Chapter 13

My classroom will have to be conducive to a great learning environment by taking into account the needs in my class constellation. The way the room is laid out must not be too constricting nor too "free wheeling" The physical setup of the room has work for those in the class with physical disabilities. I also think it's vastly important to have an area of the room where individuals can read if they have nothing else to do. In order to make sure that all students felt involved in the classroom dynamic I would have us as a group come up with class rules & expectations during the beginning of the year. The groups I would create for group projects would have to be carefully planned out in order to make sure that I was splitting people up fairly and not by clique or or pairing students who frequently act out with each other.
In my current ElEd placement I notice a lot of the students who finish work quickly have time to get others off task so I need to come up with activities the students would know to do once they have finished the work required of them.

Case Study:
Lisa is the student in question in the El Ed case study. Her aberrant behavior seems to arise during group work.
First, I would try to correct the behavior simply by differential reinforcement, by vocally reinforcing classmates when they are working on task with their groups and making an example to the class as a whole.
If this is not successful at motivating Lisa to work with her group, I would then take her aside and discuss the behaviors which are disrupting class. I would ask her to come up with a signal that I could use that she would recognize when she is causing issues within her group, so she and I could communicate about the behavior during class without interrupting other students or embarrassing Lisa.
If this behavior is implemented and still does not work, I might try and set a goal with Lisa and involve her group. They could draw up agreements about how they will work together and what Lisa will be responsible for, and what the rest of the group will be responsible for.
If this strategy does not work, whenever the behavior occurs I would have Lisa pulled aside and do extra work during class time.
If all else fails, I would have no choice but to schedule a meeting with Lisa's parents to discuss the behavior.

Chapter 13

Maintaining a classroom environment that is conducive to learning is a crucial component in the impact a teacher can have on their students. I would arrange my elementary special education classroom seating in groups.  I would put four desks together in a group, with two desks facing two others.  Each group would have their own activity box that includes children’s scissors, markers, pencils, crayons, and counting chips.  My classroom colors would be vibrant and inviting, but the walls would be organized to provide minimal distraction.  The only wall displays would be current activities that the students are participating in. The environment would allow me to move freely around the room, interact with the students, and monitor their work and behavior. I would allow for open communication in my classroom, discussing progression with students on a regular basis. I would consistently observe how my students interact in the environment and adjust things accordingly, as to always strive to keep my classroom a “safe place”.

My CSEL Elementary Case Study will draw from a social cognitive perspective.  My student, Lisa, gets angry with the other students in her small group if she does not get the job she wants.  She also refused to do her part. 

In response, I will first remove Lisa from the group and provide her an individual task that is significantly less exciting. I would breakdown the importance of the role assigned to her in the group, and advise her that her group will be at a disadvantage without her participation.  I would inform her that assuming responsibility for her very important role in the group is necessary to continue working with her peers.  I would then provide that she is to sit alone and work on her task, while the rest of the class works in their groups.  I would then provide that if SHE decides that she wants to go back to her group and resume her assigned role, she may discuss it with me.

This provides a sense of ownership for her role and allows Lisa to feel as if she is making the decision. 

It allows her to carry some weight in her decision and feel like she has some control in her learning experience. 

H Holt - Chapter 13

Based on both my review of the text and my short time as a teacher thus far, I create a learning environment that is conducive to learning by being consistent.  Students walk in to my room and know what I expect.  I voice my expectations to them beginning on day one.  This includes how to have class discussions, how to turn in homework, what notes should look like, what you should be if you are not understanding, what to do if you want to push yourself.  Basically, I seek no idle time.  I want to use every minute I have with my students as productively as possible.  In addition, I do not want any students “hiding”.  All students need to feel accountable, and as if their voice matters.  At first I foster this by making the students do team building games, then I make them repeat each other, then I build to whether or not they agree with, etc…

In my experience, the main thing is that I must be well planned.  In addition, I need to have a good idea of the kind of thinking and questioning I want to foster with each class. 

