call me picky, but...". Some of those moments appear a little extreme, but at the same time, she has been able to get the desired behaviors, and I am still struggling. Those students who, after receiving one or two redirections, are still unable to modify their behavior, are asked to leave the rug and sit at a table. It is still expected that they pay attention to what is being taught. Students can lose recess time after four warnings, and when I first came to the class, it seemed to happen quite regularly. Lately the whole class has been able to go out to recess. If a student is being particularly disrespectful, the teacher will call out this behavior in front of everyone. Other times, she will pull the student aside later to discuss it. Calls home do happen for misbehaving, and the student is told/warned that it will happen. My lead teacher uses clapping as a signal to listen and look. She will clap multiple times if students are still not listening. Another teacher who comes into the room uses "match me". I've been using a combination of both, and will sometimes try out "1,2,3, eyes on me" or "if you can hear me...". I still am having a difficult time hold every students attention, and it's exhausting to constantly be demanding it back. She also uses waiting time and positive reinforcement. She often points out and thanks the students who are sitting criss cross applesauce and facing forward, or who may otherwise be doing what has been asked of them.
I find her method extremely effective, but I am still navigating the behavior management waters. In the mornings that I have tried something new, like doing a bit of movement, to introduce morning meeting, they seem to be less disruptive. However, my supervising teacher does not do any movement, and is able to command a quiet and listening rug time. I have one student in particular who is constantly testing my resolve, and have tried pulling him aside afterwards to discuss his behavior. It does not always work in improving his behavior or performance later. On other occasions, I have sent him away from the rug for his behavior. That does seem to get a more consistent modification. I did once have him sit out recess, which did seem to get the desired result, but, like others have said, I dislike the idea of having these students miss recess, as they definitely are the ones who need to move.
While walking with other teachers in the hallways, my class is pretty good at being quiet and respectful of those classes who are busy with their learning. With me, however, they do not show the same respect or quietness. I have been trying different ways to get them to be silent. I have sent students to the back of the line (not effective, but a little less disruption for the others), I've practiced going up and down the stairs quietly, I have reminded them that we are losing recess/specials/free time. I praise and thank those students who are showing me they are ready to go by pointing out how they are facing forward and are not talking. I remind them of those who are working hard, and that they are first graders and should be showing me how to walk through the hallways. I try to walk up and down the line, requesting they look forward, sometimes simply by tapping their shoulder, other times by insisting they face me and hear what I am telling them they need to do... It is still an area where I am trying to find the best way to get them to walk quickly and quietly in the hall. It often takes me longer, because I have to keep waiting, to transition from one room to another. One thing that another teacher will tell students to do is, "have your arms down and out of your pockets, and face forward like soldiers." When I taught preschool, I often told the kids to move like different animals or objects. Perhaps I should try that again with these students.
Overall, I feel that I am constantly learning a lot about how to manage students. One person that I particularly admire at the school is the vice-principal. He has an extremely effective way of talking with the students, reminding them of their own choices and behaviors, while still talking in a calm, patient voice. I definitely want to learn his mannerisms.
You are definitely learning. I think you should ask your teacher to give you more feedback on this issue. You might ask her the specifics you mentioned here. You do not have to use the same strategies as your teacher. It's fine to try out your own ideas and ask her to comment on them. Nancy
During my student teaching experience, I have encountered some positive and controversial management strategies. Within the first grade classroom we have a handful of students with emotional and behavioral challenges, 3 students on IEP’s and 4 ELL students. So, needless to say, it can be a handful for any teacher to deal with, however most of the strategies I have seen implemented have been far from helpful. My SP usually uses a strict voice and tells the student who is acting out to pull it together before she counts to zero. While I believe there is a time and place to be stern and forceful as a teacher, so many of these students are not always acting out for attention. Some of these students have real issues that need to be addressed. I don’t always feel the students are being treated appropriately nor are their issues being heard.
Within my ideal classroom community, I plan to use a Responsive Classroom teaching approach. This approach to teacher language promotes respect, equity and inclusion for each child. When a student is disruptive during a whole class setting, I believe it is more appropriate to remind everyone of the rules and expectations within the classroom. If there is an individual student having a tough time in the classroom following the rules, I plan to talk to that student individually focusing on what is hard for the child. I plan to provide strategies and tools to help the child succeed. Even though this approach might take more thought, I believe if you support a community of learners with positive language, they will soon respect you and their peers, creating the ultimate social and academic learning environment.
My cooperating teacher is very active in her classroom management style. In some ways, it is like she has her finger ont he pulse of everything happening in the classroom. As a teacher that has taught for many years in the same school, her style is quite cemented and does not seem to stray too far from what she has become used to.
In terms of teaching style, she conducts many of her lessons from the front of the class. While she moves around during group work, she seems to have identified that her students learn best when she is in the front of the lesson. While this can be considered an antiquated style of teaching, the students benefit from having her in the front of the class. She has oriented the desks and classroom stations so that everyone has an unobstructed view of the SmartBoard and bulletin boards, which she decorates with materials pertinent to the various topics being discussed at any given time.
