PART 1.
In your practicum/field experience, observe and hypothesize concerning a K-3 mentor teacher's construct for discipline/management procedures using at least one of the theories presented in the textbook or assigned readings.
Classroom management tends to be the orchestration of learning for any given classroom or individuals in a classroom setting. In my practicum, I made observations on a K-3 mentor teacher’s construct for management procedures. The teacher focused on teacher centered discipline approach, whereby she was responsible for setting rules, rewarding punishments, enforcing, and disciplining the students (University, 2012).
The teacher was diverse in her methods, where she fostered a direct approach, while in some instances allowed for involvement of her students (Gartrell, 2007, p. 326). An example, is when the teacher set restroom rules, every student was expected to raise their hand to ask for permission before being allowed to visit the restroom, and students were not allowed out of their chairs to seat with other students where they had not been assigned, This did not mean that the students were confined to their seats, the students were given a chance to self-regulate their movement. This ensured both the students and the teacher had a ‘say’ on the classroom, and each felt responsible (Charles, 2011, p. 54).
The teacher created an environment where learning was more valuable as opposed to the level of control. An example is that from the beginning of every week, the teacher set out clear objectives for her class In accordance with class motto and mission to set the pace for the class. This gave direction and ensured that the activities were in line with expectations. Additionally, the teacher did not accept the ‘enforcer’ role, and despite the school rules, the teacher implemented a ‘win win’ approach (University, 2012).
The win win approach ensures students take ownership and pride in their class because they participate in setting foundations (Gartrell, 2007, p. 354). The students became apter and watched over each other, since they understood that they needed one another. The teacher stipulated classroom procedures clearly, and made the students aware that by implementing the procedures, there would be less trouble, it would enhance management and provide better emotional state for the classroom (Charles, 2011). The class procedures would ensure less redirecting or fewer cases of behavioral outbursts. The teacher helped the students find effective ways of resolving issues in a kind manner, ensuring respect, and a good atmosphere were maintained (University, 2012).
Efforts for improving education eventually rest in the classroom, and teachers must translate policies and mandates into better teaching practices. Dr. Jones theory has cost effective management strategies, where the teacher should be freed to focus on instruction, as opposed to discipline. The K-3 mentor teacher converts wasted time to learning time. An example can be the fact that students movement gets restricted unless with permission from the teacher. Students tend to waste a lot of time in school, and most of them imagine that as soon as the transition is over they get absorbed to work (Charles, 2011, p.213).
Responsibility training as seen through class procedures saved a lot of time. Responsibility ensured students get focused even when the bell rings, and also gave the teacher lesson transitions, this can add learning time to the normal learning time. Pasitivity also transforms into activity. A particularly common occurrence is seeing students just staring while the teacher works out solutions, such students become active when the teacher involves them in class activities (University, 2012).
The teacher ‘means business’ with her students as evidenced in the classroom. An example is how the teacher keeps nagging students to participate in class and answer questions raised in class. This process increases learning for students who tend to concentrate. As stipulated by Fred Jones, natural teachers do not work themselves to ‘death’ since they understand the best way of getting things done. Teachers should know the easy way of succeeding or else they can come to the conclusion that exhaustion tends to be part of their job, and instead of leaving them to burn out, it can be crucial to give them the teaching tools they need (Charles, 2011, p. 142).
Corrective feedback can be one of the crucial aspects that the mentor teacher users when interacting with a student. When the teacher wants to correct a student who defies the orders, she has to be aware, since the way in which she gives the feedback has strong biological component which may lead to more damage for the student (University, 2012). An example is when a child from class stands up and leaves the room without permission from the teacher, the teacher should exercise caution with her corrective feedback, to enable the student understand that she does not mean harm.
PART 2
Is there a correlation to the success of the teacher's classroom management practices and the amount of evidence you gathered related to the teaching behaviors? How do you know?
There is a correlation to the success of the teacher’s classroom management practices and the evidence I gathered related to the teaching behaviors, this is so because both child and teacher based centered discipline approaches integrate to produce positive results among the students. The teacher, as opposed to a technician practices with-it-ness, but realizes that teachers do not understand all that happens in a given situation. She adjusts her teaching practice based on her experience and eventually betters the social and educational environment of the class.
The teacher accepts each child as a member of her class. While she is not expected to show love to all students, the teacher understands the significance of an effective teacher-child relationship and aims to endeavor these relationships with each and every child in the class. The teacher is able to distinguish mistaken behavior from the child’s personality. The teacher practices cardinal principle to maintain a clear positive relation, she avoids labels by affirming the worth of each and every child in class. This leads to a positive relation which is an indication of success.
The teacher gives guidance by issuing clear instructions, which must be followed by each and every child in a classroom. This implies that the teacher understands the fact that when a child has trouble in class, some factors can be involved. Firstly being childhood challenges (Charles, 2011). The teacher accepts that as a result of anxieties of developmental inexperience and life, end up making several mistakes in the learning process. Another factor can be the child’s reactions when the teacher’s practices become developmentally inappropriate. The class adheres to the rules indicating a success.
Assessment of academic performance implies that teachers should work tirelessly to ensure their classrooms become responsive to activities, through the use of developmentally appropriate and cultural responsive technique, the teacher improves the match. The teacher is able to create an environment whereby problems can get resolved. She does this through practicing of guidance interventions of conflict management, class meetings, guidance talks and comprehensive guidance. The teacher carefully intervenes in crisis requesting choices and ensuring every student calms down.