When the students do not meet my expectation, I tell them or provide them feedback via email for example.

As far as the high school case study, my continuum (starting with 1) for dealing with the misbehavior would be as follows:

1.     Ask why my students have time to text in the first place?  If I were in my class would I text and pass notes?  (Consider my procedures, planning, rules, class norms.  Have I failed to properly communicate them?  Have I not required high things of my students?  Make adjustments accordingly.

2.     Do I simply need a better seating arrangement?)

3.     Consider the level of work I am asking my students to produce versus what they are capable of.  Is it unobtainable?  Is it too easy?  How can I ensure that the work I have them do will get them invested?

4.     Research my students – how are they doing for the rest of the building?  How have they done in the past in my subject? 

5.     Have a dean/administrator/colleague come in and observe my class.  What am I missing?

6.     Speak with my students about what is working and what is not working.   Construct a plan of action based on their feedback and implement it.

7.     Contact the students parents.

8.     Conference with the students and the parents and possibly other teachers, especially if this is a pattern.

9.     Get the administration involved (with full documentation of all my approaches.)

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.

Ch. 13

          In my future music classroom it will be very important for me to maintain high standards of classroom management skills, but more importantly to create a sense of community within my classroom. This is especially is a key factor within any ensemble. To have an excellent choir, the conductor (or teacher) must have the singers trust and commitment just like a teacher must have within the classroom. My  field rides a fine line between art and teaching, and it will be critical to maintain that balance in my classroom.
         As we discussed in class, music is most usually the "fun class" that every student looks forward to, but just because it is a fun class does not mean that it is time to slack off. When my students enter the room they will know it is time to work hard and work together to create music within our ensemble. My classroom will be set up most likely with risers and chairs shaped like a horseshoe. This will ensure that I can address all sections of my ensemble and allow the singers to hear each other's voices throughout the room, making it easier to blend voices and create unity.
         When studying music, or an other subject, there are difficult sections that students will struggle with. In my classroom students will be assigned to "sectionals." Each section being Bass, Tenor, Alto, and Soprano. I will have section leaders that I know are capable, and then on given days I will have them break into their sections to work on their music. This will create a sense of community and it will allow me to walk around the room and have time to work with each group. Also, this gives students a time to step up and take responsibility for their section and their music.
       
 Case Study:

Within my classroom I am having problems getting my seniors to focus on studying our music for graduation that we will be performing. They do not seem to care at all and continue talking, being disruptive, and are even becoming rowdy with one another. The first thing I chose to do is seat the group in a circle and ask them what is going on. The students know I genuinely care about them and we have a sense of trust in the room. This is one of my most advanced ensembles so I know something is wrong when they do not want to study their music and work hard. It is important for me to evaluate how I am addressing the issues at hand and how my teaching could be affecting them.
      In our class circle I find that the students are having trouble learning the music and find it extremely difficult. They are easily losing interest and do not like the piece that I have chosen for them to perform for their graduation. I have also found out that there are issues within my mens section and some new seating arrangements will be necessary.
      To fix the issue with the music, I have decided to pull three songs from my choral library that I think are appropriate for graduation and that the singers will enjoy. During our next class I will pass out the music and let them listen to it. Next we will have a vote, letting them decide which piece they would like to sing. This gives them an opportunity to pick their music themselves, which ultimately will give them ownership of the music and a sense of accomplishment because they picked it.
     The other issue I am having is with talking, phones, and seating arrangements. When students enter the room, I am now having them leave their backpacks at the front of the room, with their phones zipped inside. The only material they should have at their chairs are their choir folder and their pencil. I am also issuing a new seating arrangement within the choir. Instead of seating them bass, tenor, alto, soprano, I am going to mix them up into several quartets. This way they are sitting with new people and they also have new groups to work with when we break off to do sectionals. Another thing I am planning on doing is having the ensemble make a giant circle around the room with all voices mixed-no same part standing next to each other. This helps the singers to listen to each voice part around the room creating a unified sound within the ensemble. It will also help to create trust and unity within our classroom community.