When dealing with classroom disturbances, she would rather deal with the problems head on. Instead of waiting until the end of the class to speak with students, or using a series of signals to cue the students into her distaste for their behavior, she often times stops the class in order to deal with one or more students. While I believe that this shows the students what she deems unacceptable classroom behavior, it often takes the focus away from the lesson and requires a few extra minutes to get the class back on track.
As I have been teaching full time for the past few years, I believe that my style of teaching complements hers. While there are a few things that I have taken from her style and worked into my own, I have witnessed behaviors that I Will try to avoid. I believe that students react more positively to one-on-one interaction in terms of behavior modification, rather than her style, which I would equate to public shaming. Although her style is nowhere near as embarrassing as that term would imply, it is the only comparison I can draw. I prefer to use nonverbal signals to let students know that their behavior is unacceptable, so that I do not take away from the classroom activities or the pace of the lesson. Working together, our styles complement one another's. As mine is more dynamic and liquid, hers is very set in stone. Having the two of us in the classroom is very beneficial for the students as while one of us is leading the lesson, the other floats around the classroom assisting students as deemed necessary.
I have realized over the course of my time in my cooperating teacher's classroom the need for the teacher to be open to their students' ideas and ways of doing things. While it is necessary for concepts to be taught in the "right way," especially in math, having students explain their thought processes allows the class to explore lessons and concepts from multiple angles, which almost always leads to the students and the teachers arriving at the proper way of doing things mutually.
I hope you soon have a chance to try out your own ideas, but don't throw away everything you have seen your teacher do. Some of her strategies might have a use! Nancy
Baldwin strives to incorporate Responsive Classroom strategies into all classrooms and my first grade class very much adheres to the approaches that are brought forth from this curriculum. The beginning of the year was pretty much all about setting the tone for the class and what our expectations are for every student during every part of the day. From having open discussions with the students on agreed-upon classroom rules to clear and explicit instructions for hallway walking, rug seats, and work level voices, my cooperating teacher developed strong classroom management from day one. Marty has high expectations for every student and is strict when someone steps out of line. When a student does not follow instructions, there are clear consequences that match the behavior such as staying in for recess to finish work or practice sitting quietly. We also inform the students of the use of our Take A Break chair, which is open for all students to sit on if they need some time to calm themselves or refocus. They may be sent there by a teacher or on their own.
Marty has also incorporated several strategies for quieting the class and transitions. These include count-downs, ringing chimes, and turning off the lights. These strategies are most of the time effective since he varies their uses and the students all know exactly what it means when they hear chimes, counting down or see the lights being turned off. My cooperating teacher does not use a reward system since our class is pretty well adjusted and does not need extra incentive. We give verbal praise when we notice something positive to the whole class, small group, or individually. If the class has been continuous with positive behavior we grant them extra recess time or dance parties in recognition of their behavior. When there is a negative behavior occurring, Marty immediately goes over to the child and speaks with them, reminding the child of expectations and working with to see what we can all do to make sure that doesn’t happen again. If it is the class demonstrating negative behavior, Marty speaks with everyone as a class in the same way he would with an individual student misbehaving.
I plan to use much of what I have observed this year in my own classroom. It all depends on the class I receive in the future for what I would do differently. Since this class is so well behaved we do not need behavior plans or reward systems, but if I had some challenging students I would need to bring in appropriate methods of management.
The two head teachers I work with (Note: I support two head teachers who share the position – one works Monday through Wednesday morning and the other works Wed. afternoon through Friday) are masterful in how they manage their classroom. Both teacher’s management strategies are incredibly effective and are basically one and the same. Ultimately, I could not be more impressed with how they run their classroom and with how deftly they handle the everyday behavioral challenges to the more extreme ones.
First and foremost, these teachers are consistent with their technique and do many things to recognize positive adherence. For example, when a direction is given – like, asking students to get in line for lunch –they call out the behavior of the students that are appropriate or in line with the rules for lining up. They say things like “I like how John is looking forward and is being totally silent.”, or “I like how Lily is also being quiet and is looking right at me ready to go.” Ultimately, no matter what the situation, the teachers are regularly calling out the things they like to see (and calling out and publicly praising those kids doing it) which, in turn, reminds all students what they are supposed to be doing and helps to maintain a positive environment.
Another thing that they do is give children a second chance – but not in an overt way – so as to not undermine their rules or directions. For example, if, during a morning a meeting, a child repeatedly calls out without raising his or her hand, the teacher will write the child’s name on the board and tell him or her they have now been given a warning and that the next time they do something not condoned, there will be a consequence (usually sitting out for part or all of daily choice or recess). They use these same consequences for children who do not complete work that they should have been able to complete
The teachers also do things to recognize negative adherence. For example, when a child is not following a direction – like if he or she is NOT facing forward or is talking while getting in line to leave the classroom – the teachers will tell the child to go to the back of the line or, if circumstances support it, to sit down and remain in the classroom for 5 minutes. The child instantly knows they have misbehaved but without being overly chastised or embarrassed for a somewhat minor transgression.
