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 2f. Maintains a climate of openness, inquiry, fairness and support 2h. Adapts the learning environment to accommodate the differing needs and diversity of students This week while during field experience, I took the lead on part of the morning routine, which also included doing a math small group with three students after instruction. In my CT's class, we always start with number of the day. Every morning when the students walk in the room, there is a number on the board. 47.375 was the number I chose, and the students complete different activities using that number. They are learning about place value and multiplying using standard algorithm, so the activities tie into the lesson. I have observed my CT doing this the first two times I was in her classroom and she asked if I wanted to pick a number for them and lead the number of the day. I noticed that my CT would usually pick a tricky number so that questions could be addressed during this whole group discussion. She would give the students about fifteen minutes to complete the task on their own, and then we would go through the activities one by one on the board. To call on students, she would pick popsicle sticks out of a jar with their names on them so that way everyone participated and had a voice.
I started the morning by writing the number 43.375 on the board so the students could see it when they walked in the classroom first thing. I asked my CT if there was any particular number I should choose and she told me as long as it had a decimal to the thousandths place that it would work for the activity. When the students walked in the door, I reminded them to get settled and then start on their morning of the day activity. The students were pretty conditioned to this task already, so I didn't have to remind too many of the students on what was expected of them. I gave them about fifteen minutes to complete the activity and then I got their attention by ringing the gong my CT uses. When my CT rings the gong, all of the students become quiet. I then told the students we were going to discuss the number of the day. We went through each of the activities, which included questions about place value, rounding, multiplying by base tens, etc. My CT also suggested that we try doing standard algorithm since it related to what they were learning. We decided to do 375 times 47. I wrote the problem on the board and asked the students step by step how to complete the problem. We used side table math to make sure we did our steps correctly. After we completed the standard algorithm question, the students were then prompted to take out their math worksheets to complete more practice problems on standard algorithm. My CT asked students who thought they were on level 1 to come to her table, and students who felt like they were level 2 to come to my table. I then led a math small group and we completed more standard algorithm practice. A picture below are the problems I completed with my group. We went through each step, completed side table math, and then estimated our answers to make sure we were correct. From completing this task I learned that it is important to be thoughtful and prepared before starting the day. Making sure everything is set up for the day will ensure success in the classroom. If I am prepared as an educator, my children will be more likely to respond positively both academically and behaviorally. I set the mood for the entire day by what happens in the beginning. I also learned that setting high expectations for students early on in the year will make everything easier in the classroom. The students knew what was expected of them when they walked in the door and it made it easier to start the day. I didn't really have to remind anyone on what to do. I think that says a lot about how good my CT's classroom management is. Based on the ongoing observations of my CT, I hope that I can have a good morning routine with my students and have such a smooth morning every day. The students knew what was expected of them, knew where the information and tools needed to complete the activity were, and knew exactly what they were supposed to do.
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AuthorDanyelle Estill Archives
December 2016
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