Amy Stewart

May 26, 2003

Classroom Management

7E: 170

 

            As teachers, it is important for us to create a classroom where every child can have an opinion and feel a part of the class.  I believe it is important for every child to feel a part of the learning and growing that happens every day.  I think the material should follow closely with the needs of the children as well as aid the teacher in the teaching process.  And, I also feel the classroom itself, the curriculum, and the teaching style should create an environment where students work through problems and material together to create a positive, cooperative learning environment.  In teaching conflict management skills, students will feel more comfortable to express themselves and definitely will learn much more than in an environment that does not support the students, an environment where students do not feel a sense of community and do not feel safe enough to express themselves.  In this case, students cannot feel good about learning.

            I feel it is very typical that in a classroom there will be children who are either feeling left out at certain times or all the time.  Teasing is common at all grade levels.  The situations may be different at different ages, however I know it happens at all ages.  Typically it seems that students feel left out when a rift is created among friends.  These situations can become quite hurtful at any age.  While it is only one aspect of the teaching process, it follows closely with the INTASC standard, which requires teachers to “create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.”  This is why I feel it to be of utmost importance for me to create a classroom environment where everyone has a part and negativity does not.

            At the beginning of the year, I find it important to create a set of class rules.  These are in part created by me, but also by the members of my class.  One of the most important rules is to respect yourself and others.  This would take a lot of discussion because it is important to clearly define each rule.  Sometimes a keyword is developed to go along with the rule for use as a quick reminder when trouble arises.  It is important to discuss respect.  What does respecting others look like?  What does it sound like?  It is imperative that this respect is seen as a responsibility of each and every member of our classroom.  These rules are posted clearly, discussed thoroughly and are returned to whenever need be.  It also should be described and discussed how each rule benefits the class.  One of the most important benefits is clearly the knowledge that everyone plays an important role in the classroom.  And, this self-confidence is motivating.

            In this safe learning environment, I maintain a professional relationship with my students, however the students feel comfortable enough with me to come to me with problems.  In this way, students can learn better when they do not have to deal with problems alone.  Another strategy would be to have a system where issues can be addressed anonymously.  When a teacher is seen as a problem solver, it not only models the behavior, but it makes you a reliable source for help.  At the same time, teachers can manipulate the actions in the classroom by changing teaching styles.  For example, some classes may not be able to handle small group work and must only be taught through whole group, until they can prove they can handle it.  This is where a teacher must decide whether to build up capacity to learn in ways that are not comfortable, or whether to capitalize on natural tendencies.

I believe the classroom itself plays a role in a positive learning environment.  It is important for students to enjoy learning and to be challenged.  Cooperative learning groups is a great way for students to pool together what they know to tackle different areas of learning.  One example of a learning center I created was a science lesson where students explored rocks.  I had arrowheads, polished rocks, geodes, and other relics past down in my family.  I brought these in along with a bucket of rocks from a local park.  The students compared and explored these rocks, I feel much more thoroughly by sharing the learning process.  They found fossil imprints and interestingly shaped rocks out of my park collection and answered questions they had together through discussion and by looking in books I had provided.  I was impressed how well students worked together and learned together.  This subject was so effective because it was hands-on.  Having a varied type of learning experiences is great.  In fact, I think these experiences are priceless.

            When students are working in cooperative learning groups, it is important to vary the groups often.  The theory on cooperative learning recommends building towards long-term groups; groups that stay together for 6-8 weeks or so.  I recommend short-term groups during the introduction period.  It is also important to vary seating arrangements.  Study buddies change often as well as reading partners.  This encourages students to work with a variety of students and varies the experiences had.

            When problems arise among the classroom community, it is necessary to intervene through the curriculum.  At the kindergarten age, I love the book Stand Tall Molly Lou Melon by Patty Lovell that supports the idea that everyone is different and that being different is great.  It also has a bully in the story that teases Molly and would be a great approach to a discussion about how we should respect each other.  Another possibility would be a quick write where students express their feelings either just for themselves or to share with me.  For older students I feel a debate can help students see other points of view.  Conflict can be valuable when controlled.  This is an important understanding:  “disagreement and respectful conflict are healthy.”

            A terrific classroom activity I participated in was the creation of a songbook.  The students of a fourth and fifth grade-integrated classroom were given a chance to work together as a class to create the songbook.  The song chosen was “Heal the World,” by Michael Jackson.  In preparation for this project the students studied the lyrics to the song.  They discussed what each meant.  Then students chose sections of the song to depict through drawing.  Students spent small amounts of time periodically in creating each page.  The expression they created was incredible.  Then, when the pages were put in order and the lyrics written at the bottom of the pages, the pages were bound together and a cover was made by a group of volunteers and signed by every member of the class.  This book was then presented to all of the other grades in the elementary building as well as the principal.  I was in awe as I saw tears in the eyes of the students as well as the principal.  Everyone was impressed with the artwork and the feeling expressed.  The community of learners who worked together to create an ultimate product that they were so proud of thrilled me.  Opportunities like these are a great incentive, but also are a community building activity. 

            As role models, we do our best to inspire students to learn and grow.  We create a positive learning environment where students are expected to conduct themselves in a certain way.  When students threaten our feeling of safety, it is handled logically and fairly.  Hopefully most incidences can be handled with the use of physical proximity or the reminder of what we have deemed appropriate for our classroom (keyword).  We can give students a chance to correct their errors of judgment.  Having private conferences with certain students outside of class where an agreement is made regarding the rules of the classroom is a logical consequence for breaking the rules repeatedly. 

            Lastly, positive reinforcement would play some role.  Praising great work can inspire students.  Praise from outsiders (the other classrooms and the principal) is even stronger than from the teacher.  And, like in the songbook project, the feeling of accomplishment when finally seeing the final product of a cooperative learning experience can be a tremendous incentive to work hard work together. 

            The social bonds created among students in school are very strong and very important.  The activities experienced in a positive learning environment where everyone participates and motivation is high, will help to create the expectation for further success.  And, that is our whole goal.  We want kids who feel successful, who can work independently and together, and who feel good about learning.