Ten Classroom Practices
1. Morning Meeting
Morning Meeting is a time to come together as a class each morning, and create a positive classroom community. During this time together students may share personal stories, support one another, do an activity that builds up their sense of friendship through teamwork, get to know one another better, and also learn the importance of routine. This twenty- to thirty-minute period may also include academic routines, such as calendar time, letter of the day, counting, and weather evaluations.
In my future classroom, I plan to set aside time each day for morning meeting. I have witnessed the impact it has had within my own college cohort and I desire that bond for my own students. Therefore, I intend to mix academic and recreational activities within that timeframe because I find that the recreational activities hold just as much value as the academic activities. When every aspect of the day is structured solely around academics, there is a huge loss in the foundation of building a supportive, caring, and respectful classroom environment.
Morning Meeting is a time to come together as a class each morning, and create a positive classroom community. During this time together students may share personal stories, support one another, do an activity that builds up their sense of friendship through teamwork, get to know one another better, and also learn the importance of routine. This twenty- to thirty-minute period may also include academic routines, such as calendar time, letter of the day, counting, and weather evaluations.
In my future classroom, I plan to set aside time each day for morning meeting. I have witnessed the impact it has had within my own college cohort and I desire that bond for my own students. Therefore, I intend to mix academic and recreational activities within that timeframe because I find that the recreational activities hold just as much value as the academic activities. When every aspect of the day is structured solely around academics, there is a huge loss in the foundation of building a supportive, caring, and respectful classroom environment.
2. Rule Creation
Rule creation is an important part of the first few weeks of school. Students should brainstorm values and norms that are important to them to create a safe, positive learning environment and community among the students. The rules are stated in positive language so that it illustrates what should be done, rather than just what should not. The rules serve as supportive reminders throughout the school year. Being that they are a compilation of values that all of the students hold to be important, the rules can be revisited when broken so that the students remember their commitment to their own goals, as well as those of the other students.
In the future, I want my classes to personalize the rules that are set for their school year with me. Rather than me implementing my own beliefs and expectations, I want the students to have a voice in how we orchestrate our routines and procedures. When students are invested in their own success, they work harder to achieve it.
Rule creation is an important part of the first few weeks of school. Students should brainstorm values and norms that are important to them to create a safe, positive learning environment and community among the students. The rules are stated in positive language so that it illustrates what should be done, rather than just what should not. The rules serve as supportive reminders throughout the school year. Being that they are a compilation of values that all of the students hold to be important, the rules can be revisited when broken so that the students remember their commitment to their own goals, as well as those of the other students.
In the future, I want my classes to personalize the rules that are set for their school year with me. Rather than me implementing my own beliefs and expectations, I want the students to have a voice in how we orchestrate our routines and procedures. When students are invested in their own success, they work harder to achieve it.
3. Interactive Modeling
Interactive Modeling is an engaging way for the teacher to demonstrate activities, methods, and expectations with the help of student(s) assistance. This type of modeling helps maintain the attention of the students and furthers their understanding of procedures. Rather than the teacher pointing out what should or shouldn't be done, the students make observations and share them out. Then, a few students reenact the same modeling and the class makes observations about what they did correct and incorrect. This method encourages students to use critical thinking skills to assess their own understanding. Also, the teacher can give immediate feedback to common errors and misunderstandings.
Students learn better when they are active, rather than just responsive. They will not retain information solely through my verbal directions and just telling them what they should or should not do. I will use interactive modeling to hopefully eliminate the amount of times I would need to reteach. I want my students to make lasting connections so that they can be better prepared for continuous learning.
Interactive Modeling is an engaging way for the teacher to demonstrate activities, methods, and expectations with the help of student(s) assistance. This type of modeling helps maintain the attention of the students and furthers their understanding of procedures. Rather than the teacher pointing out what should or shouldn't be done, the students make observations and share them out. Then, a few students reenact the same modeling and the class makes observations about what they did correct and incorrect. This method encourages students to use critical thinking skills to assess their own understanding. Also, the teacher can give immediate feedback to common errors and misunderstandings.
Students learn better when they are active, rather than just responsive. They will not retain information solely through my verbal directions and just telling them what they should or should not do. I will use interactive modeling to hopefully eliminate the amount of times I would need to reteach. I want my students to make lasting connections so that they can be better prepared for continuous learning.
4. Positive Teacher Language
Positive Teacher Language is the way in which a teacher speaks to encourage, guide, and support student learning. When feedback is given to a student, the teacher using this language will point out what was successful and also suggest an area that that could use improvement. Positive teacher language can redirect stray thoughts without scrutiny.
It is important that teachers not only use positive language when redirecting but that they also use it to reinforce. I want my students to know that I notice the good behaviors just as much as the ones that need work. Positive language requires directness and respect so that the student is clear what needs to be improved and that the feedback is not a reflection of the student as a person but of the behavior or action. They need to know that I believe in them and care for them and the feedback is coming from a supportive place, and my positive language should reflect this idea.
Positive Teacher Language is the way in which a teacher speaks to encourage, guide, and support student learning. When feedback is given to a student, the teacher using this language will point out what was successful and also suggest an area that that could use improvement. Positive teacher language can redirect stray thoughts without scrutiny.
