Classroom Management Observation

Western Governors university | CLASSROOM MANAGEMENT | FCT4 TASK 3 | | LaShonda Horton 209990 | 11/28/2012 |

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Did you view the elementary or secondary video? * Elementary 1. Observation and Description A. Describe the observed classroom routines.The class starts with the children removing materials from their desk to get organized. Having the children remove all materials from their desk to organize them according to size teaches the children to have respect for their property and others. Next, the children go on a classroom tour. She also discusses the procedure for signing books in and out of the classroom library. Next, she describes the procedures for if students want to borrow materials off the teacher’s desk. The students must always ask. Then, the children go over the schedule, so they know, what to expect throughout the school day. After that, the children learn the importance of attending school on a daily basis. Next, the teacher has the students’ line up. The first time students are required to line up; the teacher explains the procedure and the reason. Then the teacher discusses signing in and out procedures for going to the office, the restroom, and the nurse station. The students must sign out, print their name on the appropriate line, and circle the place they are going, then put the time, and take a pass. The students learn that they have more freedom in the third grade than second, because they no longer have to ask to get water at the water fountain and sharpen pencils, as long as there is no one else at the water fountain, or the pencil sharpener. Finally, the students learn the procedures for getting crayons and other materials. The same rules apply as long as no one is at the crayon or material station the students can go ahead and get crayons. The students must grab a basket, grab a handful of crayons for the basket, and go quietly back to their seats. This will decrease classroom interruptions and will gain a sense of trust between the students and the teacher. B. Describe the implementation methods of routines in the observed classroom.The teacher implements the methods of routines as she would any other subject. For example, if the teacher were teaching math, she would describe it, explain it, and then have the children practice it. In the video, the teacher described to the students how they would line up, then she explained why they would line up that way, and then she let the children practice. 2. Analysis, Exploration and Reasoning A. Predict students’ level of engagement with the observed classroom routines.The students level of engagement is high the children are enthusiastic about learning what the teacher expects of them. Later in the school year, I predict that the student will have the same level of engagement as from the first day of school. The children will know what the teacher expect of them, regarding routines and procedures. The routines and procedures will become more of a habit.
B. Analyze a possible purpose for the observed classroom routine. The purpose for the children removing all items from their desk and organizing them according to size is so that the children will know where all books and materials are at all times. This will decrease the amount of classroom disruptions, because the children will not have to go back and forth to their book bags and other areas of the classroom to get materials. The materials are in an organized area in the desk. 3. Connections to other teaching practices A. Explain the purpose of the observed classroom routines as they relate to the learning environment.The purpose of having the children take a classroom tour is to familiarize themselves with centers and materials so the children will know exactly where to go when they need certain things, which will cause less classroom disruptions. The observed routines relates to an improved learning environment for the classroomThe purpose for removing materials from their desk to get organized is to teach students to have respect for their property, themselves, and others. Having respect for their property and others improves the learning environment because each student will strive to act in a respectable manner by having respect for themselves and their surroundings, which in turn, will decrease the amount of classroom disruptions. Next, the children go on a classroom tour. She also discusses the procedure for signing books in and out of the classroom library. Having the students sign books in and out of the classroom library teaches students the importance of returning items back to their correct placement, which relates to improving the learning environment because keeping items neat, organized in their correct placement is essential for a learning environment to thrive. Next, she describes the procedures for if students want to borrow materials off the teacher’s desk. The students must always ask. This teaches the student to never take anything without asking and again to have respect for their property and others, which in turn improves the learning environment, if everyone ask before taking something of someone else.Next, the teacher has the students’ line up. The first time students are required to line up; the teacher explains the procedure and the reason. The teacher has the student to quie line up quietly, by size to see and account for all students as the students walk through the hall. This improves the learning environment because the teacher is responsible for the whereabouts of all students so seeing each child is important to have a successful learning environment. The students must remain quiet as they walk through the hall so they will not disturb other students. Then the teacher discusses signing in and out procedures for going to the office, the restroom, and the nurse station. Having the students sign in and out teaches how important it is to let the teacher know their whereabouts. This also teaches responsibility. It is crucial for the teacher to know the whereabouts of all students in their class at all times, having the students sign in and out keeps track of all whereabouts and the time, which improves the learning environment. The students learn that they have more freedom in the third grade than second, because they no longer have to ask to get water at the water fountain and sharpen pencils, as long as there is no one else at the water fountain, or the pencil sharpener. This creates a sense of trust between the students and the teacher, which improves behavior because the students will not want to abuse the trust. Gaining trust improves behaviors, and good behaviors improve the learning environment and give students an abundance of opportunities to learn. Finally, the students learn the procedures for getting crayons and other materials. The same rules apply as long as no one is at the crayon or material station the students can go ahead and get crayons. The students must grab a basket, grab a handful of crayons for the basket, and go quietly back to their seats. This will decrease classroom interruptions and will gain a sense of trust between the students and the teacher, which improves the learning environment. | |