However, if a child is doing something that is distracting to others or more extreme than not paying attention (like, for example, throwing a pencil or running in the classroom), the teachers will call out the child and tell them to stop. They will also not necessarily give the child a warning before a consequence is given. This demonstrates to the child that his or her offense is even more inappropriate.
There are some things that the children know there is absolutely no tolerance for like writing on the desks or pushing other children. If they do this, they know it can result in them immediately losing all of their choice or recess.
In addition to the aforementioned techniques, both teachers are regularly reminding the class of the rules of the room and giving students notice before something ends. This results in no confusion of expectations. For example, right before clean-up time before the ending of choice time and thus right before closing circle, they will say “This is the 3 minute warning. This means it’s your last chance to go to the bathroom or get a drink.” This drives and sets the expectation that all students must be present for the closing circle – where there often are important things to say and/or leaflets to distribute.
As a final aside, I was talking to the secretary of the school one day who mentioned that our classroom, in her 20 years at the school (and my head teachers have been there for 22), has never once needed to send a child to the principal’s office.
Ultimately, I would not manage the classroom any differently and seek to emulate them in every way!
You are having a great learning experience. Try and absorb as much as you can, but remember you probably will not have another teacher with whom to work when you begin! Nancy
I feel as though I am so lucky to work in the fourth grade classroom that I do. The teacher is so confident in her routine and herself as a teacher that the students are almost on "remote control". She told me the first day I started as a student teacher that she like to conduct the classroom the same way and keep it true to the schedule as much as possible everyday. There is a clear set of routines and expectations. The expectations run from where the students should put their folders in the morning, to how they should line up in the hallway for a bathroom break. I truly believe that by having the students follow a routine helps the students know what is expected of them and how to follow the rules. The teacher has a system in which the students can earn tally marks for good behavior. Twenty marks by the end of the week means twenty minutes of choice time. The class can get tallies taken away for "bad" behavior but I have yet to seen one taken away because the class is so well behaved. Some days the only reminders they need are to be quiet in the hallways. I like that the teacher will talk to the students when their is an issue. She speaks to them like they are fellow adults and just gently reminds them what is expected from them. One thing that I want to bring into my classroom is responsive classroom. I truly believe in the program and I like the morning meeting that goes with responsive classroom more than the meeting on vocabulary that my classroom teacher currently uses. I'm not sure as to whether or not I will use the tally mark reward system. I also like the idea that I have seen in other classrooms, of coming up with classroom rules with the students and maybe having a "relaxation" chair for students when they need to cool down. My own management is a work in progress with some qualities taken from other teachers and classes I have taken.
Sounds like you are having a great learning experience. By all means visit other classrooms from which you can learn other techniques while you are student teaching. Nancy
I have had the opportunity to observe two teachers this year who are completely different in their classroom management strategies. Because of this experience I have been able to see first hand how the strategies you use can really effect the mood and atmosphere of the classroom.
Meaghan's classroom is very similar to Christy's classroom with Marty. She uses both Responsive Classroom and Open Circle in her classroom. At the beginning of the year, expectations and rules were created by the classroom. Her students are consistently reminded of the daily schedule and class/hallway expectations. She is consistently stating her directions explicitly. There is a "take-a-break" desk for those who need to step away from the group for a few minutes. Meaghan addresses issues immediately and makes sure to listen to the parties involved and gives them strategies of how to solve the problem. There are a few reward systems and behavior plans in place to motivate the distracted students to stay on task and to listen during lessons without side conversations and calling out. Although, a very active bunch of students, Meaghan has control over her classroom and her students are well organized and know the routine.
In the other classroom I help out in, the teacher is not consistent with reminders and does not use "positive" language to point out the expectations that are not being followed. Although some responsive classroom strategies did take place at the beginning of the year, the teacher has not consistently followed through with his expectations. This teacher who is also very disorganized himself has created a classroom in which students also consistently lose their work and disorganized themselves. There are times I enter the classroom lots of students will be out of their seats during a lesson. Because this teacher has a well-behaved classroom for the most part the students are well behaved. However, the students have not been given high expectations and I find are getting yelled out for expectations that were not clearly stated in the first place.
Seeing both sides of the coin, I have learned how important it is to be explicit, consistent, and set expectations for my classroom. By making sure the classroom management is well established, I can prevent many issues that may arise if my management was not as strong.
You have had a great experience seeing two different strategies and clearly preferring one. If you have time, visit other classrooms so you will get to see even other strategies. Management is not a clear cut issue. It always has many sides to the issue. Nancy
My cooperating teacher's management strategies rely on her being heavily dependent that it is a huge developmental year for the 4th graders. At the beginning of the year we made classroom rules with the students during Constitution Week. Again she relies heavily on the fact that because of this huge developmental year that students can make decisions or choices on their own.
ReplyDeleteBecause of this, I don't think she has established herself as a leader or a model for the students. Morning routine is often loud, students are offered no concrete structure, and only a handful of students actually come and fully complete morning routine.
