C572 - Task 3-- PDF

Preview

Summary

n/a...

Description

Classroom Management, Environment, and Motivation Task 3 Kayla Gilbert A. Explain your classroom management philosophy. 1. Justify your classroom management philosophy using one evidence-based classroom management theory. I am currently a paraprofessional in a behavioral, self-contained classroom. I have actually worked in two different classrooms of this magnitude this school year. When I am working with students in general, but especially those with behavioral needs, I tend to rely a lot on verbal expression and body language. Some of these students can be very volatile at times, and I cannot let them know if I am intimidated in any way. I like to think that when I am asking them to do something, especially when it is something they are not wanting to, I keep my expectations high and clear. I define the consequences, whether they be good or bad, and allow them the processing time to comply with what I am asking them to do. This kind of classroom management, which has been mostly successful for me, falls mostly under William Rogers’ Decisive Discipline Theory. “Rogers suggests that indecisive teachers hope for compliance but, in the real world, rarely receive it. Decisive teachers expect compliance, they don't demand it. Decisive teachers recognize that they cannot make students do anything. Instead their verbal language and body language convey an expectation that their reasonable requests will be followed.” (Knowledge, E., January, 01, 1970) Note: Make sure to reference and cite sources in your justification. B. Explain and reference an evidence-based strategy you will use to establish expectations and rules in your future classroom, including the following: • a list of classroom expectations ● I think it will help to allow the students to help make these guidelines. It will help them feel more involved in the decision making process and what goes on inside the classroom. ● “When formulating a group (class) behaviour management plan, Rogers states that we start with identifying our fundamental rights and responsibilities. A right is an expectation of how things ought to be. They may not always be that way and that is why we have rules and consequences.” (Saji, n.d.) ● Be prepared for class, with classroom supplies ● Be on time ● Use appropriate voice levels in the classroom ● Be kind and respectful to staff and students

• a list of classroom rules ● Be safe ● Be responsible ● Be respectful ○ These are rules for every classroom in the district that I currently work in. Teacher add more, if needed, to their own classrooms. I think this is a good start, because it can lead into a classroom discussion of what each student thinks these rules mean to them. Expectations need to be clear and understandable. They need to be reachable by students. Classroom expectations need to be consistent with instructional goals and school expectations. “For maximum benefit, behavior expectations should be consistent from classroom to classroom and teacher to teacher — just like your academic standards. With consistent expectations, students know what’s expected of them throughout the school day. This allows them to feel more confident, engaged and connected to the school community. It also makes it easier for teachers to recognize positive behaviors, and to correct problem behaviors to keep small problems small.” (Hathaway, E, n.d.)

C. Explain and reference an evidence-based strategy you will use to establish two or more routines in your future classroom. Include a list of the procedural steps the students will have to perform in order to complete the routines. “Environments that present some sense of predictability provide a sense of security. Predictability in the classroom is typically related to three factors: consistent or predictable application of the rules, follow-through, and fairness.” (Savage, T.V., & Savage, M.K., 2010)

Each day will have the agenda up on the board for students to see visually. This will allow them to know what items they will need for the day. Depending on where we start each day, and what subject will be being taught, I will remind them to get their supplies for the first activity. Each student will be given time, which is something that can be allotted in the classrooms I currently work in, because they are 90 minute classes. Halfway through the class, there will be a chance for a movement break. Students will be aloud to turn in completed work, get a drink, use the restroom, and gather the materials that are needed for the next activity. D. Describe a step-by-step strategy for how you will handle routine misbehavior in your classroom, including one related source or real-world example to support the use of your strategy.

These are steps that I already do when in a classroom setting as a paraprofessional: 1. Try to ignore the misbehavior; in hopes that the student will get back on task. 2. Call on the student to try to help solve the lesson for that day; if unable to answer, a gentle, kind reminder to follow along. 3. I will have movement around the classroom, and use proximity of the student to help get the student back on task. 4. Pause and wait in silence 5. Using a calm, yet firm, voice to let the student know what their expectation is at that moment. 6. Depending on how far we are in the lesson, I will go over and conference with the student to remind them of the expectations during instructional times. Most of these do not need to be used everyday, but there are times when they do get this far. E. Describe strategies you will use to create an emotionally safe classroom environment by doing the following: 1. Describe at least one strategy to effectively deal with emotions. ● I will need to keep my own emotion calm and in order, to be able to effectively help the student struggling with their emotions. 2. Describe at least one strategy to effectively deal with conflicts. ● Allow the student to finish what they are saying, no matter how vulgar it could get, and use a calm, yet firm, voice to show compassion and recognize the emotions they are feeling, but these are the expectations of what is happening in the room at that moment. 3. Describe at least one strategy to effectively deal with serious behavior problems. ● I already work in a classroom setting for students with emotional disturbances, and this can often be a daily occurance. There are times when the room needs to be evacuated for the safety and emotional state of the students. Again, staying calm in a crisis situation is critical because it shows the student that is struggling that they have support. 4. Describe how an emotionally safe classroom fosters learning. ● Some students do not have their basic needs met at home, and creating an emotionally safe classroom is crucial. Working with the kids I work with, they come in with more baggage than someone can even imagine, so creating a safe place for them to learn and grow is important. This helps them realize that they can be themselves and comfortable in an environment. They don’t always have to be in fight or flight mode. Once some of those basic needs are met, students can begin to learn. Some days it is emotionally and behaviorally, and other days it’s academically. Sources: (APA Format)

(n.d.). Retrieved April 28, 2019, from http://www.betweenparentandchild.com/index.php? s=content&p=Haim Saji. (n.d.). Decisive Discipline - Bill Rogers. Retrieved April 28, 2019, from http://psychologicalresources.blogspot.com/2014/12/decisive-discipline-bill-rogers.html Killian, S. (n.d.). Top 10 Evidence Based Teaching Strategies. Retrieved April 28, 2019, from https://srm--c.na60.visual.force.com/apex/CourseArticle?id=kA0a000000158viCAA Knowledge, E. (1970, January 01). The William Rogers Discipline Model Written by John Andrius. Retrieved May 1, 2019, from http://tykakiki.blogspot.com/2013/01/the-william-rogersdiscipline-model.html Savage, T. V., & Savage, M. K. (2010). Successful classroom management and discipline: Teaching self-control and responsibility. Los Angeles: Sage. Hathaway, E. (n.d.). How to Set Consistent Expectations to Improve Student Behavior. Retrieved May 5, 2019, from https://www.kickboardforschools.com/blog/post/the-value-of-consistentexpectations...