From your readings and the IRIS video information (including the research IRIS references on behavior), create and share a brief set of research based approaches (three to five) you intend to use as a new teacher or school counselor.
After reviewing the readings and videos provided, I picked up a few good classroom management techniques that will be effective both during my developmental guidance lessons and in small groups. They are:
1. Instituting positive consequences 2. Creating a short list of rules that clearly state how they create a better learning experience 3. Make students feel noticed
Instituting positive consequences for behavior is a great motivator. Especially in the elementary and middle school levels, students are usually yearning for attention and positive reinforcement. If there is a reward for behaving appropriately rather than a punishment for poor behavior, it's more likely the students will follow through with the directions. So far in my small group, I have used things like "5 minutes at the end for play time" to encourage the group members to pay attention.
It's also important to make sure the classroom or group rules are not too lengthy or numerous. Younger kids especially will not be able to remember a huge list of rules, let alone be able to follow them. It also makes a difference when the students understand the purpose behind the rules. At the beginning of each group session, we review the rules. With every time, the review becomes shorter. A few weeks in, I am able to hold up the "rule symbol cards" and receive an immediate response from the members about which symbol represents which rule and why the rule is important for group.
Finally,I feel making students feel noticed is one of the best motivators for positive classroom or group behavior. If the group members are acting out or not following directions, and one member is, pointing out and praising the one member for following the rules is a great way to get the others to stop the behavior. Like I said, mostly all students crave that positive attention.
After watching the videos and reading the readings, I noticed a lot of great and not so great classroom management techniques. As Abby mentioned, positive consequences are fantastic. I always try and comment on student's good behavior, rather than negative behavior. For kids, all attention is good attention (whether it be negative or positive) so it is my goal to focus on utilizing positive attention.
I really liked the concept of individually addressing each student with a handshake. I think this makes them feel wanted and important. However, I did not like the way that particular teacher went about it. He made it so strict and particular, which I think defeats the point. I would try to make it more relaxed and individualized. I would use this as an opportunity to get to know my students, rather than assess what they have learned.
The strategies that I think I will most likely use as a future school counselor will be:
1. Rules that convey expected behaviors 2. Positive consequences when students are displaying appropriate behaviors 3. Allowing the students to create some of the rules
I think rules that convey expected behaviors will be helpful at the elementary level, specifically, because they are still learning appropriate classroom behaviors. They are learning that how they act at home, is not necessarily how they should be acting at school. I think this is a quick and easy way to remind students throughout the lesson what I expect from them. I will make sure they know that it is okay to forget sometimes, but with correction, they can learn from their mistakes.
I think positive consequences are so great because they can help model for all students. If one student is rewarded for their behaviors, then it is much more likely that their peers will follow because they would also like to receive some positive rewards. I think this idea is more helpful than just focusing on the students not behaving appropriately, which could potentially lead to a negative environment.
Finally, I think allowing some of the power to go back into the hands of the students by letting them make some of the rules is useful. I would use this technique in my small groups to help manage their behaviors. They will be more motivated to stay on task if they are the ones you came up with the idea in the first place.
The points that I liked most from the videos and the readings are to develop procedures for common transition activities, the use of positive consequences, and to create a short list of positively worded rules. Transition activities are really important things to have procedures for. It can be difficult when changing classes or activities within classes to get everyone switched over promptly. Having procedures planned out for common transition activities before the first day of school will help to minimize disruptions and help students know what to expect and what is expected of them. Positive consequences are a great way to encourage desired behavior. I would prefer to use positive consequences as much as possible in my classroom. I was interested by the classification of positive consequences based on the frequency at which they should be awarded. Also, I think that the point that consequences must be delivered in the correct manner and consistently to have the desired effect is really important. Creating a short list of positively worded rules is important because it will help students understand the desired behavior without overwhelming them. If you have too many rules, students might tend to tune out after a while and it will be very difficult to teach all the rules to students. The positive wording helps to create the right atmosphere and to explain the desired behavior. If the rule is very specific and worded positively, it will be easier for students to understand what is expected.
When thinking about classroom management styles and ideas I would most like to focus on positive consequences, building relationships, and letting students have input on the rules. I personally focus on each of these in my counseling groups. When thinking about positive consequences and letting students have input on the rules- I think of that in the counseling groups that I lead. I personally let the students give input on the rules because it allows them to have choices and I do not feel like I am forcing them to listen. I think classroom management can also go hand in hand with discipline and that is a very tricky road for school counselor. We do not want to be viewed as a disciplinarian, so positive behavior supports are the most productive for our role but also for the environment of our setting. I think we all know that building rapport and supporting students in our learning environment is the first step in the process. We want to create a good school climate before any of these supports can be effectively used.
there are several strategies I would use in my classroom management style. for starters I believe walking around the room and making sure all the students see the teacher helps to keep them on track and paying attention. secondly something I have learned from my host teacher at my clincle style is to have rules clearly stated at the beginning of the year and be firm. one of her big rules is no cell phone usage and she makes no exceptions for this rule so students don't bother trying to break it. I also like the idea of having students work collaboratively as it helps keep them on track. overall i think a firm set of rules and not straying from those rules while also providing a nurturing learning environment is the best strategy.