When students don't make the right decision she gets "cranky", sometimes announces that to the class, and even at times raises her voice when students aren't making the right choices.
I think she can do a much better better job of modeling and guiding the students in terms of behavior in class. I agree with her in the sense that it is a big developmental year for the students, but I do believe they need guidance and modeling in order to start making these decisions for themselves.
Her positive reinforcement is often present in a calm, reassuring voice, that let's students know she is pleased with how things are going. She usually recognizes negative aspects of the day with a mild "lash out." She is inconsistent and I never really know what to expect on any day. She does somethings really well, but could undoubtedly work on her consistency.
I would like to see my classroom be calmer. I think students are engaged and truly learning when that type of atmosphere is present. I love and value seeing students be active as well, but that can come as soon as your work/learning environment is established.
In some ways seeing something you don't agree with is as good a learning opportunity as seeing something you want to model. Whatever you do, don't criticize her. You might be a model for her, if she notices.
DeleteNancy
My cooperating teacher has many effective management strategies, and is quite adept at choosing when and how to implement different approaches. Most often, she uses positive reinforcement to encourage students to present expected, appropriate, and cooperative behavior. For example, if the class is getting boisterous during a work time, she will shut the lights off and draw the class's attention to those students who are doing what they are supposed to be doing, instead of calling attention to the negative behavior. She sets a high, but appropriate, expectation, and holds students accountable for meeting it. However, she does sometimes address negative behavior directly if the situation needs that type of reaction. If she feels the class isn't doing the best work they can, she will sit the group down and explain that she knows they can do better, and that they need to focus during work time, or we might have to do work during other, more fun parts of the day (for example, choice time). She emphasizes that we are all in school to do our best learning, and that she won't take time away from learning to do the extra fun things.
ReplyDeleteThere are some members of our class who can be extremely disruptive during instruction and group activities. When these students are unable to control themselves, she will ask them to leave the circle and go take a break. Later, she meets with that child and explains that she, as the teacher, can't let him or her disrupt the whole class because it isn't fair to students who are really trying their best to learn. She emphasizes how much she values these students opinions and presence, instead of focusing on the negative things that happened. For some students, these types of conversations are not enough to consistently change the negative behavior. For one student, she created a behavior plan where this student receives a sticker for every positive choice he makes in the classroom. Each day, he starts a new piece of paper, and the teacher puts a sticker and an explanation of the good choice. The sheet goes home with this student every day, and his mother has been very happy with his improved behavior. Instead of highlighting his negative behavior, this chart helps him see how capable he is of making good choices.
One thing that has been difficult this year has been consistency. My cooperating teacher was on maternity leave for the first three months of the school year, so there has been a lot of change in the room. It's been somewhat difficult to keep expectations, rule, and routines consistent. I feel that consistency is extremely important and I hope that when I have my own classroom I will be able to set routines in place early in the year, and hopefully decrease some behavior problems.
You have had some excellent modelling as well as what happens when things are not consistent. I'm sure you will take the best of these lessons to your own classroom!
DeleteNancy
The teacher I work with manages the class very well. Since the first day of school, students have been made aware of what is expected of them. She holds high expectations for behavior. When she is talking, students should be listening. If students call out instead of raising their hand, they are (usually) reminded to raise their hands and their comment is not acknowledged. If students call out repeatedly, they are asked to leave the rug area and sit in a chair at a nearby table, where they can still hear the discussion, but cannot participate. Students are also not called on if they are waiving their hands around and making noises in an attempt to get called on. The teacher will praise students who follow these rules and always appreciates when students contribute meaningfully to a discussion.
ReplyDeleteTransition times are difficult for some of the students, especially lining up for recess and lunch. They often get in line and are chatting with each other, not facing forward or listening. Strategies the teacher uses include clapping a pattern and having the students repeat back, counting down and using the “quiet coyote” symbol, which is recognized throughout the school as a reminder that students need to stop, look, and listen to the teacher. If students are not behaving in line after a couple warnings, they are asked to get out of line and go to the end. As a way to praise those adhering to the rules, the teacher will say, “I can see ________ is ready to go to lunch.” She will thank students who are doing the quiet coyote sign and appear ready.
I am often the one who lines students up for lunch and specials and leads the line. I use many of these strategies. Sometimes I say a pattern using “shushs” (similar to a clapping pattern) and have the students repeat it back. Or I’ll say, “This is your recess time. If you want to waste it, keep chatting. I can wait.” This often gets students to tell each other to quiet down, which I find is often more effective than me asking them.
We now have a “no warning” rule for being quiet in the hallway. We spent time explaining that they need to be quiet in the halls so they do not disturb other students’ learning. If they are talking as we walk down the halls, they are supposed to spend recess time in the classroom. I remind them of this strict rule and have only had to reinforce it once or twice.
