Assess your cooperating teacher's classroom management plan. How does it support and/or counter your approach? Provide an example of how you might use these management strategies to enhance your teaching of social studies.
I noticed that my co-op had to constantly shift his management plans between class periods, as they all vary in size and require different levels of guidance (some are chattier than others). With his smaller classes he floated more towards the teacher-effectiveness model and had the students police themselves, as they were fewer and any infractions stood out. With his larger classes he floated more towards the assertive discipline as he had to keep them in line whenever they got off topic. Generally his smaller classes allowed him to joke more and be more flexible, where in his larger classes he had to be slightly heavy-handed and correct them.
For example, today a girl in one of the smaller classes' cell phones went off in class. He said because of how well behaved this class was and because of how well behaved that particular student was he chose to ignore it and told her to turn it off, even though he should've collected it and turned it into the office. She knew what she did wrong and I feel that her own guilt over what happened was enough of a punishment.
As far as the physical environment in his classroom, he has his laid out in rows. His class does a lot of discussions and uses alot of worksheets to enhance their learning. He doesnt have a projector and usually teaches lecture-style. He told me the rows were just easy for him and any subs to check attendance, and makes it easy for him to see anyone getting off task. He said that after Christmas he plans on letting them chose new seats, with his approval though.
I think that him and were pretty much on the same page. I tend to go mostly teacher-effectiveness the whole time, but I can see where that could be stressed in larger, more talkative classroom environment. I would hope that I could use this model all the time though, allowing the students to discipline themselves, to know that if someone's cell phone goes off that it's wrong, and that they know from now on to never let it happen again. Hopefully the other students would learn from that too.
Mr. Kulina doesn't really have a management plan persay. I think if there were a model he were to follow it would be the balanced teacher-student one, Dreichart? his classroom is organized alphabetically and in classic rows. His desk is at the front slightly off to the side with a table for assignments beside his desk. Today we actually divided the kids into groups and he allowed them to move the desks closer together into clusters for the activity. At the end of the day he had the last class reposition the desks to where they were before. I really liked how the rows didn't interfere with group activity and because of that I would likely use the classic rows in my classroom, granting I have a large class, but a smaller class I would sooner use a horseshoe or seminar style seating.
Mr. Kulina's approach is definitely right in-line with mine. He said that in the beginning of the school year he is tough on the students to kinda let them know who's boss. But then he starts to get more relaxed and the students maintain their composure for the most part. I really wanna take this method from him becuase it seems very effective. He has administrative experience so that helps him a lot, I'm sure. I got to instruct for a class today and it was amazing!!
Today. Mr Lister actually let me teach the entire day. I did not actually get to see him manage the classroom because I did.
The classroom was set-up in a discussion form, similiar to the one I presented in class. He has no class rules posted in his room because he expects the students to remember his rules and know he expects the best out of each one of them.
As the day progress, Mr. Lister told me how I handled the class compared to him. He told me that he likes the idea of classroom discussion. In addition, he feels that he can control the class better because he can see everyone and everyone can see him.
Today the assignment was Mesopotamia Maps. The students had to identify Middle Eastern countries on a map that are located where Mesopotamia use to be. I explained the instructions and let the students work in small groups to help each other. Mr. Lister said I handled the classes very well. In addition, he said I use a good teacher voice for groups. He said I managed the time well and knew the answers to any questions the students had. he told me I he manages class the same way. I had a great day teaching!
Friday was an interesting experience because I got to witness two of the teachers manage two different situations. Mr. Lusk had tech difficulties with one of his review programs and had to alter it in order to keep the students interested. Instead of getting extra credit points individually the class could earn it together by scoring highest out of all of the classes. As the day went on Mr. Lusk had to continuely adapt as the computer constantly was a problem until finally the program stopped working all together. In order to make sure that class gained the same experience he reviewed the questions that the other classes had. It was neat to watch him change and keep his class interesting for the students. I also got to walk around a science class room and watch some of the students work on a water displacement lab. By the team the teacher and I had gotten into the classroom the students were out of control over and incedent that happened prior to the class. The teacher realized the situation and was able to bring the students back to learning without wasting much time. Unfortunetly, I also saw how to handle situations when students cheat. Minus that it was a good day.
My co-op seems to be mostly following the assertive discipline model. The one class where he has a more even balance is the AP European class where he actively engages the few students in his class to question what he is saying and dig deeper into the social implications. His other classes are very straight forward and direct with heavy emphasis on the teacher. I spent more time out of his classroom than in it this Friday and went to see some of the classes at lower levels. The set-up is more teacher-student directed, but there seemed to be more discipline problems as well as these were the students who would benefit more from straightforward rules and expectations.
The mix was interesting and made me want to moderately readjust my thinking on how to guide different classroom situations.