While the readings and other resources we had for our next session provided several helpful tips in behavior management, I still am searching for a holistic plan that provide a positive and effective model for a classroom community. I enjoyed the discussion of creating positive consequences and bringing students into the discussion of appropriate classroom behaviors as key parts in an effective behavior plan. Though I see teachers trying to use these techniques, bad behavior still seems to be a major issue for many groups. These steps, and any other used in behavior management, must be implemented in the beginning of the year. Because we must be clear of our expectations in the classroom, behavior should be the first thing discussed with any new group. This always reminds me of the book The First 100 Days of School which is so old but still seems so useful in creating a community based on positive behaviors early in the school year. I am still searching for a more recent and relevant resource that does not only support teachers with a plan to introduces positive consequence models at the beginning of the year, but also effectively revisits these models when needed as the year moves on.
Similarly to my classmates, I agree that 1. Posting/Conveying expected classroom rules 2. Positive consequences for students who are behaving appropriately 3. Allowing students a say within the classroom management process
Obviously, I think starting off with expectations sets the tone for how that classroom will be managed. Students are going to see how far they can go with certain behaviors and if that is nipped in the bud from the get-go, I think it allows for a smoother process.
All behavior is purposeful and typically, in the schools, it is attention-seeking. Rather than award that negative behavior, it is really important to reward good/positive behaviors. If students realize that they will get that attention if it is sought out by following directions and setting a good example, they may be more likely to follow the rules and not act out inappropriately.
So in my experience in my internship/practicum, students are always more engaged when they have a vested interest within the setting (group/classroom/individual). Allowing students to have a voice in setting these foundational rules can set the tone and provide the teacher/counselor something to refer back to in regards to holding students accountable to the rules/expectations, especially if they played a part in setting those up.
After using the IRIS website, I think these will be the ways that I use classroom rules:
1) Set expectations and model those behaviors from day one. I think that it can be confusing for students to hear a rule and know that they already broke it and didn't receive any repercussions. If the rules are set forth strongly and promptly, I think there is a getter chance most student will follow them.
2) Have clear and consistent consequences. If the consequences are outlined clearly and followed without exception, I think students will be more likely to follow the rules. This is because you are creating a space that is not confusing, it is predictable, and it is fair.
3) Use an authoritative approach - explain to students why the rules are there and how to properly follow them. I think this method allows for transparency on both your part and the students'. When a rule is broken, students don't have to wonder what is going to happen. They know what the rule is that was broken, what the consequence will be, and will hopefully take responsibility in their own self-regulation.
Classroom Management is definitely one of the things that I am nervous about trying. The teacher I am observing now doesn't really do any of what we are discussing. She does have rules on the wall, but she never references them and she definitely doesn't hold all students equally accountable - I'm sure this is more difficult than it seems. I also know there is no way to totally avoid misbehavior, and I worry that I'll miss something happening in a student's life that is causing them to act out and end up perpetuating the issue. I'm sure I'll become more confident as time goes on.
Throughout this semester and in the reading there have been many things I would like to implement into my own classroom. Some of the ones I think are most important would be building a relationship with your students, being clear about rules and expectations immediately, and to have positive consequences. I think its important to get to know your students and for them to get to know you. At the beginning of the school year, I'd like to have lunch with each student individually or in small groups. I also think its important for students to know my expectations and classroom rules day one. If you're clear about how you want things to be then they know what is expected of them. I also think positive consequences can help with student behavior. I think they will work better if they have something positive to work toward, instead of just trying to avoid being yelled at. I'm sure there will be a need occasionally to raise my voice or there will be a need to discipline bad behavior, but I think having clear positive consequences can aid in limiting those times.
The classroom management skill that I have noticed is one of the most important in my fourth grade placement is enthusiasm from the teacher. When the teacher is not excited about what is happening, the students definitely are not. I also think that the teacher being involved in the lesson keeps students' attention, which goes along with keeping the entire class involved. The area that I think I would need the most improvement is with overlapping situations. I think that I do okay dealing with overlapping issues but it often feels chaotic, which is not helpful. I believe this skill would take experience to hone, so I am sure it will develop more over time. Paying attention to 20-25 students at a time is difficult.
