Teacher Interview

I was fortunate to talk with a long term teacher, she works as a reading interventionist for grades 4-6 and had some very insightful information regarding her classroom management style and techniques. 

The experience was insightful because I got to hear from someone who has dealt with classroom management issues for at least 16 years and being a literacy specialist gets more in-depth with students who are performing lower in reading and need intervention. 

My questions sought to learn from her experience at the beginning of the year before you know the kids how to deal with them. I asked the following questions: In the beginning of the year, how do you decide seating arrangement? I was surprised that she responded: that she allows them to sit with friends as long as they pay attention and are not disruptive, but I liked that she stated this gives her the opportunity to get to know them and set rules. My second question was: What are your expectations for students in the classroom? to which she stated: that her rules follow three major themes respect, responsibility, and safety. She also added that she uses a democratic approach to setting these rules and that the students are usually tougher on the immediate consequences than she is and she needs to make the consequences more realistic. I then asked: How do you deal with a continually disruptive student? She responded showing much leniency and using "intentional listening strategies." I learned a lot through this response because she explained that very often there are external circumstances that cause a student to repeatedly behave in an unsatisfactory manner.

I then focused on areas in her environment and setting such as her time management and her district. I asked: How do you manage time in a classroom? I liked her response, she stated that she communicates with the students verbally reminding them about the time they have left to finish a task. I think this is important because students normally get anxious if they are surprised with a "time is up!" without warning. She uses visual/auditory alarms which allow students to stay on task. I asked regarding her district/school influence in her classroom management. My question was: Do school policies conflict or align with your teaching philosophy regarding classroom management?  She responded that PBS "Positive Behavior Systems" align with her style because she believes in rewarding and a point system actually works for her students. In this, I would be concerned about giving the students the wrong message of why they are to do what is right. I then asked: What is your plan for disciplinary action? Are there behaviors on which you would be flexible? Not flexible? the teacher was honest and said there are many things she would find ways to communicate with the student but they have a gradual process of disciplinary action to follow. Disruptive behavior usually she can handle, but if safety is at risk or if someone could get harmed she will take major actions such as involving parents and administration. I think this shows expertise because it takes wisdom to know the difference and experience to handle every situation. I then asked: Would you consider your management style reactive or proactive? How? She was honest and said both, proactive by setting expcctations upfront, and reactive if the situation requires an immediate response. I asked; What are positive reinforcements you use in class? She answered that it is surprising how well children respond to positive reinforcements such as verbal, or even stickers or positive call home. I like to use positive specific feedback with my students and a positive call to the house allows the parents to connect with the teacher in a positive manner. Finally, I asked: What would you say is the number one thing to keep in mind about classroom behavior? I was surprised about her answer she stated the importance of setting and practicing routines and rules at the beginning before anything else before starting to teach. I think that this was insightful because if they do not feel they have a safe, productive learning environment, they cannot focus on learning. My observation of this teacher is that she really cared about the students feeling safe and comfortable as she prepared them for a new year of learning and success. I learned from what the interviewee explained the importance of starting the very first day with the expectation, routines, and rules of the class before diving into teaching in small groups. Especially in small groups. I would not have thought about this but I do understand why it is important, to begin with, the expectations.  It helps students feel safe and care for which in return prepares them to learn in a new environment.