I chose to explore Domain 2: The Classroom Environment. I have to begin by saying that this is the first reading in a long time where I was completely intrigued in what the other had to say. I knew that classroom environment played an important role in student learning, but it never dawned on me how many roles it could actually play. While reading through Domain 2, I came across Component 2c: managing Classroom Procedures. I believe that this is the component I am the most comfortable with. At the Kindergarten level, it is extremely important to established roles and procedures that are expected of the students as well as the teacher. It must be established early. Simple procedures such as instructional groups, transitions, duties in the classroom and materials or supplies are well managed in the classroom. However, in my room, it is not just me that is scheduling and managing. The students have assumed some ownership over their own classroom procedures and they have decided what is expected, even in Kindergarten.
In my opinion, Component D: Managing Student Behavior would be the component that would most strongly tie to instruction. I feel this way simply because, "Learning cannot occur in an environment where student behavior is out of control." (p.71) Teachers who do well in this component area recognize certain behavior problems that could interfere with that students ability to learn. They can tell if a student is just acting out, not engaged, or have poorly developed social skills. The key in Component D is that strong teachers have clear expectations, but also clear consequences. Students know what is expected of them and can use this knowledge to self motivate. I think when a students know what is expected and are successful with these high expectations, learning can occur.
I think if there was a component that I would be most interested in zeroing in on in my own instruction, it would be Component D. Particularly, I would like to learn more about "responses to student misbehavior." It is important to make sure that my responses are effective and based on that students individual needs. Or perhaps certain situations would be resolved if I had the appropriate preventative measures in place. At the Kindergarten level, this is their first experience with school. Setting the bar high early will help establish good classroom etiquette for the future. A question I would like to learn more about would be How do we encourage students to monitor their own behavior? Perhaps, this would solve some of our behavior issues in the classroom.
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What a great and important question-one that I think your high school classmates would be happy if you solved as it would make their jobs easier later on. I love the thinking that the behavior plan that you have in your classmates is not just for discipline but also to help them develop these self-monitoring skills- a hard thing to learn. I think back to my own son- he always has been a good kid but didn't quite get that he was responsible for his actions until about 2nd grade. This is so hard for kids- I think really helping them think about how to monitor their behavior would be a great inquiry.
ReplyDeleteAh...those precious little kindergarteners. :) I have to comment that our kindergarten teachers have had more behavior issues this year than in recent memory. We have learning interventions in place, and we are now discussing the need for behavior interventions for the first time. We are currently using a "smiley-face/frowny-face" system with the kindergarteners to make them aware of their behaviors. They color in the appropriate face on a paper of lengthy expectations to indicate their performance or behavior in a specific area each day. It resembles an adult check list, and it involves them in taking ownership of their behavior. It seems that many of them are becoming aware of good/bad behaviors for the first time.
ReplyDeleteI do something similar to monitor behavior. My students follow a Daily Behavior Chart. If they do not follow classroom rules and procedures, even after reminders, they change a color. Every day, students color in on a chart what color they were on and this goes home to their parents. If students have had any color changes that day, I always right the reasons on there so parents know why their child had a color change and they can discuss this with them.
ReplyDeleteJessica, I do the same thing - we have a monthly chart that stays in their folder. For those who struggle (which is only 1 or 2) we can track what days seem to be worse than others... we can then locate patterns and sometimes are able to pinpoint what triggers behavior that warrented the color change.
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