Video Reflection on Classroom Management

Classroom Management (Video Reflection)

I really enjoyed this video overall. It was like a short documentary of what a nightmare and a blessing the first year of teaching really is all about. I relate to both of these young teachers in ways that only newbie teachers would be able to understand: not really knowing how the heck to balance life in school and out of school, lack of sleep, and of course, dealing with insubordination and wise cracks from students.

When I was watching this video, my first thought when I saw the man, Alex, introducing himself as the cool younger teacher was that I have been here before, and I have pulled off this routine before, but it all blew up in my face midyear. The same happened to him because being the cool young teacher is awesome by all means, but it also makes the lines for behavior difficult to draw. I had the same issues with the chattering students and not wanting to raise my voice, and I think the difference is that I had to realize that I am not their friend. I am their teacher, and I am in charge, and at times, the students need to be reminded of that. After that first year, I figured out ways to avoid raising my voice and using non verbal cues like pausing the lesson to wait silently or raising my hand to signal that I am holding out until my entire class is ready. I did not have a mentor teacher, but I did have a friend that worked at the school with me, and he was of great help with these techniques. I think I would inform Alex that while it is great to be well liked, it is more important to remember your role. It is okay to be the teacher and to make the rules. That is why we do what we do.

At the points and times where the woman, Saray, was on screen and dealing with students that had repeated for possibly the third time, I have to say I was impressed with her constant vigilance to get them involved. As she had previously mentioned, other teachers weren’t exactly giving these kids the time of day or the attention to succeed, and she wanted to remind them that she was different. She wanted them to do well and kick science behind! I thought that her attitude was inspiring, and it was one of the main reasons that behavior in her class was slightly better than behavior in Alex’s class. True, she did have some chatter, but she use hard glances and pauses to get her points across. Her non verbal cues were on target, and I think that the kids really responded to them. Her classroom management put off a vibe that she was serious about them learning, and yes, it was going to fun, but as students, work would be required and could not be ignored.

I responded to both of these young teachers, and I ultimately felt like I would hope they could improve on their skills in the following year. From what I learned in three years, that first year in the classroom is all about surviving and making a solid relationship with the students. Staying afloat is the hardest part with all the work that new teachers are drowned by, and I know that I still feel that way. I would say that their behavior management skills were fairly decent considering they hadn’t ever done this before, but obviously, there are some changes that need to be made. Non verbal cues and proximity are two techniques from my repertoire (previously stolen from other teachers) and from our module for this unit. I think that both these techniques are easy to use, and both say a lot without having to use any words at all.

Sources Used:

https://www.teachingchannel.org/videos/new-teacher-experience

Classroom Rules and Regulations

Classroom Rules and Regulations

                I think a main point of putting rules, regulations, procedures, and norms into practice is first by explaining your high expectations for behavior as a teacher. If you first exhibit that your classroom is a realm of raising and surpassing the bar, then the students will view it as such.

                One of the first actions I like to take at the start of the school year is to make a syllabus that illustrates an outline of the information that will be covered throughout the year. True, it is not going to cover everything that will be discussed in class in detail, but the syllabus gives a general outline of what I hope to accomplish. The second page of the syllabus is a page that simply reads “Classroom Rules and Etiquette”. I take the liberty of filling in a few lines of necessary and nonnegotiable procedures:

·       1)  You must always raise your hand in class in order to be able to speak. It is rude and disrespectful to your classmates and the teacher if you talk over them. Everyone has the right to an opinion and a voice. Yours will be heard, just wait your turn and open your ears, you might learn something.

·         2) When the teacher or another student believes that the class is getting too loud or boisterous, then he or she raises his or her hand and silently counts down from five to one. Once you register this motion, you should also hush and repeat the action. If the class is still loud or boisterous at the one finger mark, consequences will occur. Probably consequences that lead to not very fun book work and complete silence.

·        3)  You must always come prepared and ready to learn to class. Participation points are based on actively contributing to the classroom discussion as well as bringing all the needed materials for learning (book, notebook, tablet, writing utensil).

·         4) Respect each other and the teacher. Listen when someone is speaking, don’t talk over them. Give constructive criticism, don’t give insults. Help when someone needs it, don’t laugh and make a mockery. Be kind because everyone needs a little kindness.

After I have placed my ground rules, I ask the kids why these regulations and procedures are of such importance. I also ask what can be done to put these norms into practice, and the students will offer up any helpful suggestions. These suggestions have previously included having a student classroom monitor each week that helps diffuse tension before an outbreak begins, having a jar to put a nickel every time someone says something ugly and unnecessary (and then using that money for a good motive), using small actions to signify silence (clapping three times, then repeat or crossing your arms over your chest until everyone repeats the action), and giving the teacher an object to silence the class if the previous techniques were not working to full advantage. I was given a gavel, and I have had to use it in a few select situations this past year.

                Having the students contribute to the making of classroom guidelines shows them that they have a personal responsibility for their learning environment. This participative role in creating a healthy place for school gives a realization of how important their education is, or should be, to them for the purpose of their future. Obviously, not every norm is going to stick and at times always abiding the rules can be difficult, but there is also always a chance for redemption. It is imperative to emphasize that notion of forgiveness. Mistakes will be made, and even if someone is hurt emotionally or physically, as long as apologizes are given and received sincerely, then a difference is made. It hopefully will discourage such behavior in the future.

                From the few years’ experience that I have had in the classroom, the one norm/procedure/rule/regulation that stands out is respect. Respect for teachers and students and classmates. It makes all the difference because you don’t always have to agree, but you do have to understand. Finding understanding for a person makes it far more difficult to hate them. You may not be able to fix them or help them, but you can try to involve yourself in their life and their struggle as much as possible. Respect allows for that kind of comprehension to take place, and I’d rather have a classroom full of students that have high opinions of everyone around them than any other type of classroom. Disrespect breeds ignorance, and that is one seed I will not allow to plant in my classroom or my students’ minds.