Chapter 13 Learning Environment

             Whenever I envision what my classroom will be like, it is always very calm, peaceful and safe feeling. Physical environment has always, always been important to me - my mood mirrors the mood of the environment around me. Taking this approach, I would want my classroom to be calm, safe and peaceful, but also to provide an environment that supports creativity. All of these visions are for a very young classroom, by the way. I personally hate florescent lighting and would love to light my room with actual sunlight (open the windows), lamps and Christmas lights if I am able to. I also want my classroom to feel personal and homey to the students - I could do this by reusing frames each year to showcase the students' artwork, their pictures, etc. Obviously, seating is an extremely important and relevant issue to consider when thinking of an environment conducive to learning. I want to be a Special Education teacher, so I am sure I will have to sit down and learn the best way possible to seat my children. Any student that is an English language learner, or who has a speech and language impairment will need to be near the front of the room to hear me clearly and to have access to me for clarification or questions, for example.

             Communication and clear establishment of classroom expectations and guidelines are two things that need to be addressed at the beginning of the school year. I want my students to know I support them, that I am interested in them, and that I am there to teach and help them to learn. It is important that the students know firsthand the classroom expectations or "rules", and the discipline that will come if the expectations are not withheld. I want the students to know why the expectations are there, not just that I like rules.

            I also want the students to know and support each other. To steal Tab's idea, it would be amazing to have a class discussion about our strengths and weaknesses! I could begin by telling mine and letting the students know that I am not perfect and that I make mistakes. The students could share what they think another student's strengths are, and add to the list as the year goes on. This would be such a sweet way to provide a safe classroom where everyone feels like they belong. It would allow the class to be open, honest and vulnerable.

            Lastly, planning instruction plays a big role in the learning environment. I want to set high, yet realistic, expectations for the students to learn, and I want to encourage them to reach these goals. My instruction needs to support each student. This will include accommodations, modifications, and even the use of service providers in my school's community to best meet the needs of the students. 

        

            Now to discuss my case study. I have 25 kindergartners, and Willard does not understand personal space, and struggles to stay engaged and follow classroom expectations. First, I will have a meeting with Willard to discuss all of these things and why they are important. I want him to be able to explain to me why it is important that he learns these three things. I will try and encourage him that he is a huge help and big team-player in the classroom, and that without his good behavior the learning for the class is put at risk. 

            If this does not work, I will start manipulating his personal environment to support this behavior to happen. To steal an idea from a Special Education blog that I have read, I will use tape and paper to visually show Willard where he should be. This includes putting a colored tape square around his desk indicating this is where he should be during class. I can do the same in play areas (such as bean bags for free reading time or playing with blocks) so that he can still have his own space during free time. The blog also described taping colored feet on the floor where the line should stand when lining up at the door. I could also place big red STOP letters at the doorway so Willard can visually be reminded not to leave the room. Along with the tape, I can provide time within instruction or within seat work for the class to sit in a different part of the room (aside from their desks). This will give Willard freedom to "roam" if he cannot resist, but still under my approval. Specified areas for him can be taped off as well. 

           Lastly, I will create a behavior intervention plan with Willard. This will include another meeting with him where we discuss that his behavior now calls for discipline. I want him to understand that I am not punishing him because I don't like him (remember, he is in kindergarten), but that I think it is important that Willard learn during class and that his behavior is keeping him (and other students) from learning. I can monitor Willard during class with partial time sampling observation. This would be that I have a timer, every time it goes off I check to see if Willard has followed his instructions. He and I have a signal of whether or not he did; if he did, Willard can place a blue chip in his cup. At the end of the day, if Willard collects 8 chips, he can have five extra minutes of free time (a reinforcer that he decided upon). This behavior intervention plan allows for positive reinforcement. Willard can take responsibility of his behavior, and "reward" himself by collecting his chips and picking his reinforcer. As Willard gets better at keeping up with this behavior, I will raise the amount of time between the timers, and the amount of blue chips he has to collect. Hopefully this will be a good learning environment for Willard!