Students’ transitions many times throughout out the day, from entering school, to going to breakfast, to leaving the lunchroom, to entering class. Transitions between activities can be challenging and stressful for students, but with organization and key expectations, teachers will eliminate a lot of chaos during these transitions.

K–8 Situations

1. Beginning of the day: Class is starting
A. enter classroom, the children will find seat
B. empty book bag, organize desk
C. hangs up book bag, sit quietly wait for instructions to begin tasks

2. End of the day: Going home
A. get book bag off hanger place books needed for homework in book bag
B. clean up desk and area around desk
C. Sit and remain quietly until the teacher calls your way of transportation

3. Transition between activities: Moving to centers
A. At the signal (dims the lights) the students to end activity; students begin putting materials away for the current assignment.
B. Students clean up and take out materials from next assignment
C. when the teacher turns back on the light, students must be in their seat quietly ready to begin next activity.

4. Distribution of materials: Getting crayons off shelf
A. makes sure no one is at crayon station
B. WALK over to the crayon station, grab a basket, and take a handful of crayons
C. return quietly to your desk

5. Field trip: unloading the bus
A. get off the bus on the field trip, make sure you are with your partner
B. listens to ALL directions
C. stay in designated groups

6. Recess: Going to the gym
A. Line up quietly for recess
B. Walk quietly down the hall to gym or designated area for the day
C. Listen for directions for activities for the day

7. Fire or disaster drills: exiting the building in the event of fire
A. When the alarm sounds, the students will quickly line up in front of the door
B. Listen for the teacher to call your row
C. Walk quickly and quietly a line, listen for directions from your teacher

What teachers do at the beginning of the school year to organize their rooms and establish a management system influences what happens throughout the rest of the year. Routines are the stamina of daily classroom life. The routines above are vital in order for your class to run smoothly. In the beginning of the day, when class is starting it is important for the children to enter class find their seat, empty book bags and organize their desk quietly so that the teacher can take attendance and notate how many children attended the class that day.
At the end of the day, when the children are going home, it is important for the students to get book bag off hanger place books needed for homework in book bag, clean up desk and area around desk, sit, and remain quietly until the teacher calls your way of transportation. This is important so that all students to get home safely on the appropriate way of transportation.
When transitioning between activities such as moving to centers, it is appropriate for student to end the current activity quickly to get started with the next. Time management is important throughout the school day since all activities are time-sensitive.
When a student needs, materials such as crayons it is appropriate for the students to wait until the teacher call their row before proceeding to the material station. If a student needs crayons individually, then it’s important that the student make sure there is no one else at the station before he or she proceeds to get crayons. By waiting for the teacher to call your row or by making sure no one else is at the crayon station this will ensure the ease of all students getting material because this routine controls traffic flow in the classroom and will decrease classroom disruption. When the children go on a field trip and have to unload the bus it is appropriate for the students to follow all the routines so that the teacher and parent helpers can make sure all students are accounted for and no one is lost.
When the children have recess and go to the gym it is appropriate that all students remain quietly and walk in a straight line so hallway traffic is controlled. The children should also remain quiet so they do not disturb other classrooms.
Finally, in the event of a fire, it is appropriate that when the alarm sounds, the students will quickly line up in front of the door, listen for the teacher to call your row, walk quickly and quietly a line, listen for directions from your teacher. This will ensure the safety of all teachers and students.