It is important that teachers not only use positive language when redirecting but that they also use it to reinforce. I want my students to know that I notice the good behaviors just as much as the ones that need work. Positive language requires directness and respect so that the student is clear what needs to be improved and that the feedback is not a reflection of the student as a person but of the behavior or action. They need to know that I believe in them and care for them and the feedback is coming from a supportive place, and my positive language should reflect this idea.
5. Logical Consequences
Logical Consequences are used in place of punishment when a student breaks the rules upon which they agreed as a class. This form of discipline keeps the students' self-worth intact without shaming them. Logical consequences should always be related to the behavior and the rule it broke. Using this approach is thought to instill an intrinsic desire to try better next time because the students will have had time to consider their actions and the repercussions related to them.
This approach may prove to be difficult, but essential, to effectively implement in my future classroom. Students come from a wide variety of backgrounds and some parents use an authoritarian approach to scare children into obedience. This innate expectation that the students may bring into the classroom will be difficult to transform. However, I desire for my classroom environment to be a safe, respectful, and positive environment. I want mistakes to be stepping stones rather than stumbling blocks. Students need to know that it's acceptable to make errors as long as they become lessons from which they learn and not destructive patterns of behavior.
Logical Consequences are used in place of punishment when a student breaks the rules upon which they agreed as a class. This form of discipline keeps the students' self-worth intact without shaming them. Logical consequences should always be related to the behavior and the rule it broke. Using this approach is thought to instill an intrinsic desire to try better next time because the students will have had time to consider their actions and the repercussions related to them.
This approach may prove to be difficult, but essential, to effectively implement in my future classroom. Students come from a wide variety of backgrounds and some parents use an authoritarian approach to scare children into obedience. This innate expectation that the students may bring into the classroom will be difficult to transform. However, I desire for my classroom environment to be a safe, respectful, and positive environment. I want mistakes to be stepping stones rather than stumbling blocks. Students need to know that it's acceptable to make errors as long as they become lessons from which they learn and not destructive patterns of behavior.
6. Guided Discovery
Guided Discovery allows students to explore new ways to use various materials. This is a great way to help them step out of their box and be creative in how they see even the most basic of materials. A crayon no longer just colors but could be melted to a canvas to create a 3-dimensional piece of art. Popsicle sticks and rubber bands suddenly become more than holders for frozen treats and bundles - they transform into a catapult. These are just some of the examples that come from allowing students to discover new possibilities with materials that generally serve a different purpose. With guided discovery also comes the opportunity for teachers to introduce their expectations of proper use of the materials so that students understand the ways that are acceptable in each classroom. Not every classroom holds the exact same expectations, so it is important to not just assume that the students know what to do.
In my future classroom, I will use guided discover to help my students know what is considered appropriate use of each material, and how to organize, share, and restock the materials. Not only will this alleviate any future misunderstandings, but it will also help the students develop independence and responsibility as they are shown trust to work with various materials and to contribute to maintaining a smooth running classroom by helping to take care of it.
Guided Discovery allows students to explore new ways to use various materials. This is a great way to help them step out of their box and be creative in how they see even the most basic of materials. A crayon no longer just colors but could be melted to a canvas to create a 3-dimensional piece of art. Popsicle sticks and rubber bands suddenly become more than holders for frozen treats and bundles - they transform into a catapult. These are just some of the examples that come from allowing students to discover new possibilities with materials that generally serve a different purpose. With guided discovery also comes the opportunity for teachers to introduce their expectations of proper use of the materials so that students understand the ways that are acceptable in each classroom. Not every classroom holds the exact same expectations, so it is important to not just assume that the students know what to do.
In my future classroom, I will use guided discover to help my students know what is considered appropriate use of each material, and how to organize, share, and restock the materials. Not only will this alleviate any future misunderstandings, but it will also help the students develop independence and responsibility as they are shown trust to work with various materials and to contribute to maintaining a smooth running classroom by helping to take care of it.
7. Academic Choice
Academic Choice allows the students a measure of independence through their choice of teacher-structured options during their work time. It is strongly believed that students learn best when they are active in their learning. This method gives them a say in what they learn, and students will be more invested in the learning process, therefore making more meaningful and long-lasting connections. Students want to do what interests them and they have that freedom through this method, while the teacher will still decide the content of those choices.
Not only is it important to give students options in what they learn, but also I believe that giving them an option in how they learn is also vital. In my classroom, I will make every effort to integrate academic choice with the various styles of learning. This includes visual/spatial, verbal/linguistic, and kinesthetic, as well as musical, logical/mathematical, and interpersonal intrapersonal. I feel that every student’s learning style should be represented in the classroom so that they have every opportunity to succeed. Combining the various styles of learning with academic choice will hopefully increase students' chances for success.
Academic Choice allows the students a measure of independence through their choice of teacher-structured options during their work time. It is strongly believed that students learn best when they are active in their learning. This method gives them a say in what they learn, and students will be more invested in the learning process, therefore making more meaningful and long-lasting connections. Students want to do what interests them and they have that freedom through this method, while the teacher will still decide the content of those choices.
