PLE 2

I was really interested in talking about makng my classroom and comfortable learning enviroment. Like we talked about in class I think it is extremely important to make the classroom warm and inviting. I want to try and make it a comfortable and warm enviroment for my students so they are excited to come to class everyday. It is important to me to for my students to also feel that the classroom is a safe place for them. I believe that when students feel comfortable and safe in their surroundings they will thrive more in the classroom. To make my classroom an enviroment of success I plan to have my classroom procedures up on the wall somwhere, just for those students who don't remember or always "forget" or classroom rules. I would like to also have objectives on the board, and a wordwall to help guide students in different parts of their lessons and activities. Talking about students and misbehaving in class brought up so many situations I had never thought of. So, naturally I was nervous! I think it is important to have a set of steps to follow and consequences, and to be consistent with students. An article I found called "Responding to Misbehavior" had some really great tips in it. Some strategies when dealing with misbehavior include "visual and verbal clues, increased teacher proximity, and logical consequences" (Responsive Classroom).  This article talked about the Responsive Classroom and stated, " in the Responsive Classroom the overarching goal is to keep the focus on learning while maintaining a classroom that is physically and emotionally safe for all" (Responsive Classroom). I think it is important to try and not put the student on the spot in front of his or her classmates. You do not want the student to think you are against them by any means, but the student needs to know that his or her actions are not on par with what you know they are capable of (following the rules). I do not think that means that students should never be singled out. I think teachers really need to get to know their students and understand what types of consequences work for some students, and what types of consequences work for others.

For the Elementary Education Case Study there are a few things I would do. First, I think it would be a good idea to talk to Lisa about it at some point in the day. I believe it would be a better idea to talk to her at the beginning of the day or a time where it would not be obvious to other students what the conversation is about. I would ask her to explain why she thinks her group is having problems, and then ask her why she feels the way she does. Then I would explain to her what I have observed and lay out the behaviors and choices she can make. I would wait until the students were in groups again, and if I noticed Lisa causing problems I may use some visual or verbal cues to let her know that I am watching, and she is not making good decisions. I believe this would be considered a warning. If it continued I would then walk over to the group and ask them how they are feeling and maybe make an announcement to the class that I can see some people are not making the right choices and either stand near her desk or tap on her desk when I said this. This way I am not calling her out in front of everyone, but it is enough for her to know I am talking to her. If it continued I think I would have to call her to my desk and talk to her, and then the last step would be to put her in another group, or by herself and talk to her parents or guardian about it. I think I many have some things to work out in my continnuum, and some more to learn, but as of right now that is how I feel about my case study and the misbehavior.

"Responding to Misbehavior". Excerpt in "Rules for Schools"  in the "Responsive Classroom Newsletter". Nov 2011.