Losing recess time is the main punishment used if students misbehave. The lead teacher often has students write letters of apology to the teacher the disrespected (for example the lunch lady or a specialist teacher) and/or a letter to their parents explaining why they’ve missed recess. I don’t love the idea of taking recess away from students; often times, the students who misbehave are the ones who need to get outside and run around the most. There are also a couple students who don’t particularly like recess and would rather stay inside. I haven’t come up with a better solution, however. I mainly rely on my positive relationships with students to get them to behave. If a student is constantly talking while I am talking, I will privately meet with them to discuss why they are having so much trouble quieting down and listening. I will ask them if they feel like I respect them (they’ve always said yes) and I remind them of the Golden Rule (something we went over in the beginning of the year when we wrote our classroom rules) and ask them how they would feel if I never listened to them, and try to have them understand that it hurts me and the other students if they are being disruptive. I’ve also told the class that they really hurt my feelings once during a read aloud when they just wouldn’t stop talking. I think this was pretty effective because I have worked all year on establishing good relationships with the students. I think what is most important are mutual feelings of respect, an understanding of what the consequences are if students misbehave, consistency among punishments and having punishments that are aligned with the negative behavior.
You have tried several different strategies. Hopefully, by the end of the year, you will know what works best for you and what you prefer to use. When Caryn Chapler comes to our class on March 29, you might discuss some of the strategies you are still unsure about with her.
DeleteNancy
My teacher does a wonderful job of managing our 2nd-graders. She is constantly reminding them that they are responsible for their actions and will be held accountable for the decisions they make, but she does so without ever raising her voice. The only means of punishment I have seen are fun activities being taken away if students don't do their work. They are given at least two warnings -- "If you don't finish your math, you'll have to finish it during recess" -- before she enforces the consequence, so they are given ample time to correct the behavior. To get their attention if they're being loud lining up, she simply waits silently until they realize she is waiting. She also turns off the lights at the end of each lesson so they know it's time to clean up. Usually, they recognize the lights turning off as an immediate signal to begin putting things away, but if they don't, Megan says something like, "Do I need to tell you what the lights being turned off means, or do you already know?" and they get the message.
ReplyDeletePositive reinforcement is huge in Megan's class, and all of her words are spoken softly, though firmly. Students are not scared of her, but they respect her. She always encourages the kids to "make a better decision" and puts a lot of trust in them to make their own decisions, which makes them feel capable of bossing themselves. When they do something right -- like cleaning up without being asked, or helping another student -- Megan always notices and comments on the good job they're doing. When they do really act up and refuse to settle down, Megan points out to the class that she is doing way too much bossing, and they respond well to the reminder that they are in charge of their own actions.
What I hope to emulate in particular are the words Megan chooses. I have started asking, "Do you think that's a good writing spot for you?" and "Make a good decision about who you stand next to" and it's made a big difference in terms of how the students respond to me. Instead of getting into a back-and-forth with kids, I say something and walk away without giving them a chance to argue with me, and they have been making better choices. I also admire the way Megan makes the kids realize when they make bad decisions. She doesn't yell or explicitly point out what they did wrong. Instead, she has them acknowledge their mistake on their own and then find a way to rectify it. One example is, the students often ask Megan for something and when she says no, they come ask me. Yesterday one boy asked me to go to the bathroom and I said yes. I didn't know that Megan had already said no. When he came back, she called him over and asked what he did when she said no. He admitted that he asked me and Megan said, "You tricked Ms. Liz. That feels really sneaky to me." That was all she said. Maybe it was just embarrassment at being caught, but he was very apologetic and unusually well-behaved for the rest of the day.
I am working on keeping my voice calm and even, resisting the urge to raise it even when the classroom is so loud they won't hear my normal voice. I also have found my efforts to follow Megan's lead very successful when lining up and staying quiet in the hallway. I give the Line Leader the responsibility of stopping and starting only when he/she feels the class is ready. If the Line Leader stops moving, I ask who we're waiting for, and tell the class who we need to be quiet before we can move. When the students feel accountable to one another in addition to their teachers, they respond much more quickly. My biggest struggle so far has been not wanting to appear mean. I'm working on putting being the most effective teacher I can be above wanting the kids to like me. What I've learned so far is that as long as I speak calmly, they still find me approachable and not scary, even as I command more respect from them.
Don't worry about being mean. Kids have tough skins! All the strategies given here are excellent and you should try the ones that appeal to you - and notice what works best. Being firm and consistent is not mean!
DeleteNancy
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DeleteJust remember you are a guest in the room so don't be too hard on the teacher. You seem to have a good sense on how you would do things differently, which is very useful!