Liberation teaching can be a very necessary condition for creation of an encouraging classroom, and this involves the teacher not giving up on any child, by including all students in active class activities. In addition, the teacher recognizes that being a family member can be a difficult task and that several family members for their own reasons tend to feel uncomfortable communicating with educators. The teacher initiates relations even with ‘difficult’ family members through the teaching practices.
Reflect on what you observed and discuss how you would implement the teacher's behaviors in your classroom.
Reflecting on my observations, I would create a favorable learning environment in implementing the teacher’s behaviors in my classroom. This can involve proper and careful planning from the beginning of the school year or term (Gartrell, 2007). This environment should be envisioned in both cognitive and physical space to ensure a favorable learning environment. As the teacher, I would make proper preparations for the students, ensuring the class is entirely favorable in terms of sitting arrangement, access to relevant materials, and that all the distracting features are properly placed or totally eliminated.
The cognitive space can also be relevant for a good learning environment. This space aims at creating a motivational climate. As an effective teacher, I shall implement a classroom management practice that cultivates an engaging class environment for all of my students. The areas can include setting expectations and establishing a motivational environment.
Setting expectations can be another vital area in implementing the teacher’s behavior. From elementary classrooms, the beginning of a school year tends to be exceptionally crucial to proper management (Gartrell, 2007). A crucial aspect can be the teachers setting of expectations for student behavior, which can be expressed through certain rules and procedures. The rules established by the teacher can indicate the behavioral expectation in classrooms, and the procedure for interacting with the teacher and peers. In order, to increase compliance, and to make the students feel included, I shall involve the students in developing the rules, which can allow for accommodate flexibilities on the students part.
It can be crucial for a teacher to have a picture of the code of behavior which is unacceptable in order for the classroom to operate normally as desired. I shall teach the rules and procedures and consistently enforce them. The accountability aspect also comes in handy and can be included together with the development of procedures and rules (Gartrell, 2007). This ensures that all students become responsible for their individual academic work, and can determine whether they need to make certain improvements, within specified time limits.
As a teacher, my effort does not only stop after the crucial planning at the beginning of the year, but rather progresses throughout the year, this can be through maintaining of a learning environment which can be done through decision making, which involves all the students. Maintaining a learning environment requires teachers to put focus on groups (Gartrell, 2007). Such programs can improve a teacher's practice and develop students’ academic achievements and behavior. Teachers with knowledge concerning the complexity of classroom management can make significant changes in their students’ lives.
How does your chosen teaching practice relate to the NAEYC Code of Ethical Conduct and Statement of Commitment-Section I?
In a caring and cooperative working environment, human dignity should be respected, whereby professional satisfaction can be promoted, and good positive relations modeled. The primary responsibility tends to be establishing and maintaining relationships that support productive work and meet the needs of professionals (NAEYC, 2005, p. 4). These ideals apply to children and tend to be inherent in adults responsibilities. Teachers in maintaining a learning culture for their children should aim at establishing and maintaining a good relationship of cooperation with their coworkers. They should offer support to co-workers in a bid to meet their professional needs in their development, and they should be willing to share resources together. When implementing the teaching practice, concern should be of utmost importance to let the other teachers and students know our concern, instead of putting our interests first.
When setting expectations for the classroom, it can be extremely vital to develop a mutual trust with the children’s families. Acknowledging and building upon the competencies and strengths to support various families in their duty of nurturing their children is of utmost importance. The dignity of each family together with its culture should be given most respect, it is particularly crucial to interpret every child’s progress to their parents within a developmental framework, and to help various families appreciate and understand the values of early childhood practices (NAEYC, 2005, p. 5).
Despite the expectations set, family members shall not be denied access to their children’s classrooms (NAEYC, 2005, p. 3). I shall keep the families informed of program philosophy, personal qualifications and give reasons why I teach in a specific way. I shall inform families, when it can be appropriate to involve them in various policy decisions, I shall also inform them Incase their child gets involved in an accident or when they get exposed to risks such as exposure to contagious diseases.
Childhood tends to be a unique and immensely valuable stage in human life cycle. My main responsibility is to provide healthy, nurturing, and safe setting for each and every child. I am committed to supporting every child and respecting individual differences. In providing a favorable learning environment, it can be crucial for me to be familiar with early childhood care and education and to have continuous training (NAEYC, 2005, p. 4). Additionally, I shall not harm any child or participate in practices that can be disrespectful to them. In providing a favorable learning environment for every child, this ensures I do not participate in any practices that discriminate against any child, by denying certain benefits, excluding others, or giving certain distinct advantages (NAEYC, 2005, p. 2). Early childhood programs function within a context of a community concerned with children’s welfare. Every adult’s responsibility is to provide programs that meet needs and cooperate with various organizations that share responsibility for children.
References
Charles, C. (2011). Building Classroom Discipline. Boston: Pearson.
Gartrell, D. (2007). A Guidance Approach for the Encouraging Classroom. United Kingdom: Cengage Learning.
NAEYC. (2005). Code of Ethical Conduct and Statement of Commitment. 3-9.
