March 19, 2015
Establishing a Culture for Learning...
Greetings to our Pre-service student teachers on this fine day before Spring! Some of you have newly begun your second assignment while others are continuing with your initial placement. Along those dividing lines, I'd like you to think about and respond to those in your same situation (new or remaining) the concept of establishing a culture for learning, or Domain 2b in the Danielson framework for teacher evaluation.
Specifically, reflect upon the following:
1. What have I done to establish a culture for learning in my continued placement?
or What did I do in my previous placement to establish a culture for learning and intend to improve upon in my second placement?
2. What do I see my cooperating teacher do to establish a culture for learning on a daily basis, weekly, monthly, annually?
3. What is my vision for "Establishing a Culture for Learning" for my future classroom?
Provide examples to support your answer. Please remember to post within 48 hours. Your subsequent posts must be provided by Monday's class on March 23.
I will complete all 14 weeks of student teaching in the same placement. During my time in first grade I have attempted to establish a culture for learning in various ways and utilized various strategies. Very early on in my placement, I learned the student’s names, the make-up of their families, and things that interest them. I have used this information to converse with the students or to make connections while teaching. I have also created examples and incorporated modeling into my lessons whenever possible. Every morning, I greet the students with a smile and a positive attitude. When I realize that a lesson is not going as planned or the students are not “getting” the concept, I stop, take inventory of where we are and try a different approach. Sometimes, we just stop and move around a bit before getting back to work. My directions are always clear and I will repeat my self several times. I help the students make connections during lessons, I often use first grade scenarios to assist the students in their connection making. Many lessons that I teach include a cooperative learning or project activity. Questioning is random and fair, through the use of a spinner. I continually encourage the students to try their best and let them know that they are all capable, successful individuals. I read to the students for fun whenever possible. I believe that the most important thing that I do is laugh with students and treat them with respect.
ReplyDeleteMy cooperating teacher establishes a culture for learning on a daily, weekly, and monthly basis in numerous ways. Seats (desks) are frequently moved in the classroom and set up in various configurations. The classroom has several designated reading areas. Often times, videos and e-books are used to introduce a new topic or unit. My cooperating teacher encourages her students to take risks and not become consumed with getting an A. The students are given opportunities to be leaders. Rules and consequences are clear and consistent. The students are treated with respect and given choices.
My vision for establishing a culture for learning in my future classroom includes many ideas. I will strive to create a sense of belonging and make all of my students feel welcome. I will treat and expect respect and trust. I will have high expectations for my students and convey my confidence in them. I hope to maintain a positive tone and make learning fun and enjoyable. I also intend to instill a strong work ethic within my future students. Students will be given choices when possible and also the opportunity to work with their peers. My lessons will include real life examples (connections), modeling, and questioning. Clear class rules and consequences will be developed and posted. Clear and consistent routines will be established and followed. I will encourage my students to be reflective, and active participants in their learning. I intend to recognize all students’ accomplishments and efforts. My future classroom will be designed to be bright, open, and reflective of the interests of the class. Student work will be displayed proudly. I will not expect a silent classroom and will laugh with, appreciate, and enjoy my students.
Respect if key when building rapport and establishing relationship with your students. Sense of humor is also a characteristic of good teaching, allowing you to be in the present moment with your students further establishing a culture for learning. Keep up the good work.
DeleteI agree with much of what you said. I can certainly relate to many of your examples. I also greet the children in the morning and engage in conversation when possible. I have recently started my second placement and surprisingly learned the students' names fairly well.
DeleteMandi, you have set many goals for yourself, which is great and I am confident you will achieve them. I find that the ability to connect with students is often a double-edged sword; strength and weakness. Students open up to me easily when I share personal experience and creative, fun tales and ideas to help them generate their own. However, this can sometimes lead to students becoming too comfortable, to the point their behavior breaches what is acceptable according to classroom etiquette or a current assignment, This leads to a necessity to remind students what is expected of them.
DeleteI agree that greeting the students in the morning is incredibly valuable, and one of the easiest, yet most impactful things we can do to start our day. I also like that you stated that you try to laugh with the students as much as possible. I also said this in my response, because I think it is so important as a teacher to not take ourselves to seriously, and remember that we are interacting with children.
DeleteMandi,
DeleteI really enjoyed reading your post. You have some excellent ideas. First, I love that you say you stay positive in your classroom and always have a smile. This is vital in all levels of education, and especially in Elementary. No matter how you feel when you enter that room you need to be positive 100% of the time. It is important that if you had a bad morning you don't let that keep you down, and don't let it hurt your students. A major part of teaching is covering up when your not in a good mood. Students will shut down if you don't give them a happy positive mood to run off of.
Second, I love that you talked about asking students to take risks. This is huge to me. There is a theatre school that a lot of my friends went to and I was supposed to go to but was unable to commit the time to go there. Their motto is, "Risk, Fail. Risk Again." This is truly my motto, and I hope to display that to my students when I have my own classroom. Classes are all about this in my mind. I think that too often teachers and students focus on the students learning and doing well. However, how can they learn if they are always worried about failing.
I love what you said about respect. That is something that is applicable to all grade levels because if you don't respect your students, they won't respect you, and no one wants to learn and you are not taken seriously as a teacher. I also liked what you said about creating a positive classroom environment. A lot of what you do is what I have seen other teachers do and something that I try to do myself on a regular basis with my students.
Delete
ReplyDelete1. Considering I am in a student teaching scenario, establishing a culture within a culture is very interesting. First I build rapport through conversation. Some topics such as, birthdates, siblings and preferred sports or activities go over well and students are generally eager to share. The main goal is to personally connect with each student. Some students that did not share may later initiate a conversation around the previous whole group interaction while in a smaller group setting or a one-to-one. I then transfer the same receptiveness when asking questions regarding curriculum. This encourages a safe environment in which to share. I aim to keep my instruction engaging and animated as to captivate their attention yet at the same time I hold firm to my expectations.
2. In my current placement one strategy that appears to promote autonomy, responsibility, and self-control is “Shush cards.” In this particular classroom the cards are simple color swatches but they can be as elaborate as one likes. Any time the class is leaving the room, two students are given the cards and their job is to monitor the line. Once the teacher says shush cards are out everyone is to remain silent. Any student who is deemed talking receives a shush card and then owes 5 minutes of his/her recess time. This strategy is effective among these students and it is rare for any of them to get a shush card. Beyond that, the monitors are selected as part of job rotations and each student has an opportunity at some point.
3. In my future classroom I intend to have high expectations for all students, hold firm to consequences and at the same time make learning fun and engaging. I firmly believe that socialization is just as important as the curriculum. Between a structured environment and preferred activity time students may be able to make an easier transition.
Jess, I think you hit the nail on the head in saying that connections are best formed in small group activities. This is the time I often take to develop personal relationships with the students as well. Centers in particular, are always fun to stop by and ask what students are doing. More often than not, they are thrilled to explain their newest creation or discovery.
DeleteI completely agree with your view of balancing socialization and curriculum. Having the students talk while moving through the curriculum opens up opportunities for teachable moments within the classroom.
DeleteI absolutely love the idea of shush cards.Being quiet in the hallways is something that my students struggle with. It is also very important to build up a good rapport with the students. I have found that finding out about the students is important, but it is also important to let the students find out about you. In my last placement, I made some reference to having a Nerf gun fight with my roommate, and the students loved it. It helped the students connect with me and realize that I am a real person. I don't live in the classroom and exist to make their lives miserable. It helped to establish that I was part of the learning community and made the students want to do well and learning to make me happy.
