I thought that Carissa had wonderful classroom management strategies. She set clear expectations at the beginning of the class. These expectations included stating the class rules and what the students should expect if they break the rules. During her class if a student was misbehaving, she used a combination of different strategies to curb the behavior. This included the use of proximity and using quiet commands to curb the behavior.
In each of my classroom arrangements, I have created enough room for my students and myself to comfortably be able to move freely through the classroom. Allowing me to attend to my students needs as quickly as possible. I have also created enough space for my students to wiggle and move to help them refocus and become re-engaged and sustain their attention towards my lesson plan. “Movement increases oxygen and blood flow, enhancing alertness and helping students keep bodies and minds engaged the task at hand. That engagement helps reduce off-task behavior, which makes classroom management easier” (Responsive classroom, 2014).
While my visit at SBUSD-Rex’s Academy I observed many different areas. I began with observing the setting of the classroom and noticed that the set up was well placed and adaptable for children at that age. I than began observing the children and their interaction with one another as well as the teacher and assistant’s interaction with them. I realized that each child had different needs that needed to be met and some children were ahead of others throughout the day. The strength in this classroom were that the children were all learning how to get along with one another and getting to spend time with other children that have different diversity’s and backgrounds.
At this place, students also develop their skills and knowledge in their academe. Classroom is an important component of a school because of its being the second home of the students studying in a school. Since students stay inside the classroom for the rest of the day, it has high impact towards students’ academic
feel that a lot of the outcomes listed in area five are very interchangeable I feel that I have met the first two outcomes very naturally with the students just by showing up in the classroom. these students are each very unique and dynamic in there own way with different strengths and presenting challenges. I help any student that walks into the classroom no matter what. they are here to learn and get help so i help them. i am able to identify tpersonal, interpersonal and societal historical and current barriers that oppress or discriminate the clientele served.
Technology is beneficial throughout the world. “Technology can be used in facilitating collaborative learning. Smartboards can be used inside of the classroom to engage student learning, laptops and mobile devices are for personal use inside or outside the classroom” (Paddick). In schools, teachers use technology to help students on powerpoint, google classroom, even contact parents for achievements, homework updates or creating assignments. “Software, such as Prometheans ClassFlow allows teachers to plan interactive, multimedia-rich lessons and create assessments and assignments that can be delivered across a range of technologies for use in and out of classrooms” (Paddick).
I have been told that these mailings are highly valued by the staff and it is not unusual to walk into a room where the teacher is using the materials I emailed to them in lessons. By choosing and supplying high quality teaching materials, I directly impact student learning and foster collegial collaboration. I am also called into classrooms to teach materials that I have disseminated, even offering to lexile level any materials the teachers want to use. As an example of personally teaching current evidence-based research, I read a study by Dr. Carol Dweck, Professor of Psychology at Stanford University, that compared student learning when taught either as 1. a unit on enhanced study skills, or 2. a unit on how the brain learns (with no mention of study skills). The students in the later group were the only group that advanced as reported by their teachers who were in the blind.
The kitchen becomes part of nature. This adds freshness to the overall environment. In the middle of the kitchen is present an eating counter. All the activities converge to this eating counter making it one of the interactive place of the entire family to come together and discuss their days. The glass vase having fresh flowers makes the air smell as sweet as honey.
“Classroom management is first and foremost about creating classroom environment in which all students can feel safe and comfortable, and are able to maximize their learning of important social and academic skills” (Jones and Jones, 1981, p.29). Under the management of physical environment, desk arrangement of observed classroom has 4 desks per row, altogether 9 rows in a classroom. Students were placed in an arranged desks and chairs which means they were placed in rows of 4 students. Boys and girls were mixed. Because of this arrangement teacher does not have enough space to move around and will face difficulties to cope every student in the class with ease.
When I think back to my placement and reflect on what I wanted to achieve the most, it was to connect with my students and build a relationship. The relationships I had with my teachers from school have clearly had a direct effect on me. Students can tell exactly how you are feeling by the way you act in class and it can be hard to hide these emotions. When I teach material that