DeleteNancy
My supervising teacher is wonderful a managing the students. She (like Elyssa's teacher) also holds high expectations for their behavior, as well as their academic work. There are many parallels, actually, to how my teacher and Elyssa's teacher manages behaviors. When a teacher is talking, she expects all students to listen. During full-class instruction, she expects all students to participate, and often calls out the students who are not fully participating. She is very picky, and will even admit it by telling the kids, "Call me picky, but...". Some of those moments appear a little extreme, but at the same time, she has been able to get the desired behaviors, and I am still struggling. Those students who, after receiving one or two redirections, are still unable to modify their behavior, are asked to leave the rug and sit at a table. It is still expected that they pay attention to what is being taught. Students can lose recess time after four warnings, and when I first came to the class, it seemed to happen quite regularly. Lately the whole class has been able to go out to recess. If a student is being particularly disrespectful, the teacher will call out this behavior in front of everyone. Other times, she will pull the student aside later to discuss it. Calls home do happen for misbehaving, and the student is told/warned that it will happen.
ReplyDeleteMy lead teacher uses clapping as a signal to listen and look. She will clap multiple times if students are still not listening. Another teacher who comes into the room uses "match me". I've been using a combination of both, and will sometimes try out "1,2,3, eyes on me" or "if you can hear me...". I still am having a difficult time hold every students attention, and it's exhausting to constantly be demanding it back. She also uses waiting time and positive reinforcement. She often points out and thanks the students who are sitting criss cross applesauce and facing forward, or who may otherwise be doing what has been asked of them.
I find her method extremely effective, but I am still navigating the behavior management waters. In the mornings that I have tried something new, like doing a bit of movement, to introduce morning meeting, they seem to be less disruptive. However, my supervising teacher does not do any movement, and is able to command a quiet and listening rug time. I have one student in particular who is constantly testing my resolve, and have tried pulling him aside afterwards to discuss his behavior. It does not always work in improving his behavior or performance later. On other occasions, I have sent him away from the rug for his behavior. That does seem to get a more consistent modification. I did once have him sit out recess, which did seem to get the desired result, but, like others have said, I dislike the idea of having these students miss recess, as they definitely are the ones who need to move.
While walking with other teachers in the hallways, my class is pretty good at being quiet and respectful of those classes who are busy with their learning. With me, however, they do not show the same respect or quietness. I have been trying different ways to get them to be silent. I have sent students to the back of the line (not effective, but a little less disruption for the others), I've practiced going up and down the stairs quietly, I have reminded them that we are losing recess/specials/free time. I praise and thank those students who are showing me they are ready to go by pointing out how they are facing forward and are not talking. I remind them of those who are working hard, and that they are first graders and should be showing me how to walk through the hallways. I try to walk up and down the line, requesting they look forward, sometimes simply by tapping their shoulder, other times by insisting they face me and hear what I am telling them they need to do... It is still an area where I am trying to find the best way to get them to walk quickly and quietly in the hall. It often takes me longer, because I have to keep waiting, to transition from one room to another. One thing that another teacher will tell students to do is, "have your arms down and out of your pockets, and face forward like soldiers." When I taught preschool, I often told the kids to move like different animals or objects. Perhaps I should try that again with these students.
DeleteOverall, I feel that I am constantly learning a lot about how to manage students. One person that I particularly admire at the school is the vice-principal. He has an extremely effective way of talking with the students, reminding them of their own choices and behaviors, while still talking in a calm, patient voice. I definitely want to learn his mannerisms.
You are definitely learning. I think you should ask your teacher to give you more feedback on this issue. You might ask her the specifics you mentioned here. You do not have to use the same strategies as your teacher. It's fine to try out your own ideas and ask her to comment on them.
DeleteNancy
During my student teaching experience, I have encountered some positive and controversial management strategies. Within the first grade classroom we have a handful of students with emotional and behavioral challenges, 3 students on IEP’s and 4 ELL students. So, needless to say, it can be a handful for any teacher to deal with, however most of the strategies I have seen implemented have been far from helpful. My SP usually uses a strict voice and tells the student who is acting out to pull it together before she counts to zero. While I believe there is a time and place to be stern and forceful as a teacher, so many of these students are not always acting out for attention. Some of these students have real issues that need to be addressed. I don’t always feel the students are being treated appropriately nor are their issues being heard.
ReplyDeleteWithin my ideal classroom community, I plan to use a Responsive Classroom teaching approach. This approach to teacher language promotes respect, equity and inclusion for each child. When a student is disruptive during a whole class setting, I believe it is more appropriate to remind everyone of the rules and expectations within the classroom. If there is an individual student having a tough time in the classroom following the rules, I plan to talk to that student individually focusing on what is hard for the child. I plan to provide strategies and tools to help the child succeed. Even though this approach might take more thought, I believe if you support a community of learners with positive language, they will soon respect you and their peers, creating the ultimate social and academic learning environment.
i hope you have a chance to try out your ideas - but don't dismiss what your teacher does - you might need to use it occasionally.
DeleteNancy
My cooperating teacher is very active in her classroom management style. In some ways, it is like she has her finger ont he pulse of everything happening in the classroom. As a teacher that has taught for many years in the same school, her style is quite cemented and does not seem to stray too far from what she has become used to.
ReplyDeleteIn terms of teaching style, she conducts many of her lessons from the front of the class. While she moves around during group work, she seems to have identified that her students learn best when she is in the front of the lesson. While this can be considered an antiquated style of teaching, the students benefit from having her in the front of the class. She has oriented the desks and classroom stations so that everyone has an unobstructed view of the SmartBoard and bulletin boards, which she decorates with materials pertinent to the various topics being discussed at any given time.