DeleteJess,
DeleteI love the "shush card" idea! My fourth graders are often very chatty in the hallway (this is not an enforced 'rule' in the school) and I think that something like this would work very well! I completely agree with you when you said that you must hold firm to consequences while still making learning fun. I think students need to know that school is a place to learn and have fun, but structure is important and rules need to be followed so that students can be the best they can be!
Holding firm to consequences is essential in creating a positive learning environment, and also leads to the students respecting you as their teacher and an authority figure. Without respect, students won't learn because they won't take you seriously. I also agree that socialization is important, both between the students and between the teacher and student. It could be as simple as asking them if they won their game the night before or what their plans are for the weekend.
DeleteYes, you are correct in remembering that all domains of development are important. We often tend to forget this because there is such heavy emphasis on cognitive development. Physical, social-emotional, linguistic, and even a spiritual domain are all aspects of the whole person that we must consider when teaching our students.
ReplyDeleteKeep up the good work!
Reflecting on my previous placement, and looking at my own teaching styles I think I establish a culture for learning by praising positive behavior. I find child respond well when they know the teacher is proud of them and their work. I try to look for the good in most situations. Even when I ask the class a question, and a child doesn’t give the incorrect answer, I try to thank them for trying, or praise them for the effort they gave. I try and find some sort of positive aspect to the situation, for example, “You are right with….but I am looking for….” I think this helps initially establish a culture for learning, and helps children feel appreciated and cared for by the teacher. When children feel appreciated, they will be more open to learning within the classroom.
ReplyDeleteI have seen cooperating teachers use this same tactic I discussed, and I think it worked well. I am currently in a multiple disabilities classroom and my teacher does praise the children as much as possible. Of course, she disciplines as necessary and corrects behavior if needed, but she always thanks the children and I see it helps build confidence in themselves. She praises along the lines of, “Thank you for helping your friend,” “I liked how you used nice hands when shaking your friend’s hand,” “Thank you for using your words, you did such a good job.” Granted, multiple disabilities is a little bit of a different ball game, but I have seen this positive reinforcement technique work with children. I know children make mistakes, and I also believe they need to understand that it is okay to not always be right, so I would not over-praise. To establish a culture for learning, I would also be sure children know that everyone makes mistakes and we need to learn from them.
One strategy that I have also seen that I liked, and I think it did help with the classroom environment is compliment cards. A few times a year, my teacher would give each student a stack of post it notes. They would take about 10/15 minutes out of their day, and they would walk around to each student’s desk and write down a compliment of some sort. These are anonymous, and students love to know what their classmates think about them. I liked seeing the smiles on the kid’s faces when they read something positive another classmate wrote about them.
I also like when teachers have classroom rules established and posted for everyone to see. This helps set clear expectations for students, and can always be used to reference when children are misbehaving. One important rule that I often see and want to include in my own classroom in the future, is to respect everyone and their answers. I do not like when I see children laugh at someone’s incorrect answer, I know how that feels and I want all of my students to feel confident and comfortable in my classroom. When children are confident and comfortable, learning can take place.
To establish a culture of learning, it is crucial to get to know each student. Take time to talk to each one individually, look at them just as that- as individuals. Don’t compare them to their siblings, don’t judge them based on what you may have heard about them, respect them and they will respect you as a teacher. Once respect is established between everyone, a positive culture for learning occurs.
Jess, I agree that praising positive behavior helps with establishing a culture for learning in the classroom. Just like you, I have noticed that students respond especially well to receiving praise. You can really tell the students like to know they are doing what is expected of them.I also love when the classroom already has established rules. I find it really rewarding when the class makes the rules together because the teacher could always reference the rules that everyone had an input of the expectations in the classroom.
DeleteJess, I agree that praising positive behavior helps with establishing a culture for learning in the classroom. Just like you, I have noticed that students respond especially well to receiving praise. You can really tell the students like to know they are doing what is expected of them.I also love when the classroom already has established rules. I find it really rewarding when the class makes the rules together because the teacher could always reference the rules that everyone had an input of the expectations in the classroom.
DeleteJess,
DeleteYou really brought up a great point about praising positive behavior! Especially for those children with behavior issues, they are so used to hearing reprimands, so bringing out something positive can be so encouraging for them! You're also correct when you said that a teacher needs to be careful to not over-praise, as to not enable those who aren't doing what they should be doing. This is just one of the many areas that teachers must learn to balance in order to help their students succeed!
You are absolutely right! A little praise goes a long way. One should definitely praise students as often as possible specifically for the things that would normally go unnoticed. This not only boosts confidence but it also lays the groundwork for mutual respect.
DeleteJess, I agree at giving the students positive praise even if they get the question wrong helps to build positive culture within in the classroom. I use the sMe technique with my students and most of them respond well to the positive behavior. My cooperating teacher using the phone a friend method, if a student raises their hand and then realizes they are unsure of the answer, my teacher will tell them to phone a friend. I think this technique works if they get it wrong, because they don't feel bad for getting wrong and they get to talk to their neighbors.
DeleteI will spend my entire student teaching experience in a seventh grade math classroom at Conrad Weiser. During the time I have spent in the classroom so far, I see that the students have respect for both my cooperating teacher and me as a teacher. To establish a culture for learning in my continued placement, I quickly learned all the students name and call them by a nickname if they prefer. I have encouraged students to answer questions and have listened to what students tell me. I found that the more I listened to what the students had to say, the more they listened to me. I provide the students with positive feedback as much as possible. One of the biggest factors that I feel has allowed me to establish a culture for learning is the humor I provide in my lessons. As a teacher, I try to include humor to help keep the students interested and motivated. This has helped the students open up to me and feel more comfortable.
ReplyDeleteOn a daily and weekly basis, I see my cooperating teacher establish a culture for learning by implementing a set of rules and being consistent. My teacher also changes the seating arrangements at least every quarter. She varies the grouping of students and assigns the seats based on how the students interact with one another and the knowledge she has acquired from getting to know the students. My teacher shows that she values the thoughts and opinions of each student in her responses and actions. Due to the learning environment my teacher created, the students quickly adapted to having me in the classroom. My cooperating teacher gave me the opportunity to set up such an environment that when she steps out of the classroom or is absent, the students are still behaved and still listen to me.
In the future, my vision for establishing a culture for learning is to provide students with a clear set of rules and to be consistent with how I act and treat students. I will include that sense of humor in my classroom to help students feel comfortable with me and the other students. As a teacher, I need to learn my students. I strongly believe that if I show the students respect, they will respect me. I want to encourage students to answer questions and to share thoughts or concerns. To establish a culture for learning, students need to know and understand that they are important and that I am routing for them to succeed.
Jessica,
DeleteYou hit three main points that I really liked. The biggest one is that we as teachers must be consistent. Consistency within the classroom and within the school as a whole are vital. Students will always see inconsistencies, most of the time before you do! Once they see inconsistencies you will lose their trust, and once that is lost it is very hard to earn back.
Another point I liked is that if you respect your students they will respect you. I know that this is true for a fact. I personally have experienced both ends of this in a positive and a negative way. As a substitute I was told a class was bad, and I automatically put them on the defensive because of this. I lost all of their respect pretty rapidly. Luckily for me, I was only substituting and it was not my classroom. Another example was when a co-worker in one of my old jobs told me how she had been working there so long, and told me I had to respect her and listen to her. I lost all respect for her right there before we even started to work together. To get respect you must earn it by showing respect for others.
Finally, I agree that to create a good culture there needs to be humor and the students need to feel welcomed and important.
