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EDU 320 Week 4 Teacher Observation

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Tammy McCluskey

on 3 March 2013

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Transcript of EDU 320 Week 4 Teacher Observation

There is not one particular theory that I stick with. I predominantly stick with positive reinforcement; however, I do use a system of fair and just consequences for negative reinforcement. Children need to understand that there are real consequences for negative behaviors. They cannot go through life understanding and experiencing consequences for their negative behaviors. I feel that being a parent gives me a good balance between mercy and consequences. Input 3 What are your Classroom Expectations and Preventative Procedures and Activities? Input 2 Output Computing Mrs. Evans' management style is a classic demonstration of positive reinforcement. Throughout the day she continually reinforced her students with verbal praise ensuring her students of a job well done. She did not use rewards for positive behavior but reinforcers. What I Observed Classroom Arrangement Observational Output Tammy McCluskey
EDU 320
Nancy Bailey
March 1, 2013 Teacher Interview Input Input 1 What classroom management theory do you use? What is Positive Reinforcement? "Positive reinforcement occurs when desired behavior is strengthened by the presentation of a contingent stimulus. The attractive, behavior-increasing, contingent stimulus used during positive reinforcement is referred to as a positive reinforcer. A positive reinforcer is defined as any environmental event that, when given in response to the behavior, increases the strength and frequency of that behavior. Some commonly used positive reinforcers in the classroom are praise, attention, tokens, and stickers" (Reeve, 2009). School:
Prince Avenue Christian School
Grade:
6th & 7th - Language Arts
Teacher:
Mrs. Evans Reinforces or Rewards, What's the Difference? "Reinforcement is defined by its effect on behavior. Only environmental events that actually increase behavior are reinforcers. If an event such as a smile, candy bar, or break from chores does not increase the student's behavior, then the event is not actually a reinforcer. This qualification of which environmental events are rein-forcers and which are not is an important point because teachers often implement consequences haphazardly (non-contingently) or inconsistently" (Reeve, 2009).

"A reward is the offering of an environmental event in exchange for the student's participation, service, or achievement. When a teacher promises an award if the student will complete an assignment or when a teacher promises a prize to acknowledge a successful performance, she introduces a reward into the learning environment" (Reeve, 2009). Students were completing poem recitations, which can be a frightful event for anyone but
Mrs. Evans sat among the students creating a focal point for them to help ease their fear of negative attention and comments from their peers. Upon completion of their recitations, she positively praised each one regardless of their performance.

Mrs. Evans does not tolerate bullying or negative comments from students. Her classroom contract requires any student that negatively interacts with another student to immediately apologize and replace the negative behavior with two praises. If a student disrupts the class they are to stand in front of the class and apologize for taking up the classes valuable learning time. How the Teacher Interacted With the Students Mrs. Evans had an ease about her that seamed to naturally calm the students. During each of her classes, Mrs. Evans sat in a desk among her students while she taught. Students respectfully discuss their homework assignments with her, but the there is a sense of relaxation when they do not comprehend the assignment.

Her students did not exhibit a general fear of retaliation from her but they did display behavior indicative of what a child exhibits when their parent is disappointed in them. They thrived on her positive comments and affectionate praises for being excellent students.

Because this is a private Christian school rules and regulations on physical touch are different than that in the public school system. Hugs and a gentle touch on the shoulder to reassure a struggling student are permissible by the school. Students appeared to be revived at the end of the class as they lined up to give a hug and praise to Mrs. Evans for being one of their favorite teachers. The Value of a Hug Having a warm, inviting, well-organized classroom with an appealing physical layout is an important element of any classroom management plan. A disorganized classroom only leads to chaos, which in turn can cause disruption and behavior problems. Children need structure in their lives and unfortunately many children do not live in a structured home environment; therefore, the only structure they receive is within the school classroom. “Reggio Emilia educators stress the need for a classroom environment that informs and engages the child. They consider the physical environment to be ‘another teacher.’ And in the sense that it can motivate children, enhance learning, and reduce behavior problems, environment really is an extra teacher” (Shalaway, n.d.). Glasser “called for educators to make schools into caring places where students experience fun and where they feel a sense of belonging” (Manning & Bucher, 2007).

