Tuesday, June 21, 2011

Snuck a head...

During tutoring today I snuck a head in one of my textbooks and read chapter 8 which was about managing a differentiated classroom. I realize that we will not be addressing the chapter in class but, as the chapter states, classroom management is one of the things new teachers are both interested in and fear. The chapter had a lot of helpful ideas on how to manage a classroom and how to be a leader. Many of the things the chapter suggested were new to me and I thought they were really helpful. I made sure to highlight a bunch of helpful tips that I felt could help me in my classroom.

Classroom management is a course that I wish we had to take in our program. I honestly believe it is the key to succeeding. However, I have had many profs so that if you have an engaging lesson then students will pay attention and behave. But on the other hand, I think it is always important to have an entire tool belt to pull from when tough times occur. There are many instances in which you may think you have a fantastic lesson (for example, the lesson I chose to alter to adhere to UDL and DI practices) and it turns out that the lesson is in fact, not all that engaging. Thus, it is important to have many things set in to place.

I think that Classroom Management is something that should be given a little more attention in our Education Program for the upcoming years.

Some tips to remember in the future:
- The ultimate goal of education is to produce students who exercise self-control and independence as learners
- Classroom management is leading students and managing classroom routines
- Create an Orderly-flexible learning environment in which classes run smoothly but are characterized by looser structures and teacher's us a much wider range of instructional strategies
- Create learning situations that consist of low threat and high challenge, so that the learner feels confident and competent while being intrisincally motivated
- The learner is both relaxed and emotionally engaged int he learning and is willing to take risk in questioning.
- Use questioning strategies that trigger students to activate their higher cognitive processes as they study the contextually rich material of the cases they choose

Teacher's should always:
- Have a growth mindset so that they believe that each student int he class can and will learn what is necessary for success
- Respect for individuals
- Believing that each student is worthy of high-quality curriculum with a clear focus on student understanding
- stand in the door to speak briefly with students as they come into and leave the classroom
- paying positive attention to students who are often overlooked for subjects of negative attention
- Asking students to help develop class rules/guidelines
- Acknowledging both privately and in front of the class significant student or group contributions to the success of a task or class
- Taking a few minutes in class to share teacher stories and experiences with students and ask them to dot he same
- Using personal jorunals in class
- Learning about students' cultures and including them in the curriculum
-Calling or emailing parents with good news

A positive relationship is the basis of all effective discipline and encouraged educators to consider the impact of any single disciplinary strategy on the long-term relationship they have with their students.

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