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Delete"I found that the more I listened to what the students had to say, the more they listened to me." This is absolutely spot on. I am a firm believer in that you need to give respect to get it. By giving your students respect by listening to their comments, you have earned their respect. Excellent job, Jessi!
DeleteJess- I like that your teacher references the classroom rules- I think this keeps the students aware of the expectations as well as not allowing some students to get away with certain behaviors because it is clearly posted. I also like moving and rearranging the seating chart and desks. This way the same students are not in the "best" seats plus it gives them time to work on social skills as well as a management tool if or when there could be behavior issues. I can appreciate your sense of humor and I know that the students will too! I am sure they wait for your comments & I know it creates a great math room! I also know there is a huge amount of respect for your students and that you encourage questions and do not disregard any question. You always have a great way of explaining math in a simple and clear way.
Delete1. In my current placement at the BCIU, I have stepped into a Learning Culture that is already established and incredibly strong. However, at my old placement, I found myself with much more control over the cultural atmosphere in the classroom. At the Opportunities School, I met many children who had lost the spark for learning, forgotten what it meant to have fun doing it. It was difficult, but with patience and buckets of enthusiasm I was able to reach at least a few of them. I learned what subjects they found most interesting and used that as an advantage in lesson planning and delivery. Each child needed lessons, regardless of topic areas, geared towards what they found interesting to inspire them to actually want to work and learn. I had to shout, whisper, and jump through more than a few hoops, but I think by the end of my placement, I had the students at a point where they actually looked forward to (didn't hate) my lessons.
ReplyDelete2. My current teacher does an amazing job creating a classroom culture for learning. As a Pre school teacher she acknowledges that her students do not have much formal prior learning in many areas, and so she makes all of her lessons energetic and incredibly clear to encourage learning. The students in my co-op's class love to learn,which she encourages with direct modelling and praising student discovery. In a way, she inspires students to investigate perpetually by way of a brief congratulation and posing a further question. The kids are happy to see their learning means something to someone, but know that there is more to be learned and not to just stop at a firm pat on the back.
3. As I gradually take over the classroom at the BCIU, I hope I can incorporate some of my co-op's strategies for creating a learning culture in the classroom. I have already started to run the morning routine, which has made both me and the kids feel more a part of one another's community. I plan to learn the daily traditions and procedures engraved in the day by my co-op inside and out to capture student attention and encourage participation. One thing I need to work on for the future is being stricter. My co-op and her assistant have these students and how to get them to perform down to a science. What they say goes; period. Coming from a school where severe destructive/disrespectful behaviors were the norm, I find myself letting things go without thinking about it. I must become conscious of this and be stricter with the students at all times, to command respect while connecting with each child on a personal level. It is a tricky balance, but I plan to be firmer in the coming weeks.
Justin,
DeleteYou made some great points. I think all new teacher struggle with how strict to be. It's important that no matter if the student is special needs, gifted, or just in between you set a standard. When you say something is a rule you need to enforce it with all audiences or you will lose all audiences. I found that out as a substitute. If you let one kid do it then it's then "okay" for all kids to do it. It's vital as a new teacher to let your kids have fun of course because if they don't have fun they will shut down and not want to learn. On the other hand, it is important for the students to know the line. There needs to be a line set of where the fun needs to go away and we are here to learn!
I agree that finding the balance between classroom procedure and letting things go is difficult. In my first placement there were very straightforward routines and the children knew that, and knew the consequences if they did not follow it. In my new placement, the teacher is much more relaxed, and even though it is still a positive learning environment and a high-achieving classroom, I'm finding it difficult to get used to this teachers classroom management style. I do not necessarily think that either style is better, I have come to the idea that it just depends on what you are comfortable with as a teacher, because I have seen both styles produce great results.
DeleteCreating a culture of learning is one of the most essential domains in the Danielson Framework. Personally, I would go as far as to say that it is the most important domain. I say this because without a good culture of learning in a classroom it is very hard for students to learn at all. In my last placement I had a lot of luck creating a good culture of learning, and I hope I can do just the same in this new placement.
ReplyDeleteSome of the main things i did was to be involved with the students. I learned quickly what they were interested in, and I made sure to show them that I actually cared about what they were interested in. I did this through using examples that could relate to them instead of random examples. I continued to build the culture daily. When the students entered the room I greeted them, while they were in the room I addressed each student as a whole and individually, I made sure to ask them what they are doing while not in school, and when they left I made sure that I said goodbye. All of these things are vital to create a positive climate. When I had a few negative experiences due to possible bad grades or misunderstanding material I always made sure to address it immediately and fix it however it was necessary to be fixed.
My cooperating teacher is and always has been one of the best teachers that I know. Truthfully, he is one of the reasons I got into teaching social studies in the first place. He is always in a good mood, always interacts well with the students, and always keeps class entertaining. I personally believe he is the perfect image of an excellent teacher who always has a positive classroom culture and climate . He sets up different activities, group work, projects, and tests that just flow very well into each other.
When I get my own classroom, I will be sure to set up a simple rule system just like my cooperating teacher. He has three rules which are respect each other, try hard, and no excuses. I would also be willing to have the students input some on rules as well as I know when they do this they take ownership of them and they mean more. I think when students take ownership of work they are able to learn more and be more involved. To continue the great culture I would do as my cooperating teacher does. Create a climate where all students feel open and safe to be themselves so they feel ready to learn. Without this climate it may be impossible for some to learn. Overall, I think my classroom culture and climate will reflect my philosophy of education which states that all students can learn as long as the teacher is will to aid them and meet them where they are today so they can be better off tomorrow.
It's awesome that you can connect with your co-op teacher and like a lot of the things he does in his classroom. I am in the same boat. My co-op is wonderful, and she has created a learning environment much like one I would create for my own classroom. Having a sense of flow is also key in a positive learning environment. When the students can get into a routine that works, day in and day out, teachers are much less likely to run into behavior issues.
DeleteI absolutely agree that students learn better when they are given examples they can relate to. Also, providing such examples shows students that you care about their interests and helps relate to the students. I think it is great that you would keep the list of rules shorter, but also allow students to help create the rules and expectations of the classroom. You nailed it with your comment on the students taking ownership in their work and learning. It sounds like you will have no problem creating a culture for learning in your future classroom.
DeleteI'm in a new placement for the rest of the semester. I started in Emotional Support and now I'm in Kindergarten. While in ES, establishing a culture for learning was vital to running the classroom. These students can't always find that inner curiosity and know that learning is not a waste of time. I made sure that I did a couple of things to help establish a culture of learning in the classroom. I always tried to tell the students what my objectives/goals were at the beginning of the lesson. Whether it was being able to identify facts about states or summarizing to help us read, I wanted the students to know what we were learning right from the start of the lesson. I immediately set expectations from the start of my placement and consistently reminded them of what those expectations were. When students were doing what I asked and taking control of their learning I rewarded them. I think that it's really important to guide a discussion during lessons. I always asked students questions to scaffold their thinking and find out what they know. I also let them share comments (except not always appropriate in ES) to help connect the content with other experiences or home life. I found myself doing extra research for lessons so that I could share new things or be ready for any questions coming my way.
ReplyDeleteIn Kindergarten, I want to continue doing all of these things. Some of them I have already started doing right from the first day such as utilizing rewards and consequences. I really want to start getting the students to think outside the box and make as many connections as possible when learning new things. Another strategy that I have learned is to tell students to ask or work with a friend when they have a question that I think they can figure out on their own. Today, two students were trying to use letter tiles to spell other students names. When they asked my how to spell the names, I told them that there were many ways they could figure it out (look on the students lunch card, sound it out, ask the student). Finally, I want to show my passion for learning through teachable moments. When topics come up that I can really expand upon I want to take the opportunity to widen student understanding of the topic.
