Monday, June 11, 2012
Youtube for Teachers
I found a tutorial on Youtube that shows teachers how to use Youtube videos and links in their classroom. http://www.youtube.com/user/teachers?feature=results_main
Friday, June 1, 2012
Trip to Oneida Baptist Institute
My advanced block of education classes took a field trip to Oneida Baptist Institute (click here http://www.oneidaschool.org/ for more information) so here are the pictures from the trip.
Classroom Management Plan
For my first post, I'm going to add the Classroom Management Plan I created as a class project. I'm pretty happy with everything I did in it, so here it is! This is just how I would run my own classroom.
Classroom Management Plan
Seventh Grade English
Task 1: Daily Schedule
7:50 – 8:45 a.m. Homeroom/First Period Mondays and Wednesdays: Grammar
8:45 – 9:45 a.m. Second Period Reading Tuesdays and Thursdays: Reading and Literature
9:45 – 10:40 a.m. Planning Period Friday: Quiz/ Game Day
10:40 – 11:35 a.m. English Third Period
11:35 – 12:00 Lunch
12:00 – 12:50 English Fourth Period
12:50 – 1:40 English Fifth Period
1:40 – 2:30 Reading Encore
2:30 – 2:45 Wellness/Walking
Rationale: For an English class, I chose to have grammar on Mondays and Wednesdays and Reading and Literature on Tuesdays and Thursdays because though it provides a plan for instruction, it still breaks up the monotony of doing the same thing every day. I also want to introduce a list of vocabulary words on Mondays that are associated with the week’s lessons. Then I will have a designated day on Fridays that students can look forward to as they compete through games designed around the content they have learned throughout the week and the vocabulary introduced on Monday. This game day can be used as a reward for good behavior or switched for quizzes and tests as a consequence.
Rationale: I chose this layout because even though it’s highly structured, it isn’t conventional. The students can face the board and me, but I am able to walk from my desk to the board and keep an eye on everything that is going on. I am able to have an “isolation desk” next to my desk as a consequence. I would definitely have assigned seating so I am able to keep a name chart for each class. Also, with the rows of four desks, this layout makes it easy to break up into groups for group work.
Task 3: Attention Signal
As an attention signal, I will raise one hand in the air. This is a signal to all students that everyone should be silent and have all eyes on me.
Rationale: At this stage in their education, students know what behavior is expected of them in other classrooms. By raising one hand in the air, I am commanding their attention while asserting my authority in my own classroom.
Task 4: Beginning and Ending Routines:
Beginning: On Mondays, students will enter the classroom to find a list of new vocabulary on the board that they must copy and define. They will have 10 minutes to complete the list, and then what isn’t finished must be taken home for homework. This vocabulary will be tested on Fridays as the beginning routine for that day, and will also be included in the test or game that is provided that day. On Tuesdays, Wednesdays and Thursdays, a “ journal” topic will be presented on the board and students will be expected to write 5-7 sentences in the 10 minutes that will be provided for this activity. This “journal” will be checked off as an attendance grade as well.
Ending: As an ending routine, I will make it clear to my students that I dismiss them from my classroom, not the school bell. I will present flashback questions about the day’s content to my students as an exit slip when there are 5 minutes left in the class. Then as the students finish their questions, they may line up one at a time at the door.
Bathroom, library, and other school destination passes will be given to students that request them. To request them, students must raise a hand and ask for one. Different destination passes will be color coded, and students must sign in in a notebook with their name, date, time and destination to receive one. They must also follow school wide protocol as well for walking in the halls.
Rationale: These beginning and ending routines provide for a structured, positive classroom environment that allows some wiggle room for instruction, but the students are very aware of what behavior is expected of them every day. With a structured plan for classroom procedures, every student is aware of what they must do to go to the bathroom, library or other school resource.
Task 5: Classroom Rules
Rule 1: Respect The Teacher
Rule 2: Respect Others
Rule 3: Respect Yourself
Rationale: I chose 3 general rules because seventh grade students are old enough to know how to raise their hands, not speak out of turn, etc. Having respect for me, others, and themselves provides my classroom with structure and positivity, while still making it known exactly what behavior is expected of them.
Task 6: Consequences
As a consequence for bad behavior, a student’s name will go on the board as a warning. If the behavior continues, a check mark will go beside the name, and so on. One check mark provides for a meeting with me after class to discuss the behavior and privileges being taken away such as computer time, social time, etc. A second check mark sends the student to the isolation desk next to my own desk so I can monitor them more closely. A third check mark provides for a visit to the principle or a call home.
As a reward for good behavior, I will always praise students with positive reinforcement. If a student gets a perfect score on a quiz or flashback, they will receive a homework pass that can be traded for a checkmark on one homework assignment per week. If the whole class has behaved well, music (after being screened by me) may be played at a low volume on Fridays or at any other time I deem appropriate. Great attendance, great behavior, and other positive behavior can also be rewarded with the title of Student of the Week. This student will be rewarded with various privileges such as leading the rest of the students to lunch, extra computer time (or whatever other school rewards are available) and picking the music that is played on Fridays.
Rationale: By having a system of consequences such as check marks on a name on the board, it makes the student accountable for their own actions. Also, the isolation desk provides an air of embarrassment because no middle school student wants to have their name on the board or to sit away from the rest of the classroom. At this age, they are very aware of what their peers think. Also, I believe that providing positive feedback is one of the best rewards you can provide as a teacher. The Student of the Week reward also allows students the opportunity to be set up as a good example for their peers, fostering better behavior by all the students.
Task 7: Student Work
Assignment not finished in class must be completed as homework, as well as any reading or literature I may assign them. A tray for homework will be on my desk and students may drop their completed work in it at the beginning of every class. Pop quizzes will be given at random to make sure the students are keeping up with the reading, and flashbacks will be given every day as an exit slip. The “journal” will be kept in a notebook in the classroom and cannot be completed outside the 10 minute window provided at the beginning of class. I will give each journal a checkmark if completed at the end of the week and will count for attendance points. The flashback is an exit slip, and tests will be given every two weeks, with a study guide also provided. Quizzes on content and vocabulary will be presented every Friday morning in place of the “journal”, and the Friday competitions will also receive participation points.
Rationale: Expected tests and study guides will help students gain content knowledge while flashbacks as exit slips will foster recall skills. Games and competitions of Fridays as well as quizzes will also help students work harder towards learning and storing the core content.
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