In Mrs. Pollard's Classroom

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Above are pictures of Mrs. Pollard’s classroom at Hartwood Elementary School. The atmosphere of the room is extremely bright and learning-oriented. The lighting is bright and there are posters around the room that are colorful. The picture on the left shows the set-up of the entire room and the picture on the right shows the front of the room from the perspective of the students. If anything is difficult to see in the pictures, Mrs. Pollard has Orff instruments set up on the side, a piano in the front, and two desks in the back; which leaves a space in the middle of the room for students. She also has posters of instruments, recorder fingerings, and solfège around the room. In my opinion, this room is the most effective of the rooms I visited…show more content…
Pollard’s classroom, there were many different rules and styles of class management. When it comes to entering and exiting the classroom, Mrs. Pollard greets the students outside the room and then she plays either a hello song on the piano or a recorded song of a stylistic genre of music. When the students exit the room, she has them line up at the door and then picks a superstar of the day and that student gets to write his or her name on the superstar white board. When they go to the Orff instruments Mrs. Pollard calls people in order to go to the instruments and tells them to go around the instruments and not step over them. I assume she calls them to a certain instrument so they can play a different instrument each time and sit next to someone else because they have a seating chart on the floor. In general, Mrs. Pollard’s class management during discussions involves a lot of taking turns and if someone talks too much or does not let others answer she will ask them to stop. They know these routines because she set them in place when the class first started. Mrs. Pollard told our observation group that the first classes are important because that is when the rules and routines are set up. Her most common classroom management techniques were eye contact, “the look”, and using student
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