I have watched my co-operating teacher very closely this week to understand the way she does things and combine them with the way I want to do things. I have seen her connect learning/content with real life examples. She had students identifying 3D shapes in the environment. We even went outside and took pictures of trees (cylinder) and playground balls (sphere). She is very consistent in the way she teaches and utilizes strategies in the classroom. When students aren't on target with expectations, my co-op has them move their clip down and vice versa when they are.
For my future classroom, I want to do exactly what I am doing in my student teaching experience now. My ultimate belief in a culture that fosters learning is that students are integrated at all times and they are working together. I love to hear students remind each other of rules and answer some else's questions and comments. Students will always have to collaborate and learn from one another in life so why not start now.
I like that you are trying to have the children solve problems on their own when appropriate. I think that this is so important to teach to young kids and it allows them to be much more independent when it comes to their learning. It also allows them to learn more when they are not just told the answer. I also like that your cooperating teacher is relating the content to real life. Especially for younger kids, this is so important to foster a culture for learning in the classroom.
DeleteI like the phrase you used "control of their learning." I agree with you in that the students should know what is expected of them.
DeleteI just started my second student teaching placement. In my first placement I found that it was difficult for me to 'create' a culture in a classroom that had already been functioning very well for more than half of the school year without me. The teacher and students already had routines and set expectations and I found it difficult to balance the idea of consistency with the cooperating teachers routines and expectations, while at the same time implementing my own strategies and putting my own spin on things. It took me awhile but I fell into a successful partnership with me cooperating teacher in the classroom. In my current placement, I hope to find this balance sooner to benefit both myself and the students.
ReplyDeleteMy cooperating teacher did an excellent job of creating a supportive environment for learning. She had a 'classmate of the week' each week, and the students would each write why this student was their friend and decorate a page that she later bound into a book for them. The classmate of the week also had the opportunity to share something each day with the class, and on Friday they were able to have a family member come read a book to the class. This established an incredibly positive environment in the classroom, and all of the students were able benefit from the 'classmate of the week' idea. Daily, my cooperating teacher allowed certain students to be the 'sharers' for that day, and each week had a specific theme that they would follow to bring in something to share. This allowed each student to feel special every single week, and also allowed the students to learn from each other.
For my future classroom, establishing a culture for learning is one of the most important things, because I believe it impacts everything else that happens in a classroom. I plan to establish this culture for learning early on in the year, with lots of activities to get to know the children, have them get to know each other, and allow them to get to know me. I think it is important to allow the children to see that we as teachers are human, and we have families and pets, etc. I think this helps them relate to us and feel more comfortable in our classroom. I also think it is important to not be too serious. I hope to always remember that they are kids, and laughing with them, or having an unplanned moment during a lesson is not detrimental. I think that establishing a positive learning environment where each child feels valued and important will allow each child to grow and learn immensely.
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DeleteCandice-I understand what it is like to try and step into a system that is already operating differently than you would have step up. Glad you found a way to make that your own. It is interesting to see what not to do as much as it is to see what we 'should' do too. I also like how you are willing to share yourself with the students as well as build that environment of comfort for the students. We are often the adult they spend some of their day with, why not make it a positive and pleasant experience.
DeleteI think that building a culture for learning in the classroom is the biggest classroom management strategy to grasp. Once this strategy is under control the rest of the classroom starts to fall into place. I am now in my two weeks into my second placement for the semester. In my previous placement, I wanted to make sure I established a culture for learning in the classroom. Once I started to take over the classroom, I decided to tape incentive charts on their desks. When my students entered the classroom, I was asked a million and one questions as to what is on their desks and why was it there. I simply told my students that when I see them doing the right thing and see them making good choices they will earn stickers. I told them they could earn as many stickers and they wished in a single day and once they have fill their charts with 20 stickers they can pick from the prize bin. This simple chart made my students do a complete 180 and you could tell they were ready to learn as soon as they walked into the classroom. I loved being able to establish my own culture for learning in the classroom because I really felt like the students cared about the curriculum that was being taught. I also felt that another strategy that helped create a culture for learning in the classroom was how we reviewed our expectations on everything we did. For example, if we were doing a science experiment, before I distributed the materials for the experiment we went over the expectations I had for my students. I think this set the ground for respect for my students. Before anything we did, I asked my students how they are suppose to act regarding our activity.
ReplyDeleteIn my previous placement, my cooperating teacher made a culture for learning in her classroom environment by distributing scholar dollars. This was a way to have the students really think about their actions and their choices throughout their day in the classroom. In the beginning of the year my cooperating teacher and her students make a list of what it means to be a scholar. After they completed the list, she told them that the only way they can earn scholar dollars is if they follow the rules the classroom came up with. My cooperating teacher made up a list for her students to cash in the dollars to earn prizes. She had a 5, 10, 15, and 20 scholar dollar prize bin and her students could cash their scholar dollars in as they wished. I loved this system because it really showed her students the expectations they should have in fourth grade. She also used a lot of positive reinforcement which I quickly noticed that her students loved. Once she recognized someone in a positive way, the rest of her class followed.
In my future classroom I hope to establish a culture for learning in the classroom because I fell it is the best way to gain respect not only for the teachers but for the students as well. The only way a successful classroom is going to run is if the students fell the environment is somewhere they want to learn. I hope to take all of the things I saw in my student teaching experience and implement them in my own classroom. I will also take into consideration the things that did not work and make a note to not try them in my own classroom. I want to make sure that in my future classroom my expectations for my students are clear and consistent. I want to create an environment where all of my students feel comfortable to learn and ask questions when they are not understanding something.
I really like the idea of scholar dollars & connecting educational attitudes to learning & behaviors. Great idea! What kind of items does she put in her bins? Does she ever have issues with some students not getting enough dollars to shop? Does she take away dollars that are earned?
DeleteShe has all different things in her bins. For the five dollar bin there are little things like pencils and book markers. In the ten dollar bin there are books they can buy. In the fifteen dollar bin she has balls, notebooks and different things like that. In the twenty dollar bin are the most expensive and elaborate things like different games. She does not have a problem with the students not getting enough dollars to shop because she has a list of ways they can earn the dollars. If she has to take the dollars away she will but for the most part they respect her.
DeleteIn my previous placement for student teaching my teacher talked about how her formed her classroom to be an environment/culture for learning. She talked about the importance of setting expectations with the students instead of for the students. Give the students opportunity to be included in making these decisions at the beginning of the year so that down the line if the students start to slack off or not want to be responsible for their learning, you can reflect back to the expectations with them and they will have to be held accountable for it. Also, my cooperating teacher explained that she establishes a classroom full of respect for one another; this allows the students to feel comfortable when they want to ask a question.
ReplyDeleteIn my own classroom I would work at establishing a classroom where the students and myself have respect for one another. This is key when working towards a learning environment. When the students feel more comfortable with asking questions, a new door will open to unplanned learning experiences within the classroom.
Holding expectations is very important. It is important to not only have them but to keep them. If a student does not meet them, it should not simply be a case of lowering them, but it is a case of trying again so the students themselves hold themselves to those standards. It is vital in a classroom. Very nice, Kristin.
DeleteI completely agree with you that respect is key. Respect is the foundation and without it a classroom will not function successfully. It seems like a simple idea, but I have seen many teachers that do not understand that respect is earned when it is given.
