Classroom Factors : Mrs. D 's Sixth Grade Science Classroom

In a good classroom, students should feel safe and comfortable. The classroom was staffed with Ms. Caitlin the kindergarten teacher and Mrs. Doherty the teacher's assistant. The class size consisted of twenty children. The classroom held five round tables with four students per table. Having tables rather than individual desks, Ms. Caitlin encouraged a sense of community rather than allowing a child to be alone at a desk. The furniture was at an appropriate level and size for 5 and 6-year-old children. Also, there was space for children to store their work and personal belongings in cubbies. The class had four different learning center stations these included: writing/reading center, block center, math center, and the kitchen center. Bulletin boards were displayed and decorated with colorful pictures which reinforced concepts learned in the classroom. For example, the alphabet, numbers and days of the week. Student work was also visible in the classroom. In the front of the classroom, a smartboard and rug was arranged for the students to gather for lessons and play. This area was kept free from all forms of distraction. In the back of the room, extra materials were available such as pencils, erasers, crayons, glue sticks, and scissors. Overall, I believe that Ms. Caitlin provided her students with a positive, cheerful, and organized learning environment. She instilled in her students that the classroom is a

In an interview, Harry Wong stated that, “The number one problem in the classroom is not discipline: it is the lack of procedures and routines,” (Wong). Harry and Rosemary Wong support a system of classroom management rather than classroom discipline. The Wong’s believe that students need to be “taught the roles, procedures, processes, and routines” that they are expected to follow (Charles, 116). When the “teacher explains the procedures of the classroom to the students, and the students turn the procedures into a routine,” then the teacher will have better control over the class with less discipline issues (Wong). For the Wong’s discipline philosophy, the teacher needs to have a script for the first day of class with everything that needs mentioned and completed. The students need to be greeted at the door by the teacher, bell work needs to be placed on all of the desks (even on the first day of school), and procedures and rules need to be taught, rehearsed, reinforced, and repeated (especially during the first two weeks of school). The students need no down time during class, by allowing down time, the teacher is allowing the students to misbehave. The students will follow directions when given, raise hand before speaking, and use kind words. The teacher will take role while all students are working on bell work so that it doesn’t take time from learning.

The rooms were inviting, and the students were engaged in learning. I quickly noticed that having a positive, and inviting classroom environment is of upmost importance for successful student learning. As the students walked through the second grade classroom they were greeted with a hug. When the students’ finished their morning work, the chimes signaled the students to line up, and transition to their first class of the day which is Science. This is where I was able to observe both Mrs. Stanford, and Mrs. Taylor

She told me about her classroom rules which are mutual respect, attentive listening and appreciations no put downs. She spent the first three weeks of school going over these three rules and afterwards she had each student write their name on colored paper which is their contract, their signature on that paper means they will follow those rules throughout the year. She has another rule in her classroom called “Kelso’s Choices”. Kelso’s Choices are nine different choices they can make on how to solve their problems in class. When the students come to an issue they have to choose two of the choices on the poster before going to the teacher. Some of the choices on there include, walking away, talking it out, apologizing, telling them to stop, etc. I really liked the idea of Kelso’s Choices because it teaches them problem solving as well as social skills. Instead of being unfair or going to the teacher they have the opportunity to solve the issues and be fair towards each other.

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

When a student would be disruptive or too loud, it made other students lose focus and want to be disruptive too. There was one student who was constantly disruptive and would not listen or follow along with the lesson. He was isolated from the round table, but continued to cause problems. He got his name wrote on the board, but he continued to misbehave. The

Throughout my observation of the classroom, I notice the classroom has routine schedule. The students come in take their coat off, go to the bathroom and wash their hands. Next, he students sit down at a table

As I walked into the classroom, Mrs. Wansong introduced me to her students. Mrs. Wansong’s class is lighted by eight big windows. By the computers there are buckets of books, crayons, and colored pencils. Right next to the buckets there are two computers which the students take their reading tests on. Mrs. Wansong is hoping that they will soon get iPads so all her students can take the tests at the same time. She also has two whiteboards and two chalkboards. The student’s desks are arranged by four desks in a square and there are four sections, so there are 16 desks in total. In front of the chalkboards there is a half circle desk, and Mrs. Wansong’s desk in the back left corner so she can watch over all the students.

Park’s classroom looks like a typical American high school classroom. It is a square room with beige and dark blue walls. As soon as one enters the room, he or she will see a word wall filled with math terminology accompanied by a picture that represents the given term. On the back wall, Mrs. Park has a bulletin board with absent folders for each of her classes, which are filled with all handouts given during class time. This allows students to have access to papers that were given out on the day that they were absent. Inspiration posters, created by the students, surround the bulletin board. There is a blackboard in the front of the room and also on the adjacent wall. The blackboard on the adjacent wall serves as a bathroom sign out list so that Mrs. Park can see who is out of the room at any given time. This system helps to manage her

Mrs. Blaum has set up a very well organized classroom where the students clearly understand what their behavior is expected to be. I would like to see how she implemented this structure at the beginning of the year. Since I came into this classroom halfway through the year the students are already accustomed to the structures and routines so they know what is expected of them. This is one of the aspects that I am most concerned about when I have my own classroom. Classroom management is something that I feel can make or break a classroom. I want to be able to implement a set of classroom rules that are clear and I want to be able to enforce them in a way that helps the students in a positive

When students are not directly facing the chalkboard they are more likely to avoid participation. Moreover, the location of his seat also makes it difficult for his teacher to access his desk should he need assistance and/or to gain his attention. “Maximizing access is a strategy for arranging the physical space around a student so that the student has maximized access to instruction, materials, and demonstrations; additionally the teacher has maximized access to the student” (Evertson, Ph.D., Poole, & the Iris Center, 2002). Therefore, by arranging the seats in evenly spaced rows Edward’s desk is not only more accessible, but by facing the chalkboard he can also access the lessons displayed. Furthermore, this type of seating structure allows for optimal teacher-student

A 3rd grade classroom that consists of 20 students, all with different backgrounds and learning abilities. The class consists of 2 gifted students, 3 students identified with learning disabilities in reading, 3 English language students and 2 who have been diagnosed with Attention Deficit disorder. The instructional setting of the classroom is set up to accommodate all students. The room is large and open. The desks are paired in groups of 4 with a large open space in the middle so students can come together for grouping activities. The teacher 's desk sits in the front of the class facing the students. The room has 2 white boards and one large Smart Board. There is a small computer lab for student research. In the corner of the room is a small library. The library has a bookshelf full of grade level books. The students can sit in the corner in bean bag chairs to read. The classroom walls consist of the Alphabet, word walls, motivation posters and student rule reminders.

Initial thoughts: There is many technique Ms. Rollison can use to help with her students behaving appropriately in the classroom. One technique she could use is at the beginning of the year ask the students what type of rule they would like to have in the classroom. The student will more likely obey the class rules because they had a part in

Green and Dixon (1993) mentioned that, “Events are different in every classroom because teachers and students are different, establishing and creating their own rights and obligations, roles and relationships, and norms and expectations.”

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.