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Introduction of classroom management issues
Critical Review of Literature related to classroom management in a high school
Implications for improving classroom management
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Recommended: Introduction of classroom management issues
I am a student aid at John Reith Elementary for an AM/PM kindergarten class, mostly for the PM class. My first week at the school, I only observed the teacher and students. The students were working on their station activities such as reading and playing a game. On this particular day, as the am class was getting to leave, the pm class joined the am class in singing songs together. The pm teacher was absent and a substitute teacher filled in. The pm teacher planned out a detailed lesson plan for the substitute teacher to follow such as name tags for each kid and worksheets. The students were helpful during role call by saying other students name or which student was absent. The teacher assigned table leaders, and the students were in charge of passing out papers and getting the necessary materials such as pencils and crayons. The substitute went over the math lesson, passed out the worksheet, and each student did the worksheet. They read “Chika, Chika Boom Boom” and drew a tree and had lunch time. The AM teacher passed out Ritz crackers to the students that forgot their lunch. If the substitute teachers had a question, she would ask the am teacher. The am teacher kept the students on track if they were doing something wrong. Even though the substitute teacher didn’t follow the lesson plan exactly, she was able to get the students back on track. …show more content…
The first week at John Reith Elementary School, I did not have any formal interactions with students.
I only observed the students during the lesson plans and activities. Since there was a substitute teacher for that day, I wasn’t sure if the students were acting different or being themselves. One particular thing I noticed was the AM participated more with the PM students by sitting down on the carpet and giving them a time
out.
In conclusion, my first impression was wrong, the classroom was not some kind of battlefield of teacher and student casualties. The students were not a lost cause that I imagine them to be. The students were well mannered and just wanted to be treated with respect. The classroom management was impeccable and astounding. It goes to show that although you may think you know a group of students you can be very mistaken.
Johnson is a state certified teacher who has worked in the public school system for over fifteen years. Good Grades Activity Center provides support for students in all subjects and prepares children in grades three to five for state standardized testing. There are two additional assistant teachers in the classroom including myself. In addition to the general education teacher, another individual and I provide assistance on different days, but work collaboratively when needed. Our duties consist of distributing snacks/games at the start of the session, assisting the teacher with lesson plans and helping students with homework. As you walk into the classroom you are surrounded by colorful posters, student work displayed on the wall and sticker charts waiting to be filled by hardworking
For my second observation I was assigned Mrs. Megan McKee’s 1st grade class. Her class was very warm and welcoming. She is an amazing teacher that shows her kids that she truly cares for them and their education. She shows this love through her student-teacher interactions. An example of these interactions are when a student had a question about their math work she immediately stopped what she was doing and helped explain the work step by step although she has already done this multiple times. Another example I noticed was when a student accidently tripped over another student’s chair leg she easily calmed her down and took care of her. One method of teaching Mrs. McKee used was interaction stations. The students had 6 different stations that they would have a set amount of time at and then they would rotate when their time was through. The stations included coloring, shapes, math, online learning, tablet learning, and word work.
During my time here at Hudson High School, I have learned so much about what I could achieve for myself and I have developed new passions I continue to chase. I have succeeded and grown in many different programs, clubs and on the field hockey team. I have also developed a strong work ethic by being employed almost entirely through these four years.
This observation took place at the Carlow campus school Montessori school. Observation began at 8:30 am. At this time, the teacher/director called the children to the line for morning meeting. A child was tasked with ringing the chime, before they had a chance to ring the chime the children were already noticing and were letting their work go and sitting on the line to begin morning meeting. The children knew where they needed to be and they knew how to sit. During morning meeting, the teacher showed the children what their new jobs would be for the day. Each job was taken out on a mat and the teacher explained the job. She explained whether the job was a one person or two-person job and she showed the children what to do while they were doing the work and what the steps were to complete the work. She gave the children time to complete a part of the work and to ask any questions that they may have had about the work. The teacher apologized to the children as she
During my four years at Martin County High School I feel that I have made a major impact on the school and most importantly, the community. I have dedicated most of my time helping my trainer with her volleyball technique class and teaching younger and sometimes older kids how to play volleyball. I have also spent my time helping my sick friend, Susie after she has had many surgeries. I enjoy helping out my community whenever and wherever it needs the help.
