Classroom Mangagement

What is the correct way to manage a classroom? I think the best way to manage a classroom is by using positive reinforcements. From the beginning of the year or simply the start of the class, you have to tell the students exactly what you expect from them. This past Monday, Mrs. Tucker had to substitute for a third grade class. Immediately when she stepped into the class she introduced herself and has a pep talk with the whole class. When I walked into the room she introduced me and told me a little bit about the class. She said, “Ms. Dutton we are going to have a good day today with this class. I can tell that all of these students are very smart and are eager to learn.” The whole time she is talking she has an upbeat attitude and the students catch on to that. I think if the teacher is positive from the beginning the students are more likely to be positive and behave. This also helps the students respect you a whole lot more. I know when I was in school; I always liked the teacher that respected me more than the teachers that pulled rank.
I did get to witness Mrs. Tucker Monday sort out problems some of the students had with each other. Two students got started fussing at each other when they were lining up for recess while she was subbing. She did not handle it in front of the rest of the students, she told them to wait and talk to her when they got outside. The class walked down the hallway and out the back doors to the playground. When they got outside the girl ran off. Mrs. Tucker called her back and talked to her and the little boy. The problem was that the little girl called the boy ugly when she was getting in line. Mrs. Tucker asked the boy (because he was the one that complained first) what happened. He said that while he was in line she was breaking in behind him and he heard her call him ugly under her breath. Well then Mrs. Tucker listened to the little girl’s side of the story. The verdict was that the little girl did call him ugly and she had five minutes taken off her recess. The part I like about how Mrs. Tucker disciplines is the way she explains why they are being disciplined. One little boy pushed his finger nail into a little girls hand. He admitted to it and said he did it on purpose because she was pulling on his jacket. Mrs. Tucker sent him to sit out. Before he walked off she told him why he was having to sit out and told him to think of a better way he could have handled the situation. I think this is the key to keep the students in check. I think they respond better to her when they are getting in trouble because she takes the time to explain to them why what they did was wrong. I think in turn they respect her more.

EIP Experiences

As you all know I am observing at Claxton Elementary School in an EIP (Early Intervention Program) setting under Mrs. Tucker. It seems like Mrs. Tucker is all over the place. She has so many responsibilities at Claxton Elementary School. She is not only an EIP teacher she is also a substitute, an encourager, and a friend to many of her students. I think this is what makes a good teacher. Mrs. Tucker says time and time again that being a teacher is all about “flexibility.” I think she lives what she “preaches,” so to speak. When I come in to observe, I never know what to expect. So far she has substituted twice, helped with CRCT Writing test practice, and just a few days (when I have been there) has been on her regular schedule.
Mrs. Tucker teachers all grades Kindergarten through fifth grade. She focuses mainly on the subjects of Math and Language Arts. I must say that in the beginning I was skeptical of being in an EIP classroom. I did not know exactly what to expect. The students in these EIP classes are no where near dumb kids. On the contrary they are really smart. Most of the students just have problems with basic skills, reading comprehension, or sight words. Some may have trouble keeping up with some of the other students in their regular education class. Mrs. Tucker has told me that some of her students were not even required to be in the program but they were falling behind a little bit. When their teachers realize this they ask Mrs. Tucker if she could take them in her class and help them sharpen some of their skills before they get too far behind. She always says yes. She cares for these students and loves her job, this is evident.
I observe on Monday mornings from eight to ten o’clock. On a regular schedule day I observe during her time with second grade and fifth grade. During her time with second grade she has two groups. With one she goes over reading skills such as main idea, cause and effect, reading comprehension, context clues, etc. I have been working one-on-one with students lately focusing on Main Idea. She has a board game, in which we just use the cards, that deals with main idea, called Around the World with Main Idea. The cards have short passages on them, followed by a multiple choice question that asks for the main idea of the passage. With the other second grade group she focuses on sight words. I have been working with students one on one going over sight words. The past two times we have worked on sight words, I have been dealing with the same student and enjoy it tremendously, watching him progress. After working with the second graders, she works with the fifth graders. They have been focusing on reading comprehension skills as well. They do their work more independently. I must say that I do enjoy working with the second graders more than the fifth graders.