Classroom Reflection

Memorize the names of all your students within the first week of instruction. Use students’ names frequently.

I will model my expectations throughout the day and week for the first couple of months. Once I see that my students are exceeding my list of expectations, I will add more to the list when I see something that needs to be addressed such as doing your best at your assignments, never saying I can’t, always try, and if you have nothing nice to say to someone don’t say anything at all. I want to start the class off with procedures that are easy to learn and mange. Then when the students master the expectations then I would add more complex ones when I see

They sing a song and have a little dance that they do before each transition to a new station. The classroom has two identified exceptional learners and two students who need special assistance, but their parents refuse to have them tested and identified. This makes for a very chaotic environment and a lot of work for the general and assistant teacher. The classroom is well thought out though allowing for personal growth of all students at their own pace. They have a desk in the classroom that is kind of blocked off for students with special needs like Lexi and Billy whom may need a break from the action and chaos of the normal classroom. They also have another work area outside of the classroom for times when students need a break from the regular classroom or to work in specific

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

To assure that my procedures and expectations are thoroughly known, I plan on continuously practicing my classroom procedures and modeling both them and my behavioral expectations for the students. Providing them with a clear example and backing it up with extensive practice for the first few weeks of school will practically imprint this in my students’ minds. Through building positive relationships and implementing persistent and clear classroom management, I know that my students will have the opportunity to

I want my students to know from Day 1 what my classroom is about and how they are expected to behave in my classroom. I will make sure to implement that mutual respect the moment they walk through my door. All of my students should feel like they belong and are welcome in my class. They should know they while they are in there they will be treated fairly and equally. I will also remind students of the expectations constantly.

Our objective this week was to observe classroom procedures. Miss. Williams expects her students to always stay on task even when she is not in the room. She anticipates that the students are quiet when they work independently and to not veer off onto another direction by talking to one another.

Step 6 (1 minutes): Hand out the worksheets and ask the students to write the topic on top of the worksheet.

To communicate high expectations for the students, I will always use positivity and encouragement. I will use popsicle sticks with the students name on them to call on each student to answer questions to avoid favoritism and to get the students to participate in the lesson.

I think that it is important to establish reasonable rules with the students from day one. This will show that although class will be an enjoyable and active environment, I am here to be the students’ teacher. I plan on wearing khakis and a shirt with a collar each day to show students that I am the “professional” and “in charge.” I also plan to stand up straight, speak clearly, and demonstrate tasks well. I plan on always arriving to class early and being prepared. Finally, I want to establish a relationship with the students where I am a mentor rather than a friend. Since I may only be 2 or 3 years older than some of these students and several inches shorter, it is important that I establish a trust where the students see me as a teacher

The book is divided into sections, depending on your goal. On the first day of school, learn students’ names, build rapport, assess their knowledge, introduce language, and establish the class rules.

The key is being prepared to implement strategies that allow the teacher to make a great impression on the students on the first day of school. On the first day, write the day one schedule on the board, flip chart, or transparency. Make sure you greet the students individually as they enter your classroom. Make sure you get students attention as soon as the bell rings. Communicate the essential classroom information in the first ten minutes Teach an attention signal, then teach the expectations, orient students to the posted day one schedule, and begin using the three-step process for communicating your expectations. Step 1 is teaching the expectations. Step 2 is observing student behavior. Step 3 is providing student feedback on the implementation of expectations. Teacher feedback should be accurate, specific and descriptive, age-appropriate, immediately, and a manner that fits your style. There should be feedback be at the end of an activity, transition, or

Another strategy l observed a teacher used in gaining class attention is when the teacher say “Voices” the students respond with quiet “shhh, she says voices again and they respond with a quieter, “shhh she say it a third time very quietly, “Voices” All students are quiet and ready to learn.

Today at my placement, I noticed a different kind of interaction my teacher was having with his students. Instead of focusing on academics or connecting with the student, the teacher was trying to monitor the language, attitudes, and dialogue that happened in the classroom space. The interaction happened before the first period started. There was a student at the teacher's desk getting help with an essay and two other students talking a few feet away. One of the students who was talking made a comment that one of his female African American teachers was horrible because she did not know how to teach or speak. Though the student did not directly say the teacher did not know to teach or speak, the emphasis he placed on the teachers race and the explanation, “she does not speak well but I guess she cannot help that”, made it clear that he meant that the problem was because she was female and African American. My cooperating teacher upon hearing the comment stopped helping the student he was with and turned to the student calling him out saying that the student was being, “Racist, sexist, and a jerk”. They had a brief discussion about how what the student said was inappropriate and that he should try talking to this teacher if he needs help. Overall, the incident was not that intense with the student simply walking away afterward and it ended quickly, but it made me realize this was the first time I had seen a teacher address a student who was looking down on a specific group of

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.