FEAPS a. Organizes, allocates, and manages the resources of time, space, and attention b. Manages individual and class behaviors through a well-planned management system c. Conveys high expectations to all students f. Maintains a climate of openness, inquiry, fairness and support h. Adapts the learning environment to accommodate the differing needs and diversity of students The above photo is a new seating chart I made for my classroom. One of the students (CC) needed to be moved to the front of the classroom because of vision issues he was having. Moving his seat became a more difficult task than I thought. LR, GJ, HB, and RD have to be at the front of the class because of educational plans they have in place, so that left only one spot for CC to go into. I had to move around a couple of different students to make this accommodation work for CC. When placing students next to each other, I took into careful consideration how well I thought they would interact academically and socially. For example, CP works really well with one of my autistic students, PJ. I didn’t want to separate them because she is very patient and helpful with him. The way the desks are set up in the classroom is effective for the teaching style my teacher uses. She does whole group lessons followed by collaborative table work. Students are all sat in a way where they can see the front of the classroom, but are placed close to each other so that they can work together. According to the text, seating arrangements should be flexible and able to accommodate the learning and teaching styles used in the classroom (Levin & Nolan, 2014).
References Levin, J., & Nolan, J. F. (2014). Principles of Classroom Management: A Professional Decision-Making Model. New Jersey: Pearson Education, Inc.
0 Comments
FEAPS 2a. Organizes, allocates, and manages the resources of time, space, and attention 2b. Manages individual and class behaviors through a well-planned management system 2c. Conveys high expectations to all students 2e. Models clear, acceptable oral and written communication skills Above are children stacking chairs during the dismissal routine. After observing my CT multiple weeks in a row, my CT has let me take control of the routine on dismissing students at the end of the day. At the end of the final lesson of the day, I used my attention getter that the students know and are comfortable with (which is "Holy mole, Guacamole!"). Once I had students' attention, they were instructed to put all of their belongings away and "pack and stack" for dismissal. “Pack and stack” is there they “pack” their backpacks and then “stack” their chairs in appropriately sized stacks throughout the room. According to our text, it is imperative to establish clear expectations to support successful teaching and learning (Levin & Nolan, 2014). The classroom procedure of dismissal was taught to the students at the beginning of the year and practiced until it was learned successfully. Because this procedure is done with such success less time is required at the end of the day to set up for dismissal, which in turn leads to more meaningful use of class time for learning.
References Levin, J., & Nolan, J. F. (2014). Principles of Classroom Management: A Professional Decision-Making Model. New Jersey: Pearson Education, Inc. FEAPS 2a. Organizes, allocates, and manages the resources of time, space, and attention 2b. Manages individual and class behaviors through a well-planned management system 2c. Conveys high expectations to all students Every morning my CT write the date and any other important information on the board. The students know to look there as soon as they come in the door so that they know what to start working on immediately. It also lists homework and any other announcements for the day. My CT has asked me to take over writing everything on the board when I can come into the classroom every week so that I can get into the routine of it. This is an important task because we have learned that establishing a routine from the beginning and setting clear expectations for our students will generate more success in the classroom. Consistency is key for positive behavior from students. In my future teaching practices, I think having an area for students to look to for all announcements is good habit to get into. It also helps the teacher remember any topics they need to go over with the whole class.
FEAPS 2a. Organizes, allocates, and manages the resources of time, space, and attention 2b. Manages individual and class behaviors through a well-planned management system 2c. Conveys high expectations to all students In a previous blog post, I wrote about the morning routine and how we did number of the day to help students with learning about place value. My CT came to me and said that although we will still do number of the day occasionally as needed, she wanted me to take the lead on checking the homework in the morning, as well as teaching my own mini-lesson about prefixes and suffixes. For checking homework, my CT uses a behavior tracking chart that she created. Each column represents a different subject area and she writes notes throughout the day. She uses a new chart every day and dates it. She also keeps every chart as evidence if needed in conferences with parents or other teachers. When the students got seated, I asked them to take their math homework out so I could come around and check it. I walked by each students' desk and checked to see if they completed their homework. Homework is checked on a completion basis every day, and then turned in at the end of the week. After I checked everyone's homework, I moved into the prefix and suffix mini lesson. I chose the prefix anti- and the suffix -ful for this week's lesson. I wrote them on the board. I first started with the prefix anti- and explained that it meant against or opposite. I wrote the word antibiotic on the board and asked students to use their prior knowledge of the root word bio that they learned in science and what I just taught them about the prefix to try and figure out the meaning of the word. Students were very fast at being able to come up with meanings of the word and they mostly got the correct answer. We then moved onto the suffix -ful and how it meant full of. I wrote the word careful on the board and students were eager to tell me that it meant someone was full of care. We finally reflected on the mini lesson and established that knowing common prefixes and suffixes can help us decode words that are unfamiliar to us as we move on to reading harder texts. I will give them new prefixes and suffixes every week and keep track of the ones we have already talked about on the word wall in the back of the classroom. Looking back on this morning routine, I really like the behavior tracking chart that my CT uses every day. It is an easy way to behavior and homework and keep evidence if behavior becomes a problem in the classroom. I was a little nervous when my CT asked me to lead a mini lesson every week. I thought for the most part I led the lesson pretty well. At the end, after I was done, I got stuck on how to transition into the next lesson. My CT helped me and jumped in. She also provided me feedback and told me as a rule of thumb, three is the magic number when calling on students to answer. She suggested that any more than three and we can get lost in the lesson and not move forward in a timely fashion. I appreciated her advice and definitely understood where she was coming from. In the future, I will make sure I am staying within the time constraints and keep sharing ideas to three students. I also will make transition into the next lesson less choppy by knowing what lesson will be after mine and asking students to get the supplies needed out for that lesson.
|
AuthorDanyelle Estill Archives
December 2016
Categories
All
|