PCE Task 1 - Task 1 PDF

Preview

Summary

Task 1...

Description

Three classroom management strategies I observed in the classroom during my observation hours was questioning, clear expectations and rewards for those expectations, and interactive modeling. In Mrs. Corbitt’s class, I observed her using the interactive modeling strategy to increase engagement. Mrs. Corbitt would read over the sight words, and then act out the sight word if it was applicable. She would ask her students to repeat after her, to act out of the sight word and spell it. When the students spelled the sight word, they would dribble their hands as if they were dribbling a basketball and then at the end of the sight word they would “shoot” and say the entire word collectively as a class. The students found this fun and I saw an increased engagement and motivation. The second classroom management strategy I observed in Mrs. Corbitt’s room questioning her class to check for understanding. Mrs. Corbitt was echo reading a book to the class which meant she would read a paragraph, and then the students would collectively read the same paragraph. Mrs. Corbitt would then ask questions about the book to check for understanding. This kept the students engaged in the text because they knew they may be questioned on the text. The third classroom strategy I observed was in my second classroom observation in Mrs. Russell’s class. She taught 2nd grade math and science. Mrs. Russell had clear expectations for her class. She had her classroom rules on the board, and the students had a routine that they followed each day. If the class behaved well, she would reward them with a video to watch on BrainpopJr, or a game they could play that related to the standard being covered. Mrs. Russell’s routine, expectations, class rules, and the rewards increased engagement and motivated the students to act accordingly in order to be rewarded. In my classroom management plan, I will create a schedule to follow each day with my students. I will also set out clear expectations from the first day of school so that my students know exactly what is expected and are prepared for what we will do next. I will set my classroom up into groups of different skill levels. There will be a large table in the front of the room for small group instruction as well. The class will be split in the “Bulldogs and Gators” by skill level. The students will know what team they are own. While one group is doing desk work, the other group will be doing small group instruction with me at the table. This will allow more one on one time with my students to closely monitor their academic progress. The students will l have a job whether that is the ‘paper person,’ ‘door holder,’ ‘office person,’ or even the ‘sanitizer.’ This will give the students responsibility within the classroom to keep them actively engaged. An example of my class schedule may be 8:00-8:15 – basic math skills/warm up/2 minute timed quiz 8:15-8:30 – review math homework 8:30-9:30- small group instruction – Bulldogs – with me & Gators- desk work (switch after 30 minutes) 9:30-10:00 – whole group instruction – new material 10:00-10:15 – game over new standard materials

Setting rules, boundaries, and expectations is essential to maintaining a positive learning environment. The students will not thrive in chaos but learn best in a structured calm environment. (Rabadi, 2017) Studies have shown that utilizing interactive modeling helps create a responsive and engaged classroom while also effectively teaching students virtual any academic or social skill, routine or procedure. (Sloan et al., 2017) In the book, “Questioning Strategies that Minimize Classroom Management Problems,” by Nathan Bond, lays out the grid for having an effective classroom by questioning students for understanding during instructions. Using questioning within the classroom, keeps the students engaged and on their toes! Two categories of diverse learned I may teach in the future would be ELL students along with gifted students. I would adapt my classroom management plan to fit the needs of these students. For my ELL students, I may incorporate some material in their native language as well as having an ELL

teacher or paraprofessional within the classroom to assist with translating if needed. For my gifted students, I will make sure to challenge them when questioning for understanding by increasing the though process of the questions. This will allow for the gifted students to stay in engaged and increase motivation to continue learning.

Citations



Rabadi, S. (2017, November 14). 5 principles of OUTSTANDING classroom management. Retrieved March 31, 2021, from https://www.edutopia.org/article/5principles-outstanding-classroom-management



Sloan, T., Friedman, D. A., S., Classroom, R., Cottington, L., Loftus, L., . . . P, A. (2017, June 02). What is INTERACTIVE MODELING? Retrieved March 31, 2021, from https://www.responsiveclassroom.org/what-interactive-modeling/...