DeleteI like the idea of setting expectations with the students and not for them. That isn't something I really thought about, but it makes so much sense. Also, I agree with the idea of making sure students feel comfortable asking questions. Learning stems of curiousity ,and students need to feel comfortable being curious and asking questions in the classroom. Great teachable moments happen from some of the best questions!
DeleteI really like the idea of involving the students when creating classroom rules and expectations. When I was doing Field III in the Wilson district, my teacher had a poster hanging on one of the window shades with 3 class rules (it was a kindergarten class). Underneath the rules, each student wrote their name. I didn't get a chance to ask her about it, but it appeared to me that she involved the students when creating those rules and then had them sign it to make them more accountable. I also agree with what you said about respect. Respect is something that seems to come up a lot, but is so essential in creating a culture for learning and a positive classroom environment all around.
DeleteKristin-- your previous coop had great ideas on how to establish a culture for learning in your room. Holding every child to meet high expectations is one simple way to challenge students to perform well. I really like the idea of including the students in the decision making process because that makes them feel like they are choosing to do it not that they are forced to do the work or activity. I find that choice in activities is very important with my current students because getting them to complete any work at all is a challenge in itself. The students have a sense of pride when they pick it themselves.
DeleteI just finished a placement at the Opportunities School. It is a behavior-specialized school, so many of the students have difficulty learning. On many occasions, I would try and present a new topic, only to be met with "Miss, this is stupid." or "Can we play bingo instead?" It was a struggle in the beginning, but I reached out to them. Every worksheet I gave them to do, I did too. I explained that we were a class and we were all going to learn together. The class was still not happy with doing work, but this helped the students develop a sense of a class community. They began to ask what we were learning about rather than complaining. I also took time to indulge in their questions if they were relevant. For example, we were reading a historical fiction story, and one of my students asked if the hospital the woman built was still around. I did not know the answer, so I turned to the internet. My students absolutely loved it and spent a few minutes asking questions while I researched the answers. They began to really enjoy learning about the history behind our texts. I also incorporated games into my lessons. I would play four corners with a history review and make each corner an answer. We would make predictions about what we thought would happen next in the story or our science experiment, which I told them was a guessing game. After everyone had made their guess, they were eager to continue the lesson and find out who was the closest. They were excited about learning. I hope to keep promoting a sense of community in my next placement. I am in a first grade and some of my students are especially struggling with the concept that everything is not about them. I have not figured out the best way to approach this yet, so I am open to suggestions. Miss Siegle has a marble jar. Every time the whole class is on task, she adds roughly three marbles to the jar. When the jar is filled, the class may cash them in for a reward. The class does not frequently earn marbles. A significant portion of the class understands when a teacher says that she would like to add marbles to the jar that it is time to be quiet, but a few students cannot grasp the "hive-mind" mentality. Because of this it is a challenge to get the students to stay on task long enough to accomplish something. I really like the marble idea and I know that my teacher used it when I was in first grade. I hope to implement this in my classroom. I also like grouping the students into table groups and rewarding points to the table group when they are on task. I also want them to understand that I am not a mean lady who likes to stand up in the front of the classroom and gives them work. Like in the Opportunities School, I want them to understand that I am as much a part of the classroom community as they are. It is impossible to say what I will do looking forward, since it all depends on what the make-up of the classroom, which is why I selected a few things as a foundation. I plan to build upon this once I meet my students and find out how they each learn and interact so that I may customize their education to them.
ReplyDeleteBecky,
DeleteYou have some great ideas. I love the fact that you completed the work that you asked the students to complete. While this is not always necessary, it was a great idea for your class. I also completely agree that often times it is necessary and helpful to veer from your lesson to further research a concept. Good luck in first grade, I can relate to your situation with first graders that think only of themselves.
Becky you've implemented some really great strategies to engage your students in learning! I love the idea of completing the work with the students, it allows them to see that it is not just busy work, and that the work is important to you as well! Another thing I really liked that you did was with the history fiction book. It's important for kids to recognize that we are human and we do not always have all of the answers, so the fact that you went right to the computer was great! This allows the students to recognize that we are ALWAYS learning new things, no matter what our age may be.
DeleteBecky, you have some really good ideas! I like that you completed the work with the students. It helps them realize that the work is important and needs to be done for a reason. I also like that you encouraged their interest by looking up information on the internet. That shows the students that you care about their interest but also that you do not know everything. Students needs to see that learning is important, but it okay to not know everything and sometimes make mistakes. I also really like the idea of a marble jar. I have seen that idea used in a previous classroom and the students appeared to respond to it. Good luck in your next placement!
DeleteBecky i am currently in your previous placement and i am seeing the exact same things. I love your idea of completing the worksheets along with the students. That is a creative way to try to motivate them to complete some work which as you know is the biggest challenge. I will definitely be using some of your ideas to help motivate my classes as well.
DeleteI am completing all 14 weeks of my student teaching in the same classroom. Since I entered my fourth grade classroom in the fall, I have made it a major goal to connect with my students in order to gain their trust and create a positive culture for learning. Students are always so excited to build a personal connection with their teachers because it helps them to feel comfortable and important in the classroom environment. Without this rapport, little learning can take place as all. I find that getting to know my students is not only a good way to build trust, but it also helps to build learning connections in the classroom as well (i.e. using students’ interest as much as possible while teaching lessons). Additionally, by getting to know the students and their strengths and areas of need, it helps to grasp an understanding about where the students are as individuals (and as a class) and where they need to go. Not only have I made an effort to get to know my students personally, I have helped to create a culture of learning by taking my students’ needs and turning them into learning opportunities. For example, at the beginning of my placement, many of my students would give up when they came across a problem that was difficult. Rather than reprimanding my students, I turned this area of need into a way to grow. Using student self-reflection and a rewards system, my cooperating teacher and I created a system to help students persevere throughout class.
ReplyDeleteBefore I came to my placement, my cooperating teacher had already had a rather well-established classroom environment. Something that I really like about her classroom management style is that she gives the students a degree of freedom. For example, students have the ability to get up and close the door if it gets too loud, they can sit in different locations to do their work, etc. She also established classroom procedures which is vital for our fourth graders, given the fact that they change classrooms throughout the day for different classes. When I entered the classroom, sometimes my students would try to put my teacher and I to the test, to see if we were on the same page in regard to the rules. Sometimes, they tried to test the limits of the rules, but through this experience, I learned how vital it is to enforce all rules and procedures. I feel that establishing procedures and consequences right off the bat is critical. Starting off more strict and then becoming more “lenient” (without compromising the rules of course) can help the students know that the classroom is a place to learn, but also a comfortable, safe, loving environment.
For my future classroom, I will first and foremost be a presence in the classroom that is loving and accepting of all students. This includes meeting students where they are, and challenging them to become the best they can be. It also includes getting to know students on a more personal basis, and building relationships with them and their families. Next, I will create a set of rules and will enforce them right from the beginning. This helps students to know that even though the classroom is a fun and personal place, it is also a place where learning is the priority. Finally, I hope to encourage students to help and take pride in the accomplishments of their peers. Building a “team” in the classroom will help me to know that my students are growing not only as individuals, but along with their peers to not only improve themselves academically, but socially, as well.
Strengths and weaknesses are so key. It makes me feel much better when I know I can expect a student to struggle with a writing task, but I am still seeing growth each time. If we don't know where they stand, we can't get them to where they need to be. I also love that you mentioned a "team". I like to think that one day, in my own classroom, I can get my classes to a point where they feel as if they are part of a team -- helping one another, looking out for one another, encouraging one another. Teamwork makes the dream work.
