"Effective teachers were better at taking steps to anticipate misbehavior and prevent it from occurring in the first place." Jacob Kounin During my internship, I have found myself confused by students who misbehave and are aware they are doing so. Whether it is blatant disrespect, or an indication of a necessary curriculum/management adjustment, I am always impressed with my CT's patience. I wonder, what is the best way, or methods, to discourage unwanted behaviors? According to Kounin, withitness, overlapping, group focus, and movement management are areas in which effective classroom managers excel to create classrooms that are orderly and productive. I have seen my Corresponding Teacher practice withitness to an admirable extent. She is constantly scanning the room during all instructional/working time, reading students' facial expressions to predict when their meltdown will be and is perceptive to the classes' mood as a whole. When students are rowdy and unresponsive to the lesson, she allows them a break to do a "Stand-up Song" on the carpet that encourages student gestures and dancing, In these ways, my CT is always aware and responsive to student behavior. Another way to prevent students from becoming restless or bored, as suggested by Kounin, is to challenge students and apply enthusiasm. The students in my internship class love being challenged to having an "All Green and Above!" behavior day- which I challenge them to every Thursday. Fritz Redl and William Wattenberg focus on group dynamics, noting that peer influence will curb misbehavior. With respect to that principle, the students support one another and work together to reach the goal. Preventative characteristics in behavior management are part of proactive classroom management.The approach integrates behavioral management methods with effective instruction to facilitate achievement. Also, it focuses on the group dimensions of classroom management rather than the behavior of individual students. I find this last factor interesting, because as a student I have not often seen it accurately applied. I wonder if rewarding students' table groups would increase motivation, academically and behaviorally? My CT releases students to use the restroom/get water and go to or return from the carpet by their table colors. She rewards tables who are sitting quietly and ready to learn by choosing that colored table before the others. Expanding this practice in regards to homework and activity completion could build peer bonds. I would not want to increase competition, however, so I would apply natural and logical consequences instead of bribes or rewards- as suggested by Barbara Coloroso. (413 words)
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Environmental competence is defined as "an awareness of how the physical environment affects learning and an understanding of how to manipulate the environment to reach behavioral goals." (Bohlin, Durwin, Weber, 2012.) In my internship classroom, I have noticed how the seating arrangement elicits distinct behavior patterns. The students are seated in clusters, which allows for collaboration during small group activities. However, I have noticed that the face-to-face small groups allow for more distraction between the young peers. They struggle to stay on task and focused with their playful classmates surrounding them. I wonder how to best arrange students at a table? Organizing them by achievement would allow for peer help, but grouping them will cause unnecessary competition and possibly decrease student self-esteem. I believe mingling the students by behavior would be the most beneficial. Placing a talkative or frequently off task student by one who is consistently respectful will encourage the students to manage themselves. In my internship classroom, I have seen my CT rearrange the students when they become too talkative amongst each other at their group tables. In the future, I will begin the year with students seated in rows (auditorium arrangement), which will make it easier to maintain initial control of the classroom. Once behavior norms and expectations have been established, students will be able to be seated in ways to promote collaboration and group discussion. (Bohlin, Durwin, Weber, 2012.) Once I've determined the best seating for students according to their behavior and achievement levels that would maximize learning time, I will be better able to group the students accordingly. I'd love have students desks arranged in a large circle at least one day a week to promote Socratic discussions and whole-class brainstorming. Action zones are defined as "an area in which the teacher is most likely to interact with students." (Bohlin, Durwin, Weber, 2012.) Teachers need to be sensitive to levels of interaction and include all students, so moving around the room is an effective way to keep students engaged. In my internship, i see my CT frequently rotate throughout the room while checking assignments and students are working independently or within their small groups. I have joined my CT in moving fluidly throughout the room, pausing frequently to encourage students or guide them in the right direction of the assignment. I wonder if, while in a large circle seating arrangement, students would benefit from having access to the middle of the circle? If I taught from the middle, would students remain actively enaged? I believe the movement and opportunity for higher student involvement will benefit the learners' experience in creating memorable instructional situations. Especially for science, I feel as though this arrangement would benefit the scientific process and increase student's involvement. (456 words) References:Bohlin, L., Durwin, C., & Weber, M. (2012). Emotional Development. In Ed Psych Modules (2nd ed., pp. 68-69). New York, New York: McGraw Hill.
Module 11: Information Processing & the Classroom Throughout my internship experience, I have seen various strategies to help students pay attention. As a teacher, I have always wondered what new and fresh methods I can apply to keep my students interesting in what they’re learning. As discussed in Module 11 of Ed Psych by Lisa Bohlin, Cheryl Durwin and Marla Weber, there are planning procedures to ensure students’ attention, attention signals to refocus students and strategies to keep students engaged.
In planning, my CT and I have adjusted students’ seating arrangements throughout the semester to determine the seating that will give each student the best environment to learn in. For example, the new addition to the class (“Annie”) was originally seated by “Andres”, a talkative English Language Learner. The pair distracted each other and were often speaking conversationally and off topic during group work. So, Annie was moved next to “Tamara”, an exceptionally well-behaved student who obeyed the rules of talking during learning. Attention signals have been credited as reminding students when to redirect attention. In the classroom, students are conditioned to the Whole Brain Teaching technique for attention getting. My CT or I says “Class, class”, and the students respond “yes, yes.” Beyond their oral response, the learners know to engage us in eye contact and stop what they are doing. I wonder what other aspects of Whole Brain teaching will be applied in the classroom and if their affect will be significant? My CT is attending a workshop next month, and I am excited to see the strategies she learns and applies. In order to keep students engaged, the Ed Psych Modules book recommends encouraging interaction and getting students physically involved. For science, students do group activities with their table. While working on the concept of sorting, the learners have worked together to organize shapes they were given. Cooperative learning with a peer interests young learners, who consider all of those around them a friend. I wonder if students would benefit more by picking their own partners? The kindergartners are not able to make judgments about whose learning and work styles would correspond best with their own, but could their friend preference indicate academic success or impedance? By reading their body language, my CT and I can identify when students are hyper and too easily distracted to learn effectively, so we have them dance and sing along to a “Stand-Up Song”. These educational songs provoke movement and allow students to feed off excess energy, and their focus and attention are back as a result. Providing frequent breaks and reading students’ body language respects students’ attention limits. (431 words) |
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