Follow Classroom Procedures

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.

These rules are displayed throughout the school and are referred to continuously by staff and children equally. We also have class rules that have been developed by the children themselves and are a positive device for encouraging good behaviour. The children can then monitor their own behaviour as well as the behaviour of other children in the class.

The first task teachers should do when managing their classrooms is to start the year out right. Most teachers will start out with rules and procedures. Without them, classrooms have little to guide them. To make the rules easier to remember and more personable to the students, a good idea to have them help make the rules. To make the rules easy to remember, they should be few and they should be precise. Some of the rules often used are: a) be courteous to others, b) respect others property c) be on task and d) raise hands. As teachers, we should allow the students to come up with their own rules. This will help the students work together and feel they are already apart of the classroom. Teachers may also guide the students into the right rules that will benefit the class.

It is simple, follow these steps, and you will be happier. Robert Fulghum wrote the book All I Really Need to Know I Learned in Kindergarten. In this book he mentioned three major, but simple lessons: put things back where you found them, play and work some everyday, hold hands and stick together. These important rules for kindergarten are also important rules for life, and apply to our everyday lives.

The routines established include lining up quietly outside the classroom door, walking in and taking their seat quietly, each row will be called by the teacher to retrieve and return classroom textbooks and workbooks, and any supplies will be handed out and collected by a row captain. Other routines established during the lesson plans include: taking out and checking the previous night 's homework, a group lesson plan that reviews the objectives and standards, group work formation by the teacher, and a quick check assignment during class is used as a formative assessment for the day 's lesson plan. Bathroom breaks are during class changes or students may go during class, but only

Kindergarten is a fun time for most students. Although it is mostly fun, much can be learned during this year of youngsters life. In the Robert Fulghum’s book, All I Really Need to Know I Learned in Kindergarten he list some simple lessons that everyone should follow. He says to put things back where you found them, work and play some every day and hold hands and stick together. The world would be a better place if we could follow these rules.

One must look at classroom management as a plan for what procedures students will follow throughout the day. Teachers must understand their role in making sure students have a successful experience each day. Wong H. & Wong R., state “Effective teachers teach how to responsibly follow procedures” (2009, p. 165). To have a smooth-running classroom with minimal behaviors, students must be taught classroom procedures from the very first day. In my classroom we have procedures for many things we do each day. Some of these are arrival of children, snack time, lining up and walking down the hallway, and cleaning up centers. I have been teaching these procedures for many years with much success.

When setting expectations and rules for behavior in a classroom it is important for the teacher to keep in mind the age of the group and what they are developmentally capable of accomplishing socially, emotionally, cognitively, and physically. At LeeAnna’s Enrichment Academy the expectations and rules of each age group will be set based on the developmentally appropriate guidelines that practice these four basic concepts; explain, rehearse, reinforce, and back to planning. Explain, simply put, means to create lessons plan that teaches the rules. In situations where a child displays undesired behavior, there are assumptions that the child should already know better, the child just doesn’t care, or the child isn’t a good listener. However. in most cases that is far from the truth. In reality, children need to be taught what is expected in simple, meaningful, and

For example, listening to instructions and staying focused on tasks to avoid injury. Whitebread and Coltman (2008) confirm that kindergarten children are capable of contributing to their learning. Therefore, educators can use group time to re-establish class rules, routines and expectations. Creating posters with the class to display in the room will help ensure all children are aware of what is expected and can help to create the rules to make the kindergarten a safe place for all children to attend (Conway, 2012; DEEWR, 2009).For instance, collaborating to brainstorm safe behaviours and what it means to be friendly; the teacher could ask Gemma to draw pictures to go with the rules and routine to provide visual cues of what is expected at kindergarten (Kearns, 2010); meeting the EYLF Outcome 2 as children become connected and contribute to their world. Establishing a clear routine and standards as a class and having them clearly displayed in the room will assist Gemma in developing her social skills to interact with staff and peers (Cole & Knowles, 2011; Doherty & Hughes, 2009). Doherty and Hughes (2009) affirm it will also promote independence, a sense of control over the environment and offer Gemma the

This way they did not have to reprimand all the students who were misbehaving. The teachers seemed to be modeling essentialism and progressivism teaching philosophies. The curriculum had traditional American values however, it was presented in a much more student centered way. Students would work in groups while teachers floated around to work with each group. The kids would get movement breaks about every twenty to thirty minutes, where the teacher would put on an interactive YouTube video for them to dance to. This hopefully would get them in the habit to move their bodies often to prevent obesity. The teachers had already started with testing their knowledge on letters, shapes and colors. This information was collected and put into their kindergarten files. This is just the beginning of tracking for these young students. For the first time of actually being aware of it, I used my emotional Intelligence, and would notice when kids were getting upset or frustrated. By noticing this before kids would have a meltdown the teachers would have them take a break and get a drink of water, sometimes this would avoid the disruption to the

My classroom and playground rules are the same for everyone; however the way in which challenging behaviors are corrected must be modified on an individual basis. I address challenging behaviors in as positive a way as possible. I use these behavior issues as a teaching opportunity instead of just an opportunity to provide “punishment”. By taking the time to explain why a behavior isn’t acceptable or appropriate and modeling the appropriate behavior for the situation, I am giving the child the knowledge they need to learn and use the appropriate behavior in the future. I find this is an effective way to show consistency in managing the classroom as a whole while still giving individual attention based on age, ability, and cognitive understanding of behavioral expectations. Children develop social skills and the ability to interact well with others at an individual pace, and providing guidance for the development of these skills should also be given on an individual basis. By recognizing a child’s developmental stage, I am more effective in teaching that child how to self-regulate his or her actions or re-directing them as needed.

Classroom discipline differs between every teacher and school. Some schools have strict rules on classroom management and some are more laid-back. I hope to have the freedom to create my own rules for my classroom. Having the ability to create my own rules can make means that I, not the school, can control the classroom. When it comes to making the rules of the class, I believe students should be allowed to help make the rules.

I attended a studio recital that featured singers of all different ages and abilities. The end of the song, when the singer would receive applause, was my favorite part of the performances because they would just light up and have a bright smile on their face. I also loved watching them take cues from their voice teacher, who was in the very back, giving them small reminders as they sang. A lot of them, whenever they would receive a cue from the voice teacher, would just start to smile and laugh a little bit. It seemed like their personality came out more when they were focusing on the voice teacher.

The three issues I’ve identified that would explain the child’s and the parent’s behavior include: one- not being able to orally communicate in English, two- not having any hands on experience with any American (or more precisely, Prince George’s County) public school system, and three- not being aware of the child’s behavior in school. For this last issue, I mean the child’s parents may or may not ask him how his day at school was. If they don’t ask, they may assume everything is fine. If they do ask, the child may say everything is fine. With this notion, it’s not easy for parents to respond. A fourth issue could be that the parents don’t know how to respond. And lastly, a fifth issue could be that the parents are busy working and may not have time to respond.

My classroom is geared for a Kindergarten class of 20 students, in a general education setting. The learning environment has been organized to maximize the students’ safety, allow for student and teacher movement, promote collaboration among peers, and foster student engagement in classroom activities. Furniture utilized in this setting is developmentally and size appropriate, so that children are comfortable. Storage cubbies, equipment, and materials have been placed in areas that are easily accessible to both myself and my students without restricting the flow of classroom traffic or blocking the student’s view of or access to learning materials.