DeleteIt's really nice with an older group to let them have independence and freedom. Little things such as closing the door or choosing a work spot can go a long way. I see this in my K class as well with letting them get a drink or blow their nose without asking. Students don't feel as though they can't do anything independently. I also think it's good when 2 professionals are working together in a classroom that they are on the same page with rules. I find this is sometimes a struggle, especially when going into a new classroom.
Delete1. I like to start any placement by learning about the students. I find the best and least disadvantageous to learning is to eat lunch with my students. At this point in the day the students tell me everything that is happening in their lives and it is very beneficial to me. This helps us form a respectful relationship amongst each other. The students see that I want to know about them and their interests, letting instruction time go more smoothly. It also diminishes the random call outs in class, because they know there is a set time that they can talk to you about their life.
ReplyDelete2. The best thing my co op does on a weekly basis is star student. Every week a student is picked to be the star student and they get to bring in items that they really like and describe who they are. Then all the other students write two reasons why that students is special. After the students finish the pages are laminated and made into a book that the student gets to keep.
3. I love the star student book and it is something I will absolutely do in my classroom. I want all the children to feel welcomed and their opinion is heard in my classroom.
Bobby, I love the star student method and I think it sounds like the students really enjoy it as well. I would love to try this in my classroom. I think establishes a culture for learning in the classroom because every student wants to be picked as the star student, so they will do anything it takes to be that student. I do something similar to that in my classroom now, it is called Secret Student. At the end of the day I pick a student who has made good choices all day. The students really get into hearing who the secret student is. It gets the children to pay attention and make good choices all day long.
DeleteBobby, I really like the idea of eating lunch with the students! I am sure the students appreciate you taking your personal time to just talk with them. I like that it helps establish your classroom management. The students know that they have a set time to talk so they do not disrupt the class during instruction. I also like the idea of star student. What a great way to make every student feel appreciated! I also love that the pages are laminated. The students will be able to keep their book forever.
DeleteBobby,
DeleteMy cooperating teacher and I also take the time to eat lunch with our students at least once a week (whether that be the whole class or just a few students). Especially for those students who have a harder time fitting in, eating lunch with us really helps them to gain confidence and reinforces the idea that the classroom is a place to be themselves. It also helps us to get to know the students which helps with the classroom management piece. No matter what, it is so important to keep the students and their individuality at the center of the classroom!
I am pondering the question of establishing a culture for learning in my classroom and I have to think back to the fall when I first visited my assigned seventh grade science room. I observed the way my co-op managed his classroom and the way he spoke to and behaved towards his students. I have picked up on some techniques that I like and other observations gave me pause for thought. I am in no way passing judgment because I do not have over 20 years of teaching experience under my belt but some things I have seen and heard make me wonder what his definition of culture for learning within the classroom would be?
ReplyDeleteBecause of observing some unnerving exchanges with students, I have chosen to actively create an atmosphere of positive learning when I am instructing the lesson. I speak to the students as they enter and exit the classroom as well as calling them by name. This does not seem like a big deal but I am trying to build a bridge between the students so I can get to know them on a personal level. I did ask my co-op if did an ‘ice breaker’ during the first few days of school. He did not know what I meant and I asked if did an activity or a game where the students share some personal information about themselves to help inform you about their lives, goals etc. He laughed. “No activities or other goofy stuff in my classroom.” I quickly learned that he was not interested in his students other than numbers in his grade book. I try to have a positive comment for the students, noticing a haircut or if they have new shoes etc. I also try to do a general ‘check in’, asking about their day.
I find creating a culture based on respect and hard work more difficult to establish. I try to present the assigned topics in science that could be dense or ‘boring” in a new, fresh light but often run up against comments like, “I hate science, I am never going to use this, why are we doing this??” If the assignment involves them having to read a passage or define terms for the lesson, they do not want to do it. They do not have the excitement to learn or curiosity in the classroom that I was hoping for. They want to take the easiest road possible, I have seen quite a bit of cheating. There has been little to no effort to create a room where the students get to “play” or explore in science. We have to cover the topics and we have to cover the material just like they did last year.
So if I could dream about my future classroom (and it was a perfect world), I would work harder in the beginning of the year to establish a classroom that questioning, exploring and applying your thoughts and curiosities would be commonplace. I would actively establish guidelines about honesty and cheating as well as explain my higher expectations for the student’s behaviors and work ethic. I would build into the curriculum more labs based on inquiry and exploration as well as ‘bell ringer’ activities that could take days to complete. ! It may not be quiet, it may even be messy and I will most likely be tired and broke but this is the culture I want to establish in my room.
I love your last sentence, it is so true! When we are dirty, tired, and broke, we will know that we have done a great job of establishing a culture of learning.
DeleteI'm so glad you mentioned introducing things with a spin on them, making the "boring" more "fresh". I am finding, as I am sure you are, that many of my students view Language Arts in such a negative light that it is hard for me to get them to enjoying reading, writing, etc. Being able to make things they consider boring, into something the students can really get into is going to be a major factor in being able to create a positive learning environment.
DeleteI also agree with your last statement, it is very true! It's tough walking into a classroom where things are set up so differently than how you would want things to be. I have met teachers who view their students simply as bodies in their classroom and not as individuals with likes and dislikes. I think it's so important to make each student feel cared for and appreciated- like mentioning a new haircut, or new shoes. I am confident though when it comes time to run your own classroom, you will set up a much more positive atmosphere for your students!
DeleteI love that you take the time to make students feel cared for and appreciated. Those small compliments can make a student's day. I remember science in middle school was often "boring" for me because I did not have a teacher that encouraged inquiry or exploration. I really liked your "bell ringer" idea and would really like to try something like that in my math class. Doing such activities allows the students to take ownership in their learning and goes beyond just the textbook and vocabulary. Honestly, if I had you as a science teacher, I believe I would think of science in a more positive and fun way.
DeleteI will complete my entire student teaching placement in the same classroom. Since I have been with the students for so long, I have been able to really get to know them. I made it my goal to know the names of all the students within the first couple days. Whenever there is a more relaxed time, I will just have conversations with the students. I will check in with them to see how everything is going. If a student looks upset or appears to not understand something, I will speak with that student one-on-one and try to help. If it is a Monday or Friday I will ask how their weekend was or if they have any plans. Every morning I greet the students as soon as they walk in with a “good morning” and a smile. I end the day with “have a good evening” and a smile. My main objective is to make the students feel welcome and cared for. I want them to know that they can always talk to me about anything and I do my best to make sure that is expressed to them.
ReplyDeleteAlong with creating a welcome and positive atmosphere in the classroom, I also make the lessons fun and personal. I understand that some topics are not as interesting to the students as others. I will add something to the lesson that the students can relate to. I also show the students my “human” side. I think it is important that students understand that we are not just teachers, we are people to. Therefore, I will be goofy sometimes during lessons. I will show them that yes I am the teacher, but I am also a person just as they are.
My cooperating teacher establishes a culture for learning in various ways. She encourages the students to take leadership for their work. My cooperating teacher always makes the comment that “we are not in your head.” Meaning, we cannot read their minds. If they have a problem or do not understand, they need to ask for further help or ask a question regarding the topic. There are also jobs posted in the class that the students are in charge of. The jobs change every two weeks. The students are very aware of the chart, and know when to see the new postings. The students also are responsible for putting an absent folder on the desk of the student(s) that is absent. My cooperating teacher has really set high expectations for the classroom. There are certain classroom rules that need to be followed. The students understand the classroom rules and overall do a great job following them. I have noticed that the students follow the same guidelines when they are not in the classroom. My cooperating teacher does a great job of having the balance of structure and positive classroom atmosphere.