Thomas Gordon felt that teachers should modify their classroom environment. “Teachers know from experience, most classrooms unfortunately are designed, constructed, and furnished in ways that make it difficult for students to stay motivated and involved in the learning process” (Manning & Bucher, 2007). Some of Gordon’s recommendations for modifying the classroom include “rearranging desks and bookshelves for ease of movement, displaying student work on the walls, and changing instructional approaches” (Manning & Bucher, 2007). Classroom Arrangement Mrs. Evans class was arranged for individual work and not conducive to collaborative work. Desks were arranged in 5 rows of 5 chairs facing the smart board. Mrs. Evans’ desk was located in the front of the class facing the door so that all students were clearly visible and there were no blind spots. There was a bulletin board located in the back of the room that displayed outstanding student work. Beside the bulletin board to the right was a book shelf and one individual desk underneath a TV that was mounted on the wall in the corner. This desk was used for students that become disruptive during class. On the left side wall were cabinets, another book shelf, and a whiteboard. On right wall there is a whiteboard that has all of the assignments for the week posted. Very clean, clutter free, and organized classroom. Examples of Mutual Respect Students were very respectful towards Mrs. Evans and there were no outbursts from ANY students. Students raised their hands and waited patiently for Mrs. Evans to call on them. Having respect for her students, she would call on students in the order they raised their hands ensuring that the students understood her answer prior to moving on to the next question maintaining eye contact as spoke to the students. She addresses her students as Mr. and Ms. and reminds them to exhibit respect toward students who are speaking Prior to giving a test, Mrs. Evans goes over her test taking rules and honesty policy. She allows students the freedom to choose whether they would like to use a dictionary during their test. She reinforces what is expected of each student once they finish taking their test and gives them options of what they may do upon completion of their test. Enforcing and Reinforcing Classroom Expectations Preventative Procedures and Activities A classroom emergency plan is located by the door. Every quarter she reviews with her students the proper emergency procedures. Miscellaneous Teacher Interview Questions They expect consistency within the delivery methods of my classroom management plan. I expect the administration to allow me the freedom to utilize my theory and delivery methods. The middle school principle appears weekly to observe my classroom management plan in action. What are the expectations of your administration and district in building your classroom management plan? Does the discipline model of the school and district vary from yours? Explain. The school's headmaster allows the teachers here at Prince to employ their own methods of classroom management; however, they strongly encourage us to utilize positive reinforcement and reward with some regard to negative reinforcement for behaviors that are unbefitting of students. This policy follows along with my personal classroom management policy. What has been the most effective way to communicate with a disruptive child’s parent or guardian? Personally I prefer to use the telephone to communicate with parents if they are unable to meet face-to-face. For me personally, email and messaging whether through texting or paper is so disconnected and impersonal. I like for parents to hear the excitement in my voice when their child has performed above standard or exceptionally well. Do you communicate with families of students who have positive behaviors? How often? I attempt to speak with parents on a bi-weekly basis to keep them informed of their child's grades as well as their behaviors. My preferred method of communication for this is simply a telephone call; however, if the student has outperformed their highest expectations I like to hold a conference with the parent so they understand the magnitude of their child's achievements. What training, workshop, article, or book would you recommend to a new teacher that would help them be successful in classroom management?
Observing a teacher that you trust. Nothing beats observing an experienced teacher. The ability to sit and talk with a teacher who has 10 plus years under his/her belt is priceless. No book can teach you what you will learn by observing a teacher who has it all together. References De La Peña, A. (2011, April 29). Reinforcers for the classroom. Retrieved March 1, 2013, from: https://www.youtube.com/watch?v=1UQDVVrp7Cw.

Hugsisters. (2011, August 26). A hug, what is it worth. Retrieved March 1, 2013 from: https://www.youtube.com/watch?v=mh3Af6V-HzE.

Manning, M.L., & Bucher, K.T. (2007). Classroom management: models, applications, and cases (2nd ed.). Retrieved from The University of Phoenix eBook Collection database.

Reeve, J. (2009). Reinforcement. Retrieved from: http://www.education.com/reference/article/reinforcement/.

Shalaway, L. (n.d.). Classroom organized: the physical environment. Retrieved from : http://www.scholastic.com/teachers/article/classroom-organization-physical-environment.
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