Module 3: The Core of a Well Maintained Classroom
For me, the two chapters that we read this week (Chapter 7 and Chapter 13) were the most engaging and the most I was interested in! One of my biggest worries going into education is classroom management! As a mom, I often feel defeated against my two children. How on Earth am I going to maintain a well run classroom of 20+ kids on a daily basis?? Between reading chapter 13 closely, taking good notes, performing my interview and watching the additional resource video I am happy to say that I feel much better.
I like the definition of classroom management that Woolfolk gives us on page 511. She says that "the aim of classroom management is to maintain a positive, productive learning environment." Hearing it in these terms it seems much more manageable to construct a classroom that is on task with minimal behavior issues. Giving the reasons for good class management as access to learning, more time for learning, management means relationships and management for self-management, it's easy to focus on what you what the purpose of your rules are and how to make them work for you and your students. This is further discussed on page 514, where Woolfolk discusses rules and procedures. She says in that creating these, we need to "consider what kind of atmosphere you want to create." Again, breaking the purpose down in the most basic terms makes it seem easy to establish a well-run classroom. Thinking about the purpose of the rules-the create a positive, safe environment or one where the students are docile little soldiers-really helps to create a foundation for the classroom. Or at least in my opinion. My ideal grade level is second to fourth grade. At that age, students already have a good idea of the classroom and school rules, and so this I think, allows for me to create those better relationships with students. Which in turn can lead me to provide engaging lessons and the differentiation that the various learners will need. She also talks about preventing problems and having withitness in the classroom. I think that both of these also go back to building those relationships. If you know your students well enough, their triggers, their dislikes, who they don't get along with, then you are able to be one step ahead. My walking around the classroom, asking various students for participation and making eye contact, you are letting them know that you are present. These also are two great tips to remember and keep in my toolbox!
I know I worked a little backwards here with the chapters, so I apologize. As my fourth psychology class, you would think I would have this down now, but the different components of classic conditioning, rewards and punishments still have me confused. It seems pretty straightforward, as we all have been conditioned one way or another in our lives. And I know that we use, and will use, the the different types of reinforcement schedules, rewards and punishments in general, without calling out their technical terms (removal punishment, etc.) but the terms still throw me off!
I think it's interesting that Woolfolk brings up the Premack principle on page 273 and how children (well, humans) can be good at manipulating to get their desires. This is also great to keep in mind for the classroom because I know that I have trouble staying firm when I am overtaken by my own kids.
I like that Woolfolk also discussed PBIS rewards, as this is something that my district uses and something that I am familiar with to reinforce good choices! I think that it's great she that led us through token rewards systems and teaching us to taper off ferequent rewards and exchanges. That's good advice so that you aren't constantly spending more time than needed bombarded with students wanting their reward. Our school does a ticket system and on Fridays students can enter as many as they would like in their class raffle, or save them for a future larger whole school or class reward.
I like the definition of classroom management that Woolfolk gives us on page 511. She says that "the aim of classroom management is to maintain a positive, productive learning environment." Hearing it in these terms it seems much more manageable to construct a classroom that is on task with minimal behavior issues. Giving the reasons for good class management as access to learning, more time for learning, management means relationships and management for self-management, it's easy to focus on what you what the purpose of your rules are and how to make them work for you and your students. This is further discussed on page 514, where Woolfolk discusses rules and procedures. She says in that creating these, we need to "consider what kind of atmosphere you want to create." Again, breaking the purpose down in the most basic terms makes it seem easy to establish a well-run classroom. Thinking about the purpose of the rules-the create a positive, safe environment or one where the students are docile little soldiers-really helps to create a foundation for the classroom. Or at least in my opinion. My ideal grade level is second to fourth grade. At that age, students already have a good idea of the classroom and school rules, and so this I think, allows for me to create those better relationships with students. Which in turn can lead me to provide engaging lessons and the differentiation that the various learners will need. She also talks about preventing problems and having withitness in the classroom. I think that both of these also go back to building those relationships. If you know your students well enough, their triggers, their dislikes, who they don't get along with, then you are able to be one step ahead. My walking around the classroom, asking various students for participation and making eye contact, you are letting them know that you are present. These also are two great tips to remember and keep in my toolbox!
I know I worked a little backwards here with the chapters, so I apologize. As my fourth psychology class, you would think I would have this down now, but the different components of classic conditioning, rewards and punishments still have me confused. It seems pretty straightforward, as we all have been conditioned one way or another in our lives. And I know that we use, and will use, the the different types of reinforcement schedules, rewards and punishments in general, without calling out their technical terms (removal punishment, etc.) but the terms still throw me off!
I think it's interesting that Woolfolk brings up the Premack principle on page 273 and how children (well, humans) can be good at manipulating to get their desires. This is also great to keep in mind for the classroom because I know that I have trouble staying firm when I am overtaken by my own kids.
I like that Woolfolk also discussed PBIS rewards, as this is something that my district uses and something that I am familiar with to reinforce good choices! I think that it's great she that led us through token rewards systems and teaching us to taper off ferequent rewards and exchanges. That's good advice so that you aren't constantly spending more time than needed bombarded with students wanting their reward. Our school does a ticket system and on Fridays students can enter as many as they would like in their class raffle, or save them for a future larger whole school or class reward.
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