My vision for establishing a culture for learning is a combination of what I have seen in many classrooms. I want to establish classroom rules and expectations that are followed daily. I want to set high expectations for my students. I want to make sure there is structure and control. However, I also want the students to feel comfortable in the classroom. I do not want it to be so strict that they do not feel like they can talk to me. I think there is a balance of being the one in charge but also allowing the students to see my “human” side. I would never want the students to be so intimidated by me that they would not come and talk to me about something personal. My goal for my future classroom is to have the balance between being the leader of a structured classroom and still maintain those relationships with my students.
Chelsea,
DeleteI really like your ideas for your future classroom, my vision is similar. I also believe that a balanced approach is ideal. Creating a culture for learning through the use of a combination of strategies and ideas is a wonderful idea. We have had all of these opportunities to observe teachers in action, now we can pick and choose what ideas and strategies we like and use them in our own classrooms.
Chelsea, I am in second grade now but I realized when I was with my fourth graders they really enjoyed having fun while learning. I think having a fun and positive lessons really establish a culture for learning in the classroom. I love adding my own spin on teaching especially if it is adding fun to the lesson. One thing I do is make sure my students understand the expectations I have for them prior to the activity. I know children get excited when they have fun with learning so I try my best to set the ground rules before we dive into the lesson.
DeleteYour goal for your future classroom is wonderful! It is extremely important for the students to respect us as a teacher, and a person in charge. On the other hand, it is important for them to feel comfortable enough to come to us with any concerns or problems they may be facing. A balance between the two is necessary!! Great vision!
DeleteI am in my placement for all fourteen weeks of student teaching, and was in the same placement during my 150 hours. I have used several strategies to connect with my students and create a culture for learning. I have been with my first grade class for a very long time now, so I know what the students like and dislike, as well as what motivates them. When I first began my 150hrs I noticed that my teacher greeted each student when they walked into the classroom as well as speaking with them during morning check in. I have adapted this strategy a little and spark small conversations in the mornings with each individual student during check in to encourage him or her to tell me about his/her night, or what they have planned for the day. I like to give the students a chance to share their thoughts with me. In addition, I have worked with the first grade class for so long, that I truly feel I have made a genuine connection with each student. I know what the students like to learn about, and I know what they like to do outside of school and I use this information during my instruction. For example, I have a girl who absolutely everything and anything related to birds. Last week we were learning about the r controlled vowel spelt er,ir, and ur. Knowing this student LOVES birds I incorporated different opportunities for her to spell her spelling word bird, and read about topics related to birds (because in reading street we are focusing on what animals do when seasons change). In addition, I am always encouraging my students to try their best that it is okay to be wrong, even I am wrong sometimes. Encouraging their best effort, and making the learning enjoyable allows the students to really engage in the learning. It is so important to me that learning is fun, it needs to be at this age. The curriculum is very scripted but my cooperating teacher gives me many opportunities to teach the content in a more kid-friendly manner, and the students LOVE it. My vision for my future classroom is to be able to develop these genuine connections with ALL of my students so that I can provide them with opportunities to share the things they love and use that information within my instruction. I want all of my students to feel comfortable in the classroom, and feel that they belong to the learning community that we create.
ReplyDeleteChristine, I love that you greet each student in the morning and have a conversation. I think it is important that the students feel welcome when entering the classroom. It creates a more positive atmosphere. I also like that you incorporate what they like into the lessons. The students have a tendency to pay more attention to the material when they can relate to it and when they like it. I am sure they appreciate that! I agree with your statement that it is okay to be wrong sometimes because even the teacher is. It is so important that students see that. They need to understand that they do not have to be perfect all of the time, and that teachers are not always perfect either. In regards to your goal for your future classroom, I agree with it! Students should always feel comfortable and have a sense of belonging in the classroom.
DeleteChristine, I also am in the same placement that I was in during my 150 hours and for all fourteen weeks of student teaching. I too, feel like I know so much about the students and I have seen them progress so much already. I completely agree with incorporating the students' interests in the lessons. This definitely keeps the students more focused and motivated while providing them with examples that they can relate to. I really appreciated your last comment about the students feeling comfortable and having a sense of belonging in "the learning community we create". It is important to create that culture for learning where students feel valued and comfortable, while also giving the students the opportunity to be a part of that creation process. Learning should be fun at all ages, so to create an environment that fosters that is inspiring.
DeleteI am very fortunate with the hand I have been dealt. My cooperating teacher demands a great deal of respect from her students; therefore, I receive the same amount of respect in the time that I am the teacher. There was not much I needed to establish upon taking the role of teacher in January. However, I have been able to get to know the students on a much more personal level being that I am now doing all the grading. I get to know what makes each of my students tick and, in return, I am seeing that my students are much more relaxed and open in the classroom. Being that March Madness has officially started, I have had many conversations with students around their favorite teams, players, etc. Knowing what they like and dislike has allowed me to make connections. Another way I have been able to create somewhat of a community with the students is finding what motivates each of them. Currently, I have implemented a bit of a competition between my 3/4 double block and my 6/7 double block Language Arts classes. Each week, we have a PSSA practice reading/writing activity. I take the average score for each class and compare them. The Friday before PSSAs (April 10th), the winners will be determined and that class will have a movie day, somehow making it educational but still fun for them. Most of my students are competitive by nature, so I did not have to do much to convince them to take the PSSA practice activities seriously. It is nice to see the students come in every Monday and check the poster to see who "won" from the previous week. In my future classroom, I hope to do many of the things I am learning from Stacy. I plan to demand respect from my students, while giving them the respect they deserve as well. I believe it is important for the students to see that we, at one point in time, were just like them; we are human. Sometimes it is okay to get a little off topic with conversations because someone brought up a really interesting question that then sparked discussion. It is nice to be able to joke with the students. It shows that they know they are in a comfortable and welcoming learning environment. One day, I hope to teach my students to have fun while learning. We are always learning; learning does not have an age limit. I think it's really important our students know that.
ReplyDeleteI really like the competition that you started between your classes! It makes learning fun for the students! I completely agree with your statement that we were just like the students at one time. They need to know that we are human too, we all make mistakes and have moments where we can't focus etc. I feel that students will respect us more if we do not act like we are above them.
DeleteI can appreciate your comments about learning not having an age limit! it is so important to for the students to see adults learning and growing so they understand that their education will not stop after they graduate. I am so glad you are experiencing positive classroom management/culture- and- I am sure you adding to that too! Your knowledge of basketball/players is a great way to make connection with the students. Glad to see the students are viewing the PSSA prep as a fun thing too- they have to do it- might as well make it fun! Wish I could see you in action!
DeleteKaila-- I think that it is great that your cooperating demands respect from her students because with out that respect not much learning would take place. Also, as you said knowing what makes each student tick makes it a little easier to plan for them and the others like them. I think that it is a great idea that you started a competition with the PSSA prep to make it more fun.
Delete1. In my first placement, I made a point to sit with each student at some point throughout the day and try to learn more about them. I would ask them about their likes and dislikes. I was in a first grade class so the students were more open and willing to share. I was able to take what the students liked and incorporate those likes within in the lesson I taught. I could also take what we were learning and help the students make better connections to further their learning. In my new placement, I did the same thing. I have really gotten to know the students likes, and learning habits. I have also learned rather quickly what triggers my students behaviors.