After reviewing the readings and videos provided, I picked up a few good classroom management techniques that will be effective both during my developmental guidance lessons and in small groups. They are:
ReplyDelete1. Instituting positive consequences
2. Creating a short list of rules that clearly state how they create a better learning experience
3. Make students feel noticed
Instituting positive consequences for behavior is a great motivator. Especially in the elementary and middle school levels, students are usually yearning for attention and positive reinforcement. If there is a reward for behaving appropriately rather than a punishment for poor behavior, it's more likely the students will follow through with the directions. So far in my small group, I have used things like "5 minutes at the end for play time" to encourage the group members to pay attention.
It's also important to make sure the classroom or group rules are not too lengthy or numerous. Younger kids especially will not be able to remember a huge list of rules, let alone be able to follow them. It also makes a difference when the students understand the purpose behind the rules. At the beginning of each group session, we review the rules. With every time, the review becomes shorter. A few weeks in, I am able to hold up the "rule symbol cards" and receive an immediate response from the members about which symbol represents which rule and why the rule is important for group.
Finally,I feel making students feel noticed is one of the best motivators for positive classroom or group behavior. If the group members are acting out or not following directions, and one member is, pointing out and praising the one member for following the rules is a great way to get the others to stop the behavior. Like I said, mostly all students crave that positive attention.
After watching the videos and reading the readings, I noticed a lot of great and not so great classroom management techniques. As Abby mentioned, positive consequences are fantastic. I always try and comment on student's good behavior, rather than negative behavior. For kids, all attention is good attention (whether it be negative or positive) so it is my goal to focus on utilizing positive attention.
ReplyDeleteI really liked the concept of individually addressing each student with a handshake. I think this makes them feel wanted and important. However, I did not like the way that particular teacher went about it. He made it so strict and particular, which I think defeats the point. I would try to make it more relaxed and individualized. I would use this as an opportunity to get to know my students, rather than assess what they have learned.
The strategies that I think I will most likely use as a future school counselor will be:
ReplyDelete1. Rules that convey expected behaviors
2. Positive consequences when students are displaying appropriate behaviors
3. Allowing the students to create some of the rules
I think rules that convey expected behaviors will be helpful at the elementary level, specifically, because they are still learning appropriate classroom behaviors. They are learning that how they act at home, is not necessarily how they should be acting at school. I think this is a quick and easy way to remind students throughout the lesson what I expect from them. I will make sure they know that it is okay to forget sometimes, but with correction, they can learn from their mistakes.
I think positive consequences are so great because they can help model for all students. If one student is rewarded for their behaviors, then it is much more likely that their peers will follow because they would also like to receive some positive rewards. I think this idea is more helpful than just focusing on the students not behaving appropriately, which could potentially lead to a negative environment.
Finally, I think allowing some of the power to go back into the hands of the students by letting them make some of the rules is useful. I would use this technique in my small groups to help manage their behaviors. They will be more motivated to stay on task if they are the ones you came up with the idea in the first place.
The points that I liked most from the videos and the readings are to develop procedures for common transition activities, the use of positive consequences, and to create a short list of positively worded rules.
ReplyDeleteTransition activities are really important things to have procedures for. It can be difficult when changing classes or activities within classes to get everyone switched over promptly. Having procedures planned out for common transition activities before the first day of school will help to minimize disruptions and help students know what to expect and what is expected of them.
Positive consequences are a great way to encourage desired behavior. I would prefer to use positive consequences as much as possible in my classroom. I was interested by the classification of positive consequences based on the frequency at which they should be awarded. Also, I think that the point that consequences must be delivered in the correct manner and consistently to have the desired effect is really important.
Creating a short list of positively worded rules is important because it will help students understand the desired behavior without overwhelming them. If you have too many rules, students might tend to tune out after a while and it will be very difficult to teach all the rules to students. The positive wording helps to create the right atmosphere and to explain the desired behavior. If the rule is very specific and worded positively, it will be easier for students to understand what is expected.
When thinking about classroom management styles and ideas I would most like to focus on positive consequences, building relationships, and letting students have input on the rules. I personally focus on each of these in my counseling groups. When thinking about positive consequences and letting students have input on the rules- I think of that in the counseling groups that I lead. I personally let the students give input on the rules because it allows them to have choices and I do not feel like I am forcing them to listen. I think classroom management can also go hand in hand with discipline and that is a very tricky road for school counselor. We do not want to be viewed as a disciplinarian, so positive behavior supports are the most productive for our role but also for the environment of our setting. I think we all know that building rapport and supporting students in our learning environment is the first step in the process. We want to create a good school climate before any of these supports can be effectively used.
