Chapter 13

    I believe that environment is so important when it comes to classroom engagement. Not only the physical environment, but the social environment as well. I will always remember my sixth grade teacher as being one of my most influential teachers ever. Going into her class I was extremely shy and hardly ever spoke. During the first few weeks of class she made sure to make us feel as comfortable and at home as possible. For example, I remember her telling a girl to really blow her nose and not worry about what anyone thought. She was constantly doing little things like this to break the ice between us. I know the blowing the nose thing is a small detail, but I will always remember how comfortable we all grew as a classroom, and how once winter came around, everyone was freely blowing their noses as loudly as needed. Little things like that really made the classroom feel so safe and comfortable to be in. everyone accepted one another and we never ever felt ridiculous when asking questions or attempting to do work.

     I know that this likely won’t be an issue in a pre-school classroom since children at that age rarely seem to be self-conscious about a whole lot. But I do want to make the environment feel like a second home to the children. Of course there will be rules and expectations but I believe that a welcoming environment is important when learning. I believe that it is important to allow students to be a part of the decision making in the classroom, even as early as preschool. Allowing children to help guide the lessons helps to keep children engaged while expanding on their interests. Enforcing rules and trying to stop the root of problem behaviors works really well in preschool classrooms so I will be sure to do that as well. 

    In the case of Willard, I would assume that he has difficulties in transitioning and staying on task. There are a few things that I would do to try and help Willard. First I would create a schedule board that is interactive. I would not only have a large on in the classroom, but I would also create a personalized one for Willard. I would make a big deal of this project. I would begin by telling Willard that I had a very special project for him and i would need his help over the next few days in completing it. I would begin by taking pictures of him participating in the class schedule then developing these photos and making a transition board for him. Throughout the day I would help him remove the photos that he’s already done and place them in an ‘all-done’ basket. Whenever Willard ask when it was time to go outside I would review the board with him. After a few times of reviewing the board with Willard I would instruct him to look over the board himself to see when it was time to out to play.

    In order to deal with Willard not staying on task during different activities I would try a number of things. First, I would create a small flip book of “Rules for Activity Time”. I would go through the same process of taking pictures of Willard being on task and creating a small book for him. Whenever he left from his seat, I would point to the book to gently remind Willard that he needed to stay on task. Also, I would think about taping off a section in front of his table for a stand up space. I know that some children work better while standing so I would allow Willard to try standing while doing his work to see if that would help him with staying on task.