Harpursville Jr. Sr. High

Information from Sources

"Classroom management is one of the most important skills teachers can acquire. If students are not with you, attending to what you’re teaching, then you’re not teaching. You’re only babysitting".

I Love Math

SUNY Oneonta

"I do know, however, that managing a classroom is a lifelong skill that we acquire as lifelong learners".

Learn classroom management by trial and error. The teacher, and author, taught 8th grade math. Talked about her stories, shared her wisdom (collaborate, can earn good grades, learn who students are, funny stories).

Citations

Dirksen, Debra J., "Lessons Learned The Hard Way But Learned Well." Phi Delta Kappan 96.2 (2014): 41-43. Education Source. Web. 10 Mar. 2015.

Observations

Aspirations:

• Friendly
• Approachable
• Respected
• Knowledgeable

March 12, 2015

Observation Notes:

1st class- Geometry

2nd class- Statistics

Observations

Note:

Geometry class had quiz.

Philosophy

Observed:

• Geometry- Content knowledge is important and teacher should be stern but friendly. Follow rules, ask questions, pay attentions and you will learn something.
• Statistics- Similar, students can benefit greatly from discussion.

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Classroom Management

Harpursville, NY

Harpursville Jr. Sr. High

(607) 693-8100

1st Classroom make up:

• small class
• more girls
• 13 students total
• no identified students
• 10th and 9th graders

Actual:

Every student has potential, it’s just figuring out how to access that potential that’s hard. Have to work with students to achieve learning in students.

Geometry:

Degree of Student Learning

The students were usually quiet but a few loud whispers were given a silent warning (stern look). After the quiz was distributed students were quiet and focused. Teacher would raise voice slightly above that of talking students to warn them. This worked well. A few cases in beginning where students continued, verbal warning given. Silent for remainder of class.

Statistics- High, but talking was too high as well. Students expressed misunderstanding of topic that was just covered, teacher answered a few questions about topic then moved on to next topic due to short period (40 minutes).

Geometry- Students were being tested on what they knew. Many students worked hard and quietly, others were distracted. No signs of learning, asked teacher about performance after wards. They did poorly on quiz.

2nd Classroom make up:

• small class
• 7 students total
• all seniors
• mostly girls (2 boys)
• no identified students

Statistics:

Effective Teaching Strategies

• Teacher talks with students and is social, approachable/friendly to students, but is also slightly stern and expects rules to be followed. Result: Effective, respected teacher and listened to directions.
• Effectively explained examples but skipped over notes quickly. Students stated their input to the problem and the entire class worked together to discuss the problem and solve it. Result: Effective, friendly classroom, worked together to reach answer, teacher knew where students were confused, but talked loudly, no raised hands.

The teacher remained calm when students were all asking questions at the same time. He tried to maneuver students back to lesson when they got off topic. Allowed students to discuss problems and ask questions. Students were talking loudly. Did not tell students to raise hand or stop shouting answers. Encouraged discussion by asking students what they got and did not stopping students from commenting.