EDUC 350 Field Notes #4 (TLAC Chap 5)- Classroom Climate and Culture

5 Principles

Evidence- What is the teacher doing?

Discipline

The teacher has students who are sharing wait until their peers
are respectful to begin. She models her directions, showing the
students what page to flip to and how to set down the open
magazine on their desks. She also models how the students are
to sit during popcorn reading. She gives directions with the
phrase When I say go The teacher tells students to respond
to others with head nods instead of voices. This she also models.
The teacher informs her students that if they cannot be
respectful and stop talking while others are sharing, they will stop
listing personal examples and read instead. When an individual
student is being consistently disrespectful, they owe her time
after school for however long they have disrupted class. If
students have behaved well and politely ask, the teacher lets
them sit on a special chair for a portion of class.
When students begin the planning the process, the teacher gives
clear directions to Think of a controversial technology and
create a thesis statement that can be proven or disproven around
that technology. All of the students immediately get to work
without further reminders. The teacher rarely has to redirect to
the tasks they assign because of her clear, firm, and polite
statements to begin with.
While influence cannot be observed in the classroom, the
teachers focus on respecting other humans and connecting
classwork to the real world likely influences her students outside
of her class. Constant reminders about respect surely stay with
students in other interactions. Additionally, students likely see
the value of conveying ideas through writing because of the
teachers focus on relevant topics like the effects of technology.
Students stay engaged by sharing their personal experiences with
the group and giving each other structured props in the forms of
two claps and a whoosh. Every student participates in popcorn
reading and is expected to show that they are visually following
along with their eyes and fingers. Those who have not shared
have priority sharing during group discussion to encourage100%
participation.

Management

Control

Influence

Engagement

Which techniques from Chapter 5 did you see today? Explain 1-2 techniques and how they helped to
establish Climate and Culture in the classroom.
Entry Routine- Do Now- Tight Transitions- Binder Control- SLANT- On Your Mark- Seat
Signals- Props
I saw a variation of SLANT being used. When students put their heads down and disengaged from the
class, the teacher told them Rise and shine! and they would always perk up. Additionally, students were
expected to respond to others with head nods, listen carefully, participate in discussion, and look at the
speaker. The teacher never said SLANT, but she used quick, specific reminders like Lets listen up and
Eyes on _____ for the same effect. These were all regularly enforced class expectations.

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