Standard 4 of the Illinois Learning Standards says, "The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting." This standard focusses on the idea of learning environment of the classroom and how a teacher should be a part of this. This standard seemed to appear and especially connect throughout this past week. At my placement this week, I got to step even more fully into the role of teacher through both my involvement in facilitating learning as well as my involvement in discipline (once again). All of these things contributed to creating a safe and healthy learning environment.
In facilitating learning and classroom environment, I did things like leading our morning routine, bringing the students to and from their specials, and end of day pack-up. These were all tasks necessary for the full-takeover piece of my student teaching. I have been able to see how important it is to make sure that these transition times are run smoothly and safely. This has meant making sure students are quiet and walking in a line when we move from place to place. It also has meant making sure students get to the bus on time or know all the information they need to know for the next day before leaving. Even though these things seem small, I have seen how crucial and important they are for smooth sailing in the classroom.
Discipline also has a lot to do with creating this safe environment. If students misbehave, then suddenly there is the potential for negative factors of a classroom environment to creep in. This week, I had to discipline another student for his misbehavior in the hallway and lack of respect for me as the teacher. And I had to do it solo! After the misbehavior, I had the student flip his card and had a conversation with him about his misbehavior, which helped in reconciling the behavior as well as doing so in a way that is rooted in love.
One particular highlight of this week was having more-than-usual support from my cooperating teacher. She has been so helpful and encouraging throughout my edTPA process so far. I also feel like we have been able to work together in planning lessons, co-teaching, and just bouncing ideas off of each other which has given me a further glimpse into the value of collaboration that takes place on a team of educators.
This week may have been a short one (two days!), but there were a lot of sweet moments of learning that came through gaining responsibility, discipling, and collaborating.
Classroom Confidential: Great Teachers Are Ringmasters
After reading this chapter, I learned a lot about behavior and was able to make connections to my own classroom. First of all, the term "misbehavior" can take on many different forms. Typically, we think of it as acting out, but some misbehaviors go more easily unnoticed. For example, students who zone out, do not follow directions, exhibit distracting behavior, or just flat out acting out are all example of misbehaviors. Schmidt also talked about the underlying reasons that misbehavior occurs: to seek pleasure and to avoid pain. These two things drive the misbehaviors of students, but there are various ways that these behaviors can be combatted which Schmidt describes as self-accommodations, as well as giving eight different strategies that teachers can put in place. In order to do this, you must know your students well enough to know their behavioral tendencies. Once you do this, you are more able to put into place a self-accommodation that is most fitting.
There were many things throughout this chapter that resonated with me and with my experiences in the classroom this semester. There was a particular section of this chapter that talks about camouflages, which are particular acts that a student may take on when exhibiting a certain behavior. For example, the "charmer" is one who try to win over others by complimenting and being helpful to get what they want. From the outside, this does not at all look like a misbehavior. When reading this, I have one particular student that comes to mind. The same goes for the "bad boys" of the class. I have one student who puts on this tough and defiant exterior that can sometimes be difficult to see past. This chapter helped me to recognize these behaviors as well as how to respond to them when they occur.
After reading this chapter, I learned a lot about behavior and was able to make connections to my own classroom. First of all, the term "misbehavior" can take on many different forms. Typically, we think of it as acting out, but some misbehaviors go more easily unnoticed. For example, students who zone out, do not follow directions, exhibit distracting behavior, or just flat out acting out are all example of misbehaviors. Schmidt also talked about the underlying reasons that misbehavior occurs: to seek pleasure and to avoid pain. These two things drive the misbehaviors of students, but there are various ways that these behaviors can be combatted which Schmidt describes as self-accommodations, as well as giving eight different strategies that teachers can put in place. In order to do this, you must know your students well enough to know their behavioral tendencies. Once you do this, you are more able to put into place a self-accommodation that is most fitting.
There were many things throughout this chapter that resonated with me and with my experiences in the classroom this semester. There was a particular section of this chapter that talks about camouflages, which are particular acts that a student may take on when exhibiting a certain behavior. For example, the "charmer" is one who try to win over others by complimenting and being helpful to get what they want. From the outside, this does not at all look like a misbehavior. When reading this, I have one particular student that comes to mind. The same goes for the "bad boys" of the class. I have one student who puts on this tough and defiant exterior that can sometimes be difficult to see past. This chapter helped me to recognize these behaviors as well as how to respond to them when they occur.
Hannah, you're right about all the seemingly little things, like transitions, that can make such a huge difference in how things go. My strategy here is to rehearse all these things over and over at the beginning of the school year until it is just second nature to the students. The time you take then will more than make up for what you might lose later if you don't do this.
ReplyDeleteI'm so glad that you didn't just flip the student's card and then just go on; you had the conversation with him, and you did it in love. It's so important that students know you are on their side and just want the best for them.
Hannah,
ReplyDeleteThe everyday classroom routines are something that needs to be stressed at the beginning of the schoolyear so that students are fully aware of is expected of them. That should happen at ANY grade level and I would hope is easier to manage at an upper grade like you are teaching. The times I have observed you since September, the students transition quite well!
You are very fortunate to have the CT that you have. She has great control of the classroom and seems to be the teacher that her peers highly respect!