Mathew Jacob Reflection for Managing Student Behavior - House & Wachsmann

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Feb 20, 2024

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Name: Mathew Jacob Date: 2/13/24 Managing Student Behavior – House & Wachsmann 1. Ms. House has pulled a small group and the rest of the students are working independently for most of the video. All the students know what to do during this time. Ms. House explains several of the strategies she uses to manage student behavior. Share at least two ways Ms. House has established and maintains clear expectations for student behavior. Ms. House in the video is teaching three students “th” vowel. They are making name from the letters the teacher is giving them. She then goes to a different activity with Zebra word. One student came to the group and the teacher looked at him and said ok dear. She was still in teaching mode when that occur and did not allow it to disturbed the teaching environment. She also saw some student not paying attention. She called them ask them to get their book bag. She was in constant mood of teaching without interrupting the mood of teaching. 2. Ms. House has clearly set expectations for her students in small groups. Explain two to three activities the students engage in and how they managed themselves so that they were focused on learning. The teacher is giving letters to the students so they can make words around it. She than transition to the Zebra activity. She was helping the students to learn the word pronunciation in the coloring notebook. Ms. House gave them letters so they can look at the letter and pronounce it. Ms. House told them to write words on the desk and redo the word again to practice them when they talk to each other. She also told them to point to the elephant on the phone. That helps them to stay engaged in the activity by pointing to the chart behind her. She keeps congratulating them on the progress. She told us that she does calendar every morning, tally marks, and counting as warm up for the main lesson and went to small group as level 1. She will build vocabulary for students who did not know what is zebra.

3. Ms. Wachsmann used an inner-outer circle strategy for discussion. Explain at least two ways Ms. Wachsmann sets expectations for student behavior during the discussion. How did her expectations support student learning? Ms. Wachsmann start with group inner-outer circle for 14 minutes. She will ask question during the discussion to teach the students. She discuss the French revolution. Next student will ask a question and wait for a response from the others. The teacher will view the group from her desk. This student interaction helps them to learn from their peers and helps in how to communicate with each other. Students do not feel like pressure to answers questions because its only students involvement without the teacher directing them to a correct answer. 4. We looked at two different classrooms with two different populations, yet in both classrooms, students managed their behavior in ways that support learning. Compare and contrast the two classrooms. Using specific examples from each, explain how the two teachers managed student behavior similarly and how they managed differently. Ms. House use small groups to focus on three students. She kept them engaged and told them what they made mistakes on. She maintains support learning by constantly engaging students in physical cues so they can understand and write the words in the journal. She also let them write on the table with markers which will keep the kids attentive. Both classes are two different age group. The population are different thus must be taught in a different way. Students in Ms. House need constant attention so they will not be confused and cause disturbance in the room. In the world history class, the teacher allows the student to learn themselves by asking questions. One student explain and the teacher will take notes from what she is critical examination. The teacher is viewing the class from the side while Ms. House was more involvement in the group station with three kids.

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