ReplyDelete2. One thing I have noticed that my cooperating teacher does to establish a culture for learning is she rewards the students with positive reinforcements throughout the lessons. Also, at the end of intervention group she rewards them with money. If they are really focused and well behaved they receive an extra dollar. Every other Friday, they can use their money to buy free time. Also, my students love to show off their work if it is correct. The praise they receive for their work keeps them focused on completing the rest of their work.
3. In my future classroom, I want to learn as much about my students as possible to help establish a culture for learning from the beginning. I will allow the students to create goals for themselves and encourage the students to continuously work toward those goals. I have learned that letting the students with IEPs know what their goals are, or what goal you are working on with them helps them focus more on completing that goal.
It's really important to know what triggers student behavior. I learned this rather quickly in ES. You need to be aware and try to avoid or work around the triggers to help the students be successful. I also like your idea of letting the students create goals for themselves and the same with IEP goals. When working with IEP's I never thought to share them with students. It's a really great idea and maybe they could help keep track of their own goals.
DeleteI just started my second placement at Conrad Weiser West Elementary where I am in a 1st grade classroom. When I was at my first placement at Conrad Weiser East Elementary in a 4th grade classroom, I tried to connect what I was teaching the students with things that they had already done or something that they had already seen. For example, I was doing a series of lessons on opinion writing, and reminded the class that the book "The True Story of The Three Little Pigs" (which they had read a few times already) was written through the wolf's perspective and it was his opinion. When giving the students prompts to write about, I tried to give them prompts that they could relate to and connect with. For example, when I was doing an example on the board, I was writing out directions to my neighbor for how to take care of my dog while I am on vacation. I chose that particular scenario because I knew that most of the students had a dog and/or a cat. This is something that I would like to continue with in my second placement, and in the future as well.
ReplyDeleteSomething else that I have seen both of my cooperating teachers do is knowing their students and connecting to them through what they know about the child's family life and background. For example, in my last placement my cooperating teacher had asked one of the students if they would like for her to pick up some Valentines for them to be able to give to the class on the day of the Valentine's Day party. She knew that the particular student might not be able to get valentines and rather than let that student feel left out by not being able to give one to each student. took the time to ask, and buy, valentines for them. I hope to be able to get to know my students in this way and be able to, if necessary, to something similar if the need arises.
One of the things that I have noticed in both of my placements is how positive the teachers have kept the environment. I think having a positive classroom environment is essential to creating a culture for learning. If the classroom has a negative feeling, students are not going to want to learn and it is going to make the job of a teacher much harder. On the flip side of that, if the environment is positive and the students enjoy coming to school each day, it makes it much easier to create that environment and to get the students excited about whatever it is that you plan on teaching that day. Both teachers say hello to the students when they come into the classroom in the morning and appear to be genuinely excited and happy to see them each day. If a student is absent because they are sick, they both would ask if they are feeling better upon their return to school. This is something that I hope to establish from the beginning in my own classroom. It all seems rather simple, but I think the small, simple things can make a big difference in how the students will learn and how you are best able to teach them.
I like your writing prompt on giving your neighbor instructions for how to take care of your dog - very relatable. I found myself using writing prompts for my last placement that were cross-curricular and related to other things that we were learning about. I also agree with greeting students every morning and being personable with them (after being absent, buying v-day cards). It makes them feel much more comfortable in the classroom.
DeleteI love how your teacher made sure that student was included in the valentines day events, even if it meant purchasing valentines for her! I am sure that student felt included, and cared about- which makes a huge difference in a classroom. I also agree with Anna, and like your writing prompt that was relatable to the students. If we teach at their level, they will have a better chance of understanding what we are asking of them. It seems like we have all essentially wrote about the same core aspect- make the students feel comfortable in the classroom, and make sure they feel they are a valuable member of the class. I agree!
DeleteColleen, my cooperating teacher did the same thing for a couple of my students who could not purchase Valentine's Day cards. She said she keeps a few card templates available and if students need them she has them ready to print. I think that it is good to know your students so if something like that would come up you can easily help the students.
DeleteI also like that you connected their writing prompt to something they were familiar with. In my first placement we did poetry writing and I connected a lot of the poems to topics they had discussed. Also we talked about China during social studies so some of our porms were about China to help the students connect the two topics.
In both of my placements my teachers and the paraprofessionals have established such positive environments for the students. None of the students ever felt discouraged or left out in either of the placements. I agree that I hope to have the same positive environment in my classroom one day.
1. In my first placement the culture for learning was well established. I just tried to enhance it. My students were very receptive to me being in the classroom and wanted to show me their work or work with me during math or reading. I kept up this rapport by praising them when they were doing their best work and trying their hardest. I also helped them to fix any mistakes and clear up any confusions to avoid the frustration of not wanting to learn something that was too hard. I also had conversations with my students about things outside of school. For example, on of my students was so excited one morning because her mom found out that she was having a little girl and this student was going to be a big sister. I think its important to talk with the students about topics that may not always be school related to build a positive relationship that shows that you care.
ReplyDelete2. I really do not get to see my cooperating teacher establish a culture for learning in my new placement because she is not in the same room as i am during reading and math. I am left alone with the students so it is up to me to get them to want to learn. It was very difficult my first week because i was thrown the reading and math books and told to teach them without seeing my cooperating teacher teach at all. I really did not get a chance to establish a culture of learning because i was so focused on trying to understand and teach the material.
3. My vision for establishing a culture for learning for my future classroom by creating a positive learning environment where the process is valued as much if not more than the product. I will learn more than just the students names and how they are in school. I will try to build relationships with each child and learn their likes, dislike and triggers in order to motivate them to learn and work their hardest.
You were left alone to teach already your first week? I wouldn't know what to do if that happened to me. I am sure it was very difficult to build a culture for learning. I hope you got the hang of it and felt like your co-op was at least there for support for you if you needed it! I agree with you about getting to know the students beyond just their first and last name. Especially at the younger grades, kids get so excited over a new pet, a new sibling, etc. I think we need to respond to this excitement positively, so the students feel like they mean something. I also want to build relationships with each of my students, because I know the teachers I connected to the most growing up, were the ones who take the extra time to talk to me and get to know me as an individual.
DeleteSarah, I completely agree. In my first placement the culture for learning was already set up. The students were eager to learn and loved having another adult in the room to share their work with.
DeleteI cannot believe that in your second placement you are left alone. My new cooperating teacher feels bad that she will be absent next week. I hope that this week in your placement you have a chance to establish a culture for learning. I also hope that your cooperating teacher is available for you to ask for help thoughtout the next several weeks of your placement.
In my first placement I was in a 3rd grade classroom and the culture for learning was well-known. There was always feedback for positive and negative behaviors. Praising was very liked in the classroom and my co-op loved admiring the students in the classroom. When I taught I praised those students who followed my directions and waited quietly while others were finishing up. I finished up the unit on multiplication and started the division and as we transitioned or had down time we would skip count by 4’s, 8’s, 11’s or 12’s. During our bathroom breaks, I would give them math facts as we waited. It got to the point where they were begging me to give them facts when going to lunch or special. I also did the read aloud that were connected to science and/or social studies and we would always make predicts to what was going to happen next. Read Aloud was the prime of my day.
ReplyDeleteWhen I entered my new placement into kindergarten I made it a goal to learn all their names on the first day and hang out with them during recess.
My co-op daily does a review of the calendar and the message of the day at the beginning of the day and at the end. She models everything for the students and shows educational/ musical videos that the students can sing-along with and dance.
I hope to build a classroom of learning in my classroom by getting to know all my students by their name but also their interests. I plan to make learning fun in an educational way. I also want my students to feel at home in my classroom and that they can feel free to be themselves and be a community.