This semester I had the opportunity to volunteer at Belmont Runyon Elementary School.
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Get Help Now!“The terms seatwork, group discussion, teacher demonstration, amd question and answer period described most of what happened in the classroom” (Ornstein 201, p.297). Students had a routine of getting to class eating breakfast while the morning announcements went on and then clean up when the bell rang. After this, they sat on the floor for “group time” and read the message of the day written by the teacher out loud. When they were done, they usually had centers which included technology center, independent reading, word work, read and write, and guided reading. Guided reading was the only center in which the teacher would work with the students and do lessons with them according to the book that they were reading.
“Unclear rules tend to result in a lack of rule following. A classroom environment with unknown or unclear expectations becomes a setting for problem behaviors” (Trussell 2008, p. 181). There were several posters of what rules the students should follow. The students were completely aware of what the teacher expected from them. She also had a poster in which each student’s behavior during the day was measured. This poster was called “Superhero Behavior” which the bottom level was named “Danger zone” and the top one was “Super Student”. Every student started in the middle of the chart called “Ready to Learn”. Throughout the day, if a student wasn’t doing what they were supposed to, the teacher would ask them to put down their name one level. If the exceeded good behavior she would ask them to put their names up. Any student who exceeded would be a prize like homework pass or candy.
“Although teachers do not have the power to control the specific number of students assigned to their classrooms, they do have control over the way in which the classroom is set up. The ideal classroom setup would have few barriers and ample walkways in which students and teacher can effectively move about without colliding with objects or each other or interrupting each others’ work” (Trussell 2008, p.180). Personally I think the classroom was a little over crowded. Their cubbies, tables, and posters took most of the space all around the classroom leaving barely any space for the student’s desks. This made it a little harder for students to concentrate since every time one of their classmates would get up, he struggled a little to get through everyone. However, this wasn’t the teacher’s fault since there was no way of having all of this without looking crowded in such a limited space.
‘Take initiative to know each student as a unique individual who brings varied backgrounds, strengths, needs, and perspectives to learning” (Portrait of a teacher, 2003). Talking to the teacher, I would ask her questions like “how do you divide your attention to those who need it the most and those who don’t?” While she answered, I realized that every student she talked about, she really knew what type of student he or she was and that she really took the time to get to know each and every one of her students so she could meet all their needs equally. Doing this shows the students that the teacher is someone who really does care and essentially someone they could trust.
“it is imperative that teachers establish procedures for asking and answering questions on several different levels, including whole group, small group, and individual” (Trussell 2008, p.182) Ms. Douglas had an amazing system that worked perfectly with every subject. It was called the “Fist to Five Check”. After a lesson or explanation, students would show their understanding with their fingers. If they didn’t understand the concept at all, they would raise a fist, if they needed extra help they raised one finger, if they understood but needed more practice they raised two fingers, three meant they understood pretty well, four they mostly understood and five fingers meant that they completely understood. In order for her to know where every student was after she explained something, she had her students raise their hands showing how much they understand.
“Create democratic learning communities that are engaging, caring, respectful, and inclusive” (Portrait of a Teacher, 2003). Students engaging in activities and speaking their mind is one of the first signs that they feel safe in their classroom. The type of environment where students feel included and safe to express themselves is essential for their learning. A student who is constantly disrespected or isolated will not be prepared to pay attention and learn.
Trussell, R. P. (2008). Classroom Universals to Prevent Problem Behaviors. Intervention in School & Clinic, 43(3), 179–185. https://doi-org.ezproxy.montclair.edu/10.1177/1053451207311678
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