Not only is it important to give students options in what they learn, but also I believe that giving them an option in how they learn is also vital. In my classroom, I will make every effort to integrate academic choice with the various styles of learning. This includes visual/spatial, verbal/linguistic, and kinesthetic, as well as musical, logical/mathematical, and interpersonal intrapersonal. I feel that every student’s learning style should be represented in the classroom so that they have every opportunity to succeed. Combining the various styles of learning with academic choice will hopefully increase students' chances for success.
8. Classroom Organization
Classroom Organization encompasses far more than just a neatly arranged and tidy classroom. It comprises the way the teacher fosters ideal learning conditions through the physical arrangement of the desks and furniture; the methods used to release responsibility to the students for their work; and the atmosphere created by the lighting and items on the walls. What the room feels like based on its aesthetics, functionality, and productivity has a significant impact on student learning.
I want my future classroom to inspire students to learn. They need to feel that their environment is orderly, yet comfortable. Classrooms can sometimes feel stale and institutional with the fluorescent lighting, white stone walls, and hard flooring. This does not foster a desire to come to school, let alone learn academics. I hope to make it feel like home with the items I use to decorate and the spaces I create to work independently or in groups, while being careful not to create clutter and cause distractions.
Classroom Organization encompasses far more than just a neatly arranged and tidy classroom. It comprises the way the teacher fosters ideal learning conditions through the physical arrangement of the desks and furniture; the methods used to release responsibility to the students for their work; and the atmosphere created by the lighting and items on the walls. What the room feels like based on its aesthetics, functionality, and productivity has a significant impact on student learning.
I want my future classroom to inspire students to learn. They need to feel that their environment is orderly, yet comfortable. Classrooms can sometimes feel stale and institutional with the fluorescent lighting, white stone walls, and hard flooring. This does not foster a desire to come to school, let alone learn academics. I hope to make it feel like home with the items I use to decorate and the spaces I create to work independently or in groups, while being careful not to create clutter and cause distractions.
9. Working With Families
Working With Families gives students the utmost opportunity for success. When both home and school life partner together to support the students, there is consistency and stability. Students are saturated with academics at school. However, they unfortunately lack invaluable one-on-one time with their teachers and, in turn, do not get tailored instruction specific to their needs and abilities. If there is open and consistent communication between the school and home, parents or guardians can continue the support in a more intimate environment.
This is a common area of frustration among educators, as not every family is as accommodating and responsive as one would hope. I will do my best to build relationships with the families and try to earn their trust as early in the year as possible. This way, as students begin to show areas of struggle, the parents will have an understanding of the situation and my genuine interest and concern in their child's success. Hopefully, this will spark the necessary parent involvement at home.
Working With Families gives students the utmost opportunity for success. When both home and school life partner together to support the students, there is consistency and stability. Students are saturated with academics at school. However, they unfortunately lack invaluable one-on-one time with their teachers and, in turn, do not get tailored instruction specific to their needs and abilities. If there is open and consistent communication between the school and home, parents or guardians can continue the support in a more intimate environment.
This is a common area of frustration among educators, as not every family is as accommodating and responsive as one would hope. I will do my best to build relationships with the families and try to earn their trust as early in the year as possible. This way, as students begin to show areas of struggle, the parents will have an understanding of the situation and my genuine interest and concern in their child's success. Hopefully, this will spark the necessary parent involvement at home.
10. Collaborative Problem Solving
Collaborative Problem Solving involves the students in resolving issues through a variety of methods. Group or one-on-one discussions, role play, written agreements, and conferences are some of the most common ways to help students solve their problems together. These methods allow the students to participate in coming up with a solution, which promotes greater student responsibility of actions.
I believe it is important for students to have a greater understanding of how to problem solve and that these skills need to be carefully taught. Students need to be scaffolded through the process of dealing with hurt and anger so that they can productively come through those emotions and the conflicts that caused them. If left to their own devices to solve the problem, the infancy of their social development could cause greater conflict. Involving students in the process of determining the best course of action to problem solve will help them make better choices independently in future situations, as well as give them a voice to be heard and understood. Teachers cannot just tell students what to do and say to fix the issues. Good communication among the teacher and the students involved will allow everyone to see the issues through multiple lenses so that genuine resolve can occur.
Collaborative Problem Solving involves the students in resolving issues through a variety of methods. Group or one-on-one discussions, role play, written agreements, and conferences are some of the most common ways to help students solve their problems together. These methods allow the students to participate in coming up with a solution, which promotes greater student responsibility of actions.
I believe it is important for students to have a greater understanding of how to problem solve and that these skills need to be carefully taught. Students need to be scaffolded through the process of dealing with hurt and anger so that they can productively come through those emotions and the conflicts that caused them. If left to their own devices to solve the problem, the infancy of their social development could cause greater conflict. Involving students in the process of determining the best course of action to problem solve will help them make better choices independently in future situations, as well as give them a voice to be heard and understood. Teachers cannot just tell students what to do and say to fix the issues. Good communication among the teacher and the students involved will allow everyone to see the issues through multiple lenses so that genuine resolve can occur.