ReplyDeletethere are several strategies I would use in my classroom management style. for starters I believe walking around the room and making sure all the students see the teacher helps to keep them on track and paying attention. secondly something I have learned from my host teacher at my clincle style is to have rules clearly stated at the beginning of the year and be firm. one of her big rules is no cell phone usage and she makes no exceptions for this rule so students don't bother trying to break it.
ReplyDeleteI also like the idea of having students work collaboratively as it helps keep them on track. overall i think a firm set of rules and not straying from those rules while also providing a nurturing learning environment is the best strategy.
While the readings and other resources we had for our next session provided several helpful tips in behavior management, I still am searching for a holistic plan that provide a positive and effective model for a classroom community. I enjoyed the discussion of creating positive consequences and bringing students into the discussion of appropriate classroom behaviors as key parts in an effective behavior plan. Though I see teachers trying to use these techniques, bad behavior still seems to be a major issue for many groups.
ReplyDeleteThese steps, and any other used in behavior management, must be implemented in the beginning of the year. Because we must be clear of our expectations in the classroom, behavior should be the first thing discussed with any new group. This always reminds me of the book The First 100 Days of School which is so old but still seems so useful in creating a community based on positive behaviors early in the school year. I am still searching for a more recent and relevant resource that does not only support teachers with a plan to introduces positive consequence models at the beginning of the year, but also effectively revisits these models when needed as the year moves on.
Similarly to my classmates, I agree that
ReplyDelete1. Posting/Conveying expected classroom rules
2. Positive consequences for students who are behaving appropriately
3. Allowing students a say within the classroom management process
Obviously, I think starting off with expectations sets the tone for how that classroom will be managed. Students are going to see how far they can go with certain behaviors and if that is nipped in the bud from the get-go, I think it allows for a smoother process.
All behavior is purposeful and typically, in the schools, it is attention-seeking. Rather than award that negative behavior, it is really important to reward good/positive behaviors. If students realize that they will get that attention if it is sought out by following directions and setting a good example, they may be more likely to follow the rules and not act out inappropriately.
So in my experience in my internship/practicum, students are always more engaged when they have a vested interest within the setting (group/classroom/individual). Allowing students to have a voice in setting these foundational rules can set the tone and provide the teacher/counselor something to refer back to in regards to holding students accountable to the rules/expectations, especially if they played a part in setting those up.
After using the IRIS website, I think these will be the ways that I use classroom rules:
ReplyDelete1) Set expectations and model those behaviors from day one.
I think that it can be confusing for students to hear a rule and know that they already broke it and didn't receive any repercussions. If the rules are set forth strongly and promptly, I think there is a getter chance most student will follow them.
2) Have clear and consistent consequences.
If the consequences are outlined clearly and followed without exception, I think students will be more likely to follow the rules. This is because you are creating a space that is not confusing, it is predictable, and it is fair.
3) Use an authoritative approach - explain to students why the rules are there and how to properly follow them. I think this method allows for transparency on both your part and the students'. When a rule is broken, students don't have to wonder what is going to happen. They know what the rule is that was broken, what the consequence will be, and will hopefully take responsibility in their own self-regulation.
Classroom Management is definitely one of the things that I am nervous about trying. The teacher I am observing now doesn't really do any of what we are discussing. She does have rules on the wall, but she never references them and she definitely doesn't hold all students equally accountable - I'm sure this is more difficult than it seems. I also know there is no way to totally avoid misbehavior, and I worry that I'll miss something happening in a student's life that is causing them to act out and end up perpetuating the issue. I'm sure I'll become more confident as time goes on.
Throughout this semester and in the reading there have been many things I would like to implement into my own classroom. Some of the ones I think are most important would be building a relationship with your students, being clear about rules and expectations immediately, and to have positive consequences.
ReplyDeleteI think its important to get to know your students and for them to get to know you. At the beginning of the school year, I'd like to have lunch with each student individually or in small groups.
I also think its important for students to know my expectations and classroom rules day one. If you're clear about how you want things to be then they know what is expected of them.
I also think positive consequences can help with student behavior. I think they will work better if they have something positive to work toward, instead of just trying to avoid being yelled at. I'm sure there will be a need occasionally to raise my voice or there will be a need to discipline bad behavior, but I think having clear positive consequences can aid in limiting those times.
The classroom management skill that I have noticed is one of the most important in my fourth grade placement is enthusiasm from the teacher. When the teacher is not excited about what is happening, the students definitely are not. I also think that the teacher being involved in the lesson keeps students' attention, which goes along with keeping the entire class involved.
ReplyDeleteThe area that I think I would need the most improvement is with overlapping situations. I think that I do okay dealing with overlapping issues but it often feels chaotic, which is not helpful. I believe this skill would take experience to hone, so I am sure it will develop more over time. Paying attention to 20-25 students at a time is difficult.