When dealing with classroom disturbances, she would rather deal with the problems head on. Instead of waiting until the end of the class to speak with students, or using a series of signals to cue the students into her distaste for their behavior, she often times stops the class in order to deal with one or more students. While I believe that this shows the students what she deems unacceptable classroom behavior, it often takes the focus away from the lesson and requires a few extra minutes to get the class back on track.
As I have been teaching full time for the past few years, I believe that my style of teaching complements hers. While there are a few things that I have taken from her style and worked into my own, I have witnessed behaviors that I Will try to avoid. I believe that students react more positively to one-on-one interaction in terms of behavior modification, rather than her style, which I would equate to public shaming. Although her style is nowhere near as embarrassing as that term would imply, it is the only comparison I can draw. I prefer to use nonverbal signals to let students know that their behavior is unacceptable, so that I do not take away from the classroom activities or the pace of the lesson. Working together, our styles complement one another's. As mine is more dynamic and liquid, hers is very set in stone. Having the two of us in the classroom is very beneficial for the students as while one of us is leading the lesson, the other floats around the classroom assisting students as deemed necessary.
I have realized over the course of my time in my cooperating teacher's classroom the need for the teacher to be open to their students' ideas and ways of doing things. While it is necessary for concepts to be taught in the "right way," especially in math, having students explain their thought processes allows the class to explore lessons and concepts from multiple angles, which almost always leads to the students and the teachers arriving at the proper way of doing things mutually.
I hope you soon have a chance to try out your own ideas, but don't throw away everything you have seen your teacher do. Some of her strategies might have a use!
DeleteNancy
Baldwin strives to incorporate Responsive Classroom strategies into all classrooms and my first grade class very much adheres to the approaches that are brought forth from this curriculum. The beginning of the year was pretty much all about setting the tone for the class and what our expectations are for every student during every part of the day. From having open discussions with the students on agreed-upon classroom rules to clear and explicit instructions for hallway walking, rug seats, and work level voices, my cooperating teacher developed strong classroom management from day one. Marty has high expectations for every student and is strict when someone steps out of line. When a student does not follow instructions, there are clear consequences that match the behavior such as staying in for recess to finish work or practice sitting quietly. We also inform the students of the use of our Take A Break chair, which is open for all students to sit on if they need some time to calm themselves or refocus. They may be sent there by a teacher or on their own.
ReplyDeleteMarty has also incorporated several strategies for quieting the class and transitions. These include count-downs, ringing chimes, and turning off the lights. These strategies are most of the time effective since he varies their uses and the students all know exactly what it means when they hear chimes, counting down or see the lights being turned off. My cooperating teacher does not use a reward system since our class is pretty well adjusted and does not need extra incentive. We give verbal praise when we notice something positive to the whole class, small group, or individually. If the class has been continuous with positive behavior we grant them extra recess time or dance parties in recognition of their behavior. When there is a negative behavior occurring, Marty immediately goes over to the child and speaks with them, reminding the child of expectations and working with to see what we can all do to make sure that doesn’t happen again. If it is the class demonstrating negative behavior, Marty speaks with everyone as a class in the same way he would with an individual student misbehaving.
I plan to use much of what I have observed this year in my own classroom. It all depends on the class I receive in the future for what I would do differently. Since this class is so well behaved we do not need behavior plans or reward systems, but if I had some challenging students I would need to bring in appropriate methods of management.
Sounds like you have had a great learning experience. Let's hope you get as good a class next year!
DeleteNancy
The two head teachers I work with (Note: I support two head teachers who share the position – one works Monday through Wednesday morning and the other works Wed. afternoon through Friday) are masterful in how they manage their classroom. Both teacher’s management strategies are incredibly effective and are basically one and the same. Ultimately, I could not be more impressed with how they run their classroom and with how deftly they handle the everyday behavioral challenges to the more extreme ones.
ReplyDeleteFirst and foremost, these teachers are consistent with their technique and do many things to recognize positive adherence. For example, when a direction is given – like, asking students to get in line for lunch –they call out the behavior of the students that are appropriate or in line with the rules for lining up. They say things like “I like how John is looking forward and is being totally silent.”, or “I like how Lily is also being quiet and is looking right at me ready to go.” Ultimately, no matter what the situation, the teachers are regularly calling out the things they like to see (and calling out and publicly praising those kids doing it) which, in turn, reminds all students what they are supposed to be doing and helps to maintain a positive environment.