During my 12-day observation at Magnolia Elementary School I sat on two different grade level meeting, assisted with grading assessments, tutored various levels of students, observed Ms. McDonald and assisted her with reading and math lessons, and taught a social studies lesson to the class. I have truly enjoyed my time at Magnolia and have learned a lot from observing Ms. McDonald teach reading and math. However, there was no real lesson for social studies or science even through it is on her class schedule. Art is taught by _________ and the students go either one or two times a week depending on their resource schedule. Social study lessons are made up of homework sheets that the students do throughout the week. During the time of my observation the students were learning how to read a map and how to read charts with information about the temperature climates of various northern
Building a master schedule that is contusive to student learning with minimal interruptions can be a challenging task. My principal invited a representative from each grade level to be a member of our scheduling committee. This ensured that all grade levels were a part of this decision making process. Not only did we have to making sure that teachers had the required blocks of time needed to teach core content areas but building lunch, recess and specials proved to be a challenge. We wanted to make sure that we created a schedule that limited student transitions and maximized student learning time. One of the most challenging aspects of creating a schedule is making sure that support staff are able to support their designated grade levels and the students that they serve. This created the
Most of the memories that I remember as a younger student took place in Monett Elementary School. The environment of the school made me feel at liberty. Around the 2000’s was when I was first introduced to this school. One afternoon during an Open House I looked around and read posters that read “Go Cubs.” At the time I didn’t know if I was more nervous than excited. The classroom walls were purple and gold. My class had around 27 students enrolled. This was the average class size at the time.
Every day that I walk through Pineville High School, I feel as though I am receiving some sort of a lesson. Whether it be to always walk on the right side of the hallway or to always be on time to lunch, high school constantly teaches me many valuable lessons. These lessons cover a varying amount of information and have been and always will be very useful to me. Throughout my years of high school, I have learned multiple practical, personal, and academic lessons.
If teachers introduce procedures and protocols from day one, and go through it day after day like the Wong’s then there should be a momentous change in the number of problems in the classroom. Children respond to routine and schedules and as much as they protest this at times, they like it, they enjoy knowing what’s coming next and what you as the teacher expect from them. When students know what’s expected of them and they see that you follow your own procedures they will respect the system and in exchange respect you. However, if you as the teacher fail to implement these procedures, routines and the consequences that follow, your students will walk all over you and the classroom of stress free learning will demolish. If the teacher works hard in the beginning and does their best to create a cohesive learning environment with clear rules and expectations then running the classroom will be the least of their worries.
First day I was placed in the St. John's School for the Deaf Home science class where students learn how to sew and kitchen and nutrition basics. Neither classroom nor teacher and the students were not very busy. There was a teacher who teaches kitchen and nutrition basics to girl students. Basically she writes the words or sentences related with kitchen and nutrition on a blackboard and teach the girls in sign language. There is a man who is a tailor boy students help him for basic things such as hand stiches and seam ripping. They were lacking many basic supplies in the classroom I was expecting that, however, I was also expecting more a classroom environment. During the classroom time other teachers come and go to the classroom and they
My host site for a self-contained classroom was in an early learning center for preschool children. The school uses the High-Scope curriculum with some influence from Reggio-Emilia, encompassing a “hands-on” learning experience that puts families first. The center contains a variety of types of classrooms, bilingual, special education, general education, and their own special services diagnostics team. The self-contained classroom was a very different environment for me to experience. The classroom was well organized with defined zones, routines, and current concentrations. There were four adults in the classroom with the eight children: one head teacher, Ms. Ashley Smith, two assistants, and one who was only taking children for assessments. The children were very compliant in my observation and did well following the course of the routine. The self-contained classroom I
The educator observed was Mrs. P and she has two pre-kindergarten classes, a morning and afternoon class. There are two teacher aides in the classroom, which are there all day. While observing the morning class student E was observed as a special needs student. This student is a five-year-old girl, who has many strengths and challenges.
There were eight (8) boys and six (6) girls, including four (4) MI (Mainstream/Inclusion) students; for a total of 14 students. Their ages range from 5 to 6 years old. My Cooperating Teacher was Teacher Lysa Aragon, a fresh graduate of UST. We also have one teacher-aid, whom we call Ate Danica. The class is very dynamic. Each student has his/her own identity. Each has different level of understanding, of attention span and of interest.