I noticed that my co-op had to constantly shift his management plans between class periods, as they all vary in size and require different levels of guidance (some are chattier than others). With his smaller classes he floated more towards the teacher-effectiveness model and had the students police themselves, as they were fewer and any infractions stood out. With his larger classes he floated more towards the assertive discipline as he had to keep them in line whenever they got off topic. Generally his smaller classes allowed him to joke more and be more flexible, where in his larger classes he had to be slightly heavy-handed and correct them.
ReplyDeleteFor example, today a girl in one of the smaller classes' cell phones went off in class. He said because of how well behaved this class was and because of how well behaved that particular student was he chose to ignore it and told her to turn it off, even though he should've collected it and turned it into the office. She knew what she did wrong and I feel that her own guilt over what happened was enough of a punishment.
As far as the physical environment in his classroom, he has his laid out in rows. His class does a lot of discussions and uses alot of worksheets to enhance their learning. He doesnt have a projector and usually teaches lecture-style. He told me the rows were just easy for him and any subs to check attendance, and makes it easy for him to see anyone getting off task. He said that after Christmas he plans on letting them chose new seats, with his approval though.
I think that him and were pretty much on the same page. I tend to go mostly teacher-effectiveness the whole time, but I can see where that could be stressed in larger, more talkative classroom environment. I would hope that I could use this model all the time though, allowing the students to discipline themselves, to know that if someone's cell phone goes off that it's wrong, and that they know from now on to never let it happen again. Hopefully the other students would learn from that too.
Mr. Kulina doesn't really have a management plan persay. I think if there were a model he were to follow it would be the balanced teacher-student one, Dreichart? his classroom is organized alphabetically and in classic rows. His desk is at the front slightly off to the side with a table for assignments beside his desk. Today we actually divided the kids into groups and he allowed them to move the desks closer together into clusters for the activity. At the end of the day he had the last class reposition the desks to where they were before. I really liked how the rows didn't interfere with group activity and because of that I would likely use the classic rows in my classroom, granting I have a large class, but a smaller class I would sooner use a horseshoe or seminar style seating.
ReplyDeleteMr. Kulina's approach is definitely right in-line with mine. He said that in the beginning of the school year he is tough on the students to kinda let them know who's boss. But then he starts to get more relaxed and the students maintain their composure for the most part. I really wanna take this method from him becuase it seems very effective. He has administrative experience so that helps him a lot, I'm sure. I got to instruct for a class today and it was amazing!!
Today. Mr Lister actually let me teach the entire day. I did not actually get to see him manage the classroom because I did.
ReplyDeleteThe classroom was set-up in a discussion form, similiar to the one I presented in class. He has no class rules posted in his room because he expects the students to remember his rules and know he expects the best out of each one of them.
As the day progress, Mr. Lister told me how I handled the class compared to him. He told me that he likes the idea of classroom discussion. In addition, he feels that he can control the class better because he can see everyone and everyone can see him.
Today the assignment was Mesopotamia Maps. The students had to identify Middle Eastern countries on a map that are located where Mesopotamia use to be. I explained the instructions and let the students work in small groups to help each other. Mr. Lister said I handled the classes very well. In addition, he said I use a good teacher voice for groups. He said I managed the time well and knew the answers to any questions the students had. he told me I he manages class the same way. I had a great day teaching!
Friday was an interesting experience because I got to witness two of the teachers manage two different situations. Mr. Lusk had tech difficulties with one of his review programs and had to alter it in order to keep the students interested. Instead of getting extra credit points individually the class could earn it together by scoring highest out of all of the classes. As the day went on Mr. Lusk had to continuely adapt as the computer constantly was a problem until finally the program stopped working all together. In order to make sure that class gained the same experience he reviewed the questions that the other classes had. It was neat to watch him change and keep his class interesting for the students.
ReplyDeleteI also got to walk around a science class room and watch some of the students work on a water displacement lab. By the team the teacher and I had gotten into the classroom the students were out of control over and incedent that happened prior to the class. The teacher realized the situation and was able to bring the students back to learning without wasting much time.
Unfortunetly, I also saw how to handle situations when students cheat. Minus that it was a good day.
My co-op seems to be mostly following the assertive discipline model. The one class where he has a more even balance is the AP European class where he actively engages the few students in his class to question what he is saying and dig deeper into the social implications. His other classes are very straight forward and direct with heavy emphasis on the teacher. I spent more time out of his classroom than in it this Friday and went to see some of the classes at lower levels. The set-up is more teacher-student directed, but there seemed to be more discipline problems as well as these were the students who would benefit more from straightforward rules and expectations.
ReplyDeleteThe mix was interesting and made me want to moderately readjust my thinking on how to guide different classroom situations.