Another thing that they do is give children a second chance – but not in an overt way – so as to not undermine their rules or directions. For example, if, during a morning a meeting, a child repeatedly calls out without raising his or her hand, the teacher will write the child’s name on the board and tell him or her they have now been given a warning and that the next time they do something not condoned, there will be a consequence (usually sitting out for part or all of daily choice or recess). They use these same consequences for children who do not complete work that they should have been able to complete
The teachers also do things to recognize negative adherence. For example, when a child is not following a direction – like if he or she is NOT facing forward or is talking while getting in line to leave the classroom – the teachers will tell the child to go to the back of the line or, if circumstances support it, to sit down and remain in the classroom for 5 minutes. The child instantly knows they have misbehaved but without being overly chastised or embarrassed for a somewhat minor transgression.
However, if a child is doing something that is distracting to others or more extreme than not paying attention (like, for example, throwing a pencil or running in the classroom), the teachers will call out the child and tell them to stop. They will also not necessarily give the child a warning before a consequence is given. This demonstrates to the child that his or her offense is even more inappropriate.
There are some things that the children know there is absolutely no tolerance for like writing on the desks or pushing other children. If they do this, they know it can result in them immediately losing all of their choice or recess.
In addition to the aforementioned techniques, both teachers are regularly reminding the class of the rules of the room and giving students notice before something ends. This results in no confusion of expectations. For example, right before clean-up time before the ending of choice time and thus right before closing circle, they will say “This is the 3 minute warning. This means it’s your last chance to go to the bathroom or get a drink.” This drives and sets the expectation that all students must be present for the closing circle – where there often are important things to say and/or leaflets to distribute.
As a final aside, I was talking to the secretary of the school one day who mentioned that our classroom, in her 20 years at the school (and my head teachers have been there for 22), has never once needed to send a child to the principal’s office.
Ultimately, I would not manage the classroom any differently and seek to emulate them in every way!
You are having a great learning experience. Try and absorb as much as you can, but remember you probably will not have another teacher with whom to work when you begin!
DeleteNancy
I feel as though I am so lucky to work in the fourth grade classroom that I do. The teacher is so confident in her routine and herself as a teacher that the students are almost on "remote control". She told me the first day I started as a student teacher that she like to conduct the classroom the same way and keep it true to the schedule as much as possible everyday. There is a clear set of routines and expectations. The expectations run from where the students should put their folders in the morning, to how they should line up in the hallway for a bathroom break. I truly believe that by having the students follow a routine helps the students know what is expected of them and how to follow the rules.
ReplyDeleteThe teacher has a system in which the students can earn tally marks for good behavior. Twenty marks by the end of the week means twenty minutes of choice time. The class can get tallies taken away for "bad" behavior but I have yet to seen one taken away because the class is so well behaved. Some days the only reminders they need are to be quiet in the hallways. I like that the teacher will talk to the students when their is an issue. She speaks to them like they are fellow adults and just gently reminds them what is expected from them.
One thing that I want to bring into my classroom is responsive classroom. I truly believe in the program and I like the morning meeting that goes with responsive classroom more than the meeting on vocabulary that my classroom teacher currently uses. I'm not sure as to whether or not I will use the tally mark reward system. I also like the idea that I have seen in other classrooms, of coming up with classroom rules with the students and maybe having a "relaxation" chair for students when they need to cool down. My own management is a work in progress with some qualities taken from other teachers and classes I have taken.
Sounds like you are having a great learning experience. By all means visit other classrooms from which you can learn other techniques while you are student teaching.
DeleteNancy
I have had the opportunity to observe two teachers this year who are completely different in their classroom management strategies. Because of this experience I have been able to see first hand how the strategies you use can really effect the mood and atmosphere of the classroom.
ReplyDeleteMeaghan's classroom is very similar to Christy's classroom with Marty. She uses both Responsive Classroom and Open Circle in her classroom. At the beginning of the year, expectations and rules were created by the classroom. Her students are consistently reminded of the daily schedule and class/hallway expectations. She is consistently stating her directions explicitly. There is a "take-a-break" desk for those who need to step away from the group for a few minutes. Meaghan addresses issues immediately and makes sure to listen to the parties involved and gives them strategies of how to solve the problem. There are a few reward systems and behavior plans in place to motivate the distracted students to stay on task and to listen during lessons without side conversations and calling out. Although, a very active bunch of students, Meaghan has control over her classroom and her students are well organized and know the routine.
In the other classroom I help out in, the teacher is not consistent with reminders and does not use "positive" language to point out the expectations that are not being followed. Although some responsive classroom strategies did take place at the beginning of the year, the teacher has not consistently followed through with his expectations. This teacher who is also very disorganized himself has created a classroom in which students also consistently lose their work and disorganized themselves. There are times I enter the classroom lots of students will be out of their seats during a lesson. Because this teacher has a well-behaved classroom for the most part the students are well behaved. However, the students have not been given high expectations and I find are getting yelled out for expectations that were not clearly stated in the first place.
Seeing both sides of the coin, I have learned how important it is to be explicit, consistent, and set expectations for my classroom. By making sure the classroom management is well established, I can prevent many issues that may arise if my management was not as strong.
You have had a great experience seeing two different strategies and clearly preferring one. If you have time, visit other classrooms so you will get to see even other strategies. Management is not a clear cut issue. It always has many sides to the issue.
DeleteNancy