The component that I am most comfortable with is 2a - Creating an Environment of respect and rapport. I really try to get to know my students and their hobbies at and away from school. I also try to come to see them perform in sports and in plays. I will often use as examples something about a particular student that they are proud of. For instance to teach inference I will say that even though we have never seen Johnny outside of school, because he wears a football jersey in every Friday we can infer that Johnny plays football.
2b - Establishing a culture for learning which means that the atmosphere in the classroom reflects the atmosphere for the importance of the work undertaken. I took this to mean that both the students and the teacher are fully invested in the classroom work and believe in its importance. This is very important that the students buy in to the importance of the work they are doing. Students know when they are doing busy work and do not see what they are learning form it.
I would like to work on 2c - Managing classroom procedure. I struggle with controlling a discussion well. I do not like it when students shout out an answers, I like them to raise their hands so that everyone can be part of the conversation. I also like students to wait at their desks for the bell to ring but it seems that everyday they get up and crowd the door and everyday I have to tell them to sit back down until the bell rings. I need to figure out how to make these things part of classroom procedure that does not get challenged everyday.
How do you handle your classroom procedures, are they posted rules or do you practice the procedure with the students?
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Hello Mindy,
ReplyDeleteI am so glad to hear that I am not the only teacher who has every child crowd around the door before the bell rings. My students do the same exact thing. I guess the kids get antsy about getting from one class to the next. I have tried to do things like take my instruction until the bell rings or having them work on an assignmet until the bell rings but it seems that they always find a way to get packed up and close to the door before it rings. :) I am trying to take my instruction as close as I can to the bell, and having the stduents do an exit slip. These are just questions about our lesson. Now that I have them do those, it seems that they are working closer to the bell. Maybe try telling the students they if they cannot stay seated until the bell rings that you will teach until the bell rings, maybe that will help. :)
It seems we will both be in the Domain 2 group so maybe this is something we can both work on while we are in the same domain. I am also interested in things that will manage classroom behavior and keep the kids on task. I look forward to working with you in our specific domain group.
Have a wonderful night!
There have been many of you interested in working on these classroom procedures and I think this is a very important topic so I am glad you will have each other to bounce ideas around with. I like Heidi's idea of the exit slips for the end of the day. I also like you interest in improving classroom discussion. This is something that I would like to work on too- often I feel that I control too much of the discussion and that the students need to be more engaged (not just the couple of assertive ones). I try things like turn and talks and group work and wait time but I think perhaps I should do an inquiry with you on questioning and discussion.
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