Ch. 13 Learning Environment

Learning Environment

One of the most important things a teacher can do is to strategically arrange his or her classroom in a manner conducive to learning.  This includes how the desks are arranged, what direction they face, the placement of learning tools and the decor.  I would have a welcoming and bright classroom filled with things on the walls to help spark interest and motivation to learn.  Décor could be academically useful and fun.  It is imperative that the environment physically encourages and supports learning but does not overwhelm.  In addition to how the room is physically arranged, a teacher must also be strategic about where he or she places each student.  I would make sure that students with special needs are placed in the appropriate position for an optimum level of learning.  This may be in a certain position or partnered with specific students. 

As we have spoken about in class, establishing good student rapport is imperative in creating a positive learning environment where students can be motivated to learn.  Early in the school year, I would strive to learn a little bit about each student’s interests, hobbies, family and friends.  When students know you are genuinely interested in their lives outside of school and care about their well-being, it sets a positive tone for the year.

As the facilitator in the classroom, I would establish a good line of communication with my students, assuring that I set good examples and model both content and appropriate behavior, language and manners.  I believe that it is our duties as role models in students’ lives to set examples for respectful language and manners, especially when they may not receive these lessons at home. 

One important strategy for an effective classroom involves a sense of community.  As a class, we serve as a learning “team” – one that learns to work and learn together effectively for the benefit of all.  We can listen to and interact with others to gain more from the content of the lesson.  Structure in lessons, timing and transitions as well as differentiated learning for a variety of learners is also imperative for the “team” to perform at optimal levels.  Frequent monitoring and formative assessment can give us an idea about each student and their academic progression. 

Lastly, for the development and maintenance of an effective learning environment, one teacher is not enough.  I would use my resources within my school to gain more knowledge about best practices and policies and about specific students’ needs.  Oftentimes, parents are the first person with which a teacher should work to learn more about their students, but in some circumstances, they are not.  Regardless of a student’s home life, it’s important to establish a fair and open line of communication so that parents work you rather than against you for the betterment of their student. 

Based on my case study, there are few things that I might first try to remedy the increasingly distracting and disrespectful behavior.  I would begin by separating the students in corners of the room and maybe tie an assignment to the class projects/presentations not just for them but also for the entire class.  Depending on the severity of the disruptions, I might make it a high-stakes grade so that the students are more apt to pay attention to others.  A reflection on the presentation or even a quiz grade might promote a sense of interaction rather than just observation.  This might serve as more of a preventative measure but I could certainly make alterations to the lesson if this assignment were not already in place.  I would revisit the rules and consequences established earlier in the year, noting the no cell-phone policy of the classroom and the school.  Teachers can confiscate devices and students have to have someone from home come to retrieve it at the end of the day or they do not get it back.  Sometimes just the threat of confiscation is enough motivation to keep the distracting behavior with phones and notes at bay. 

If some of these less-intrusive tactics were not working I would give a detention, but a constructive one.  During the time period in off-school hours, the students would have to engage in a discussion with me about respectful language and activity.  I would hope to structure the conversation so that they reflect on their actions and how it negatively affected the learning environment.  Since the three boys are seniors, it might be beneficial to tie their actions to real-world experiences.  In a few short months, they will most likely be preparing for work, college or the military.  If they were to display the same behavior in these settings, they would be fired or kicked out.  I have always hesitated to assign writing assignments because I do not believe that yield the results teachers intend, however, if the assignment were constructive and personal, I may also use the detention time after the conversation to have them write. 

Lastly, if the three were continuing to be disruptive, I would include school administration and/or parents for assistance.  While it is imperative to establish yourself as an authority figure, one that can successfully manage a classroom no matter what, we always have a case or two where we need help.  If the behavior has continued to be detrimental to the positive learning environment for all, a teacher has to know when to say when and seek assistance.