Video 1: Classroom Expectations (Pre-K) The first video was of a preschool classroom and how they communicate classroom expectations with students in a positive way. The expectations are clearly displayed with visuals for students to know where they are located and what the expectations look like. They also use positive talk by talking to students about what you want them to do versus what you do not what them to do in different situations. The teacher in the video constantly refers back to the classroom expectations, which also encourages the students to do the same. She also takes time to model each of her classroom expectations for students creating more understanding of what she expects. I think that the approach that was used is very …show more content…
While she is working with students in her group, if students have a question about something they are doing, they are to ask three other students before they ask the teacher for help. This “ask three then me” procedure works to eliminate interruptions while she is working with her group and also builds cooperative and collaborative learning between students. Students helping other students will create a positive classroom culture as well, as it is promoting helping one another. When thinking about this procedure, it is very useful in promoting students to try to work on their problems alone before running to the teacher, thus building some independence as well. This can be important to build self-reliance in students while also encouraging them to interact and help their peers (Ask Three Then …show more content…
She first goes over the expectations and what the rewards are, and then she models some of these rewards for the students. She verbally, visually, and physically rewards students for their participation, even if they are not completely correct in their response. However, the rewards that are offered to students increases participation in learning and in class, which reduces student’s bad behaviors overall. Because she focuses on rewarding students first verbally, she grabs their attention right away. Next, she uses a sticker wall and gives smiley face stickers for students who are on task and participating. Lastly, she gives them a card at the end of the class that she writes on that says “Well Done” for students who really tried hard in class. This promotes students not just participating, but also good behavior and learning while in her class, thus it is effective in managing behavior (Positive Reinforcement for Class
Seefeldt, C., & Wasik, A. (n.d.a). Education.com - print. Education.com - print. Retrieved May 6, 2014, from http://www.education.com/print/behavioral-expectations-preschool-classroom/
Having a system for managing students’ behavior is important for the students and for the teacher. Students need to be acknowledged when they do something well so they can do it again. Even as adults we sometimes need acknowledgement. I know at my job we are always acknowledged when we get a customer to apply for a credit or debit card. If the students are not being acknowledge for their good deeds they wouldn’t want to try harder to do that same behavior again or even try harder. They need a system that challenges them and lets them know what would happen if they behave well. Having an effective system in place also keeps the teacher prepared for certain situations and with a system in place the students will strive to do well so they can receive the benefits of the system in place.
...cle was involved with her class. It makes the learning process fun and exciting for the students. The teachers make all the difference in the world. A student can learn memorize anything that a teacher lectures on. But the information is only stored temporally. If you make it fun and exciting the student not only learns but the memory lasts a life time.
It is the message received by the learner, not the one that teachers think they are sending that matters (Kohn, 1996). Instructions should be given in a way that can be understood by students and dependent on their age, maturity and classroom dynamics. Too much or too little detail can also be detrimental to learning as they do not provide clear boundaries for the student to work within. Motivating, encouraging and inspiring students with the teacher’s own passion for learning is also a major influence on how engaged and productive a student is (Kohn,
She employs energetic guest presenters, to keep her adult learners awake and interested. Small group activities keep the class going and you can find help in your groups. Personally, small group activities are a great idea, because it’s a time to get social and bounce ideas off of everyone, causing a better class environment, and a tight knit social experience. She also has lectures that last no longer than 15 minutes per topic. That is a great way to handle lectures.
She also tries to catch the students attention by using games and even their own vocabulary and
This is to inform you that Janna is adjusting well to her new mode of learning and is very hopeful that she would be able to return to normal school when she starts her 9th grade at McLean High School next school year. To make that possible, she spends several hours every day in her room, diligently reading her assignments, solving math problems, and logging onto her account to complete her internet based assignments.
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
Teacher expectations, and in many cases therelation teacher develops with each student, has importantauthority on the student performance within the classroom. Jussim (1989) states that,self-fulfilling prophecy points out the positions,in which a teacher's expectations about a student's upcoming achievement reminds from the student performance ranks, regular with the teacher's expectations. Teachers offerdifferent category of feedback withhigh and low expectations . High expectations feedbacks are more sensitively supportive, useful and presentsthe greater chancesto perform and learn, while low expectations and the lack of teachers-students relationships in the classroom can provoke students to perform at a lower level ordisturb the teacher to give the student a lower grade due to the assumption that the student has not learn the material. Jussim, (1989) suggests that, teachers' expectations show the way to differentperceptions of control over students and dissimilar perceptionsof similarity to students.
When the whole classroom is too loud she stops talking waiting for them to calm down and sometimes she tells them that there is no such a thing as they are talking as she is. When the students are to work independently and the student is not doing his or her job, the student’s calls on them as well. Usually some kind of treat or actual punishment (for example, silent lunch) comes with it or the second
This video involves the quiet voice, classwork only, only talking to the person in your group, asking and offering help, and humility in collaborative learning. In my classroom, on the first day of the school, I set the ground rules about talking and let my students know up front when it is okay or not okay to talk. Be sure to give them specific guidelines about talking times. I separate the class to "my time" and "your time". During "my time", when I am doing the lesson instruction, giving directions, and addressing the class as a whole group, students should be focused on me, listening, and taking notes as needed. "Your time" refers to student-centered time. During group work, class activities, and class assignments, students are allowed
Education is an ever-changing part of society. A classroom teacher is faced with new challenges and obstacles that have never been dealt with before. Students come to the classroom with different life stories. Every student has strengths and weaknesses that surface in the classroom environment. Teachers must understand and focus on utilizing each student's strengths and work to improve weaknesses. Students learn in a variety of ways. The classroom must be a safe zone that appreciates student's viewpoints and allows room for mistakes. When topics in the classroom are related to "real-life" experiences, the information is more likely to be retained. Students learn from one another. The ideas and perspectives that each student brings to the classroom can bring insight into what is being learned. Students have to be allowed to explore new ideas, try them to see if they work, and sometimes fail. When students are encouraged to explore, they begin the process of becoming lifelong learners.
The third physical education class I observed was taught by Lisa Celeski. She teaches at the McKean Elementary School. The class was held from 1:20-2:00 p.m. and the students were in kindergarten. I observed this class on April 7, 2016.
Classroom management is a necessary component to every classroom. It includes creating a set of rules and clear expectations that all students follow. This helps unify the classroom for both the teacher and students allowing for a smooth, effective, and educational environment. When the students are aware of what is expected, they are motivated in order to attain the goals dispensed by the teacher. Some students are naturally motivated and want nothing more than to surpass goals for the sake of triumph and pleasing the teacher. Other students need extrinsic motivation in order for them to become engaged in
As a student teacher, the main responsibility is to learn and expand on our knowledge, disposition, and performance. Through my observations I have learned the most important point to set is the class expectations at the beginning of the school year. When setting class expectations at the beginning of the year and being consistent with it, the students will know what is expected of them, which, influences positive behavior. Another method of classroom management that I learned, is the proper usage of the clip chart and teacher student discussions. These classroom management tools, model proper behavior to the students and show them the rewards and consequences of behavior choices.