Chapter 4

 

(pinterest.com)

 

The Learning Environment: Planning and Managing the Classroom

 

 

A student cannot be successful alone. A classroom is the ultimate TEAM experience. The success of the students and teacher are based on the planning and management of the class. Classroom management and planning are the most vital components to teaching. Without structure and boundaries it can be difficult or impossible to instruct, learn, interact, bond, and have an overall positive experience. It is not solely for the benefit of the students, it is for the benefit of everyone who enters or interacts with the class.

    

   I think it is important to continually reiterate the need to never take the "small stuff" for granted. Visuals, simple role playing, small pats on the back as you walk by, conferencing, consistency in the details, positive not punitive....all of these set the stage for higher expectations. Strategies taught to allow the classroom to run smoothly are the same strategies that allow the teacher to deal with negative issues in a timely, proficient manner.   

 

     The different models for classroom behavior all take into consideration that the days of children being seen and not heard are long over. Understanding what drives a child's behavior, letting them experience natural consequences, allowing control over their emotions, listening to them, and realizing every child's need for an engaged teacher can all be used as tools to manage behavior. Having an understanding of all the theories is truly the best way to teach.  The reality is, each child will require a different (slight or huge) approach to understanding them academically and behaviorally.

 

     Hopefully every teacher that takes a classroom will be able to maintain a sense of pride. It should be from the classroom itself to their academic planning, from their investment in the students to the commitment receive from their students. It is a beautiful thing to see when it works and terribly sad when it falls apart for all involved.

 

 

 



 

 





 



 



Chapter 3

Thinking & Questioning: Skills for Meaningful Learning

 

 

I wonder if teachers know how powerful their words can be. If words are used correctly, they guide the students to a greater sense of empowerment, curiosity, togetherness, and accomplishment. On the other hand words can discourage, breakdown, and embarrass. Educators need to use every aspect of the classroom environment to model and scaffold inquisitive minds both individually as well as a group.

 

 

 

 

 

 

        Common core is forcing our kids to take learning to another level. They need to be able to explain the process not just stumble through it. Extended response on ISAT has sent many children into a sad state when they see the two pages of lined paper after the math problem. Teachers need to set the standard from day one of school. The classroom needs to be a safe environment to be questioned and to allow questioning. If the teacher models low, intermediate and high levels of questioning the children will pick up on it quickly. In the curriculum opportunities for various types of questioning including: analytic, clarifying, convergent, cueing, divergent, evaluative, focus, and probing need to be woven throughout. This is so important because is helps the students grow individually and as a class. It aids in:

• class management 
• curriculum development
• special education issues
• student attitude/morale
• cognitive abilities
• study habits
• mediation
• general, personal growth
• and so much more

     This chapter really highlights the detailed work a teacher encounters everyday. The importance of shaping a child's thinking is the larger blanket that covers more detailed responsibilities. How questions are phrased, where the child is in their question/answer process, what they do and do not understand, the consistency in the teaching/learning processes across the class, etc... It is a job to be respected and never taken for granted.



Chapter 2

 

 

Professional Responsibilities of Teachers of Young Adolescents

 

 

 



 

 

 

    The theories that govern learning are vast and varied. They are forever changing as is the classroom dynamic. Teacher philosophies are so different. I see many teachers that strictly follow the theories that highlight the nature aspect of learning. They believe in a "one size fits all" approach more than other theorists. The staff that seem to let the children have a voice and some control stay in the nature realm of learning. My belief is that adolescents face situations and environmental factors that past generations did not. They seem more stressed and grow up faster as a result. It seems that teaching needs to be flexible and meet the children where they are at. Give them a voice in a frustrating adolescent world. This active, engaging. full teaching style can open up children that were otherwise shutoff.

 

 

 

 

 

     In addition to the very daunting task of making teaching more interactive, teachers also are responsible for so many details of everyday life in the school community. The responsibilities include: ensuring a physically and emotionally safe environment, differentiation in instruction, critical thinking, multilevel activities, technology usage, community interactions (speakers, fieldtrips, community service), adhering to a huge amount of guidelines/rules (copyright, district policies, learning standards),and being a role model and facilitator. These are only a few hats educators must wear. All of these start with a base belief of how you believe you can best facilitate the classes learning.

     

 



Chapter 1

Teaching Young Adolescents: Recognizing and Understanding the Challenge

 

 

 

The classroom dynamic has changed dramatically across all grade levels. Middle school adds an even greater dynamic because of the ages and stages that inhabit these classrooms.  Chapter 1 continually reiterates how varied each child's needs may be (these factors may be: socioeconomic status, family unit, emotional history, cultural background and ethnicity). These needs require creative approaches to interacting and educating the individual child.  "No Single Shoe Fits All" (Kellough, 2008) is a simple statement with a very important message. Whether it is creative scheduling, co - teaching, exciting collaborations, unique  learning environments, or reflective thinking teachers must be responsible.  This responsibility lies in their planning, teaching / interacting , and content. Educators cannot make careless decision and mistakes that children pay for. In the schools the most powerful teaching team is the alliance of the teacher, child, and family.

   I am currently in a position at a middle school and feel like we are literally running, physically and mentally, to keep up with the diverse educational and social-emotional needs of the kids. I have seen K - 8th, 2nd -8th, and 5th - 8th  schools. Presently our middle school houses 5th - 8th. It is plain to see the common factor was not age grouping, the common factor was poverty. I think that no matter what the schedule, instruction type, or legislation....poverty is the biggest battle. The students and, sometimes, teachers expectations are lowered. Just two days ago our administration lowered the criteria for our kids to pass. We have a school that has tried various schedules, changes curriculum with the times, and can say their staff that cares. Yet we still have multiple 16 year old 8th graders, not to mention the one's that slipped away. I hear and have so many ideas, we keep fighting for the kids. Education will keep zigging and zagging, navigating the constantly changing route of education. I think it can be done.