Wednesday, October 3, 2012
Noticing Blog-Maria Ricchio
This week has been really interesting. I feel like I have gained so much more confidence with handling discipline in the classroom (even though I know I have more to go). I realize that this is something that forms over time and through experience. It is something you cannot learn from a book. Over the last couple weeks, I have become more stern and am learning to follow through with consequences. Although, I STILL notice that there is a shift in behavior when my mentor teacher is not around or leaves the room. This is not just with me, but with other adults too. When my students have specials (art, music, gym, etc) they're also having behavior issues and not following directions. We have gotten numerous reports of students not doing what they're supposed to. In one sense, it makes me feel better that it's not just with me that their behavior changes, but on the other hand it concerns me that they have trouble listening to directions from adults other than my teacher. This shows me that my mentor and I may need to talk about other behavior systems because I worry if they're having trouble following directions now, that once January and February come I will have a hard time getting them to cooperate when it's just me. I know there is no easy answer, but this has definitely showed me that behavior/classroom management is key to a successful classroom. If students are not focused and constantly distracting students around them, students will not learn the material. This year I would like to really work on behavior and classroom policy because it will support me in any situation I come into contact with.
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It's good that you notice this now; this is not an uncommon phenomenon, of course. I think that part of what you might try to do, especially once you take over the classroom fully, is to review the rationale of the rules and procedures and routines that you have in your classroom. This will help the students remember and understand why you have the expectations you do; and as you mention, from there it is a matter of being consistent and following through on enforcing these expectations, by reminding students and coaxing them to get back on track when they are off-task. Also note that this is most effective when you have established a relationship with the students; it is then that they will be more likely to comply with your gentle requests...If you have no relationship with them, often you have to resort to yelling...So, getting to know your students on an individual basis is an important first step.
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