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Respect, learning
opportunities, organization, and planning help create a place of supported
learning. The following perspectives express some focuses for my future
classroom.
In the beginning of the year, student will complete an “All about me”
activity. Completing a poster or timeline activity are some options I would
consider. The community building needs to continue throughout the year.
Collaboration will strengthen that community as well.
Using “I do, we do, you do” helps student see examples and then have
opportunities to try the skill together before completing the tasks
independently. Having a classroom that supports cooperative learning as
well as a gradual release of responsibility is a good balance.
Also, in order to create a positive culture for learning, students can enjoy
options. Free time centers, lessons that compliment different learning
styles, and ample resources will support learning. Hands-on activities will
be used often.
In the beginning of the school year, approximately five rules will be posted.
These rules are non-negotiable. This limited number is supported by the
experience and advice of Emily Morrison (How to Succeed, n.d. 7:20).
Ownership of rules may be considered. Considered rules include the
following:
1 Follow the directions the first time they are given.
2 Keep hands, feet, and objects to yourself.
3 Change tasks quickly and quietly.
4 Respect the property of others.
5 Practice kindness by respecting yourself and others. (How to Suceed,
n.d. 7:20).
Upholding Domain 2d, upon being given the expectations of behavior,
students will be encouraged to monitor their own behavior. Misbehavior
will be swiftly handled (Danielson, 2013, page 47). Following through with
consequences is very important. Just as rules are non-negotiable,
consequences are consistent. I will make efforts to be objective rather than
accusatory. I will not argue.
Using nonverbal cues and hand signals can get students' attention. Using a
twist of the wrist or an orchestra cue to ready a class can be effective.
Additionally using “A hush fell over the crowd,” “3-2-1-0” and clapping are
all methods I use. Also, including students who are not paying attention by
calling on them or using them in the lesson works well.
In addition to the rules, consequences and rewards will be visually
available. The consequences will be clear and the rewards will be enjoyable,
but not monetarily valuable.
References:
Danielson, C. (2013). The Framework for Teaching: Evaluation Instrument.
Teachscape.