Running head: MINI-INTERVENTION 1: CLASSROOM CULTURE CHANGE
MINI-INTERVENTION 1: CLASSROOM CULTURE CHANGE
Classroom Culture Change
1. Describe your current classroom management style and how it affects the management of diverse learners.
My current classroom management style is more of a conductor. I love to be the one who gives the instructions, and make sure that all students understand them. I emphasize how important classroom rules and expectations were at the beginning of the year. During the year, I made sure that I kept those same classroom rules and expectations. I repeated the same thing over and over again and it got a little tiresome, but it is worth it in the end. I try to make it a habit to talk about what was done correctly and what was done incorrectly so the students know what they done wrong so that they can fix the problem. According to Schindler (2010), out of this structure, the objectives of a prolific learning environment, respect, accountability, and positive relationships are builder. For example, let’s say we are trying to converge into groups. Before we transition into groups, I explain to them that we will be moving into groups and then continue to give them the expectations. After we transition, I explain with the students the challenges and the outcome of the transition. By doing this, students will see what they done correctly and what they did incorrectly hopefully with a chance to fix the problem. With this pathway I would like to think that losing only to win is a tremendous way to describe this pathway.
2. Describe a classroom management practice to change and describe the desired effects of the change in detail.
A classroom management practice I would like to change would be maximizing the use of my teaching time and becoming more of an authoritative type of teacher. A lot of classroom management concerns can be traced back to how the lesson is formulated. Is there any free time? Can students move from one assignment to the next? When they get to the assignment, are they seriously engaged in learning or are they spending most time entertaining? These are the kinds of questions that I think about as I try to modify this change. In doing this, I hope to accomplish a structured classroom. More often than not, when there’s more free time the more teaching time, that’s when problems start arising. There will be no student that can focus on the real work; instead they’ll be focus on what the prankster is doing, given the teacher more behaviors to correct.
3. Propose an immediate implementation plan that targets a specific change in classroom management
For beginner, the best thing to do would be to plan ahead with my lessons. Because we are on block scheduling, it would be best to plan for at least three weeks in advance so that I may have a hold on what I am going to be doing in the classroom. I need to know what tangibles are needed for each student and if possible I need to copy them just in case I run out or someone forgets something. When the students arrive in the classroom, I would begin with an anticipatory set. The students will be ready for the lesson ahead. Once the lesson has begun, I will start explaining what to do and how I would like it to be done. The assignments will be timed and after the bell rings, it will be time to switch to the next assignment. We will do this until it is time to wrap up. The wrap up will be an exit ticket based on what they have learned.
4. Develop a script to introduce and approach this management change with students that includes specific, age-appropriate details.
When I arrived in the classroom, I would say:
“Good morning class. I hope you are ready for a good weekend. Today I wanted to go over a couple of things and introduce some new things that will be done in the classroom. Now that you are in middle school, I assume that you will know how to behave. I have been doing some thinking over the weekend, and I know that you are old enough to know better, but you still have to obey and follow the rules. I want you to understand that as a class it is okay if we have conversations, laughed, joke, but we also need to understand that when it is time for work, I mean business. In the meantime, I am going to go over my classroom rules and expectations until I feel that you are responsible enough to conduct yourselves without me being so much of a dictator. Hopefully you know that this is coming from a very good place and I have great plans.”
5. Describe a way to measure changes in the classroom climate based on specific changes in instructor behaviors.
A way to measure changes in the classroom climate would be for students to do surveys. Teachers should give out these surveys to their students at the end of the year. Student surveys give teachers the concepts of their teaching through the eyes of their students. It’s best that the survey is completed unidentified, that way the teacher doesn’t get upset at a certain student. Honesty is the best policy, is it better to learn from them or the ones who see you every day? When feedback that students provide about their teacher is useful in helping teachers improve and fine-tune their teaching. It will benefit teachers in allowing them to hear their students concerns while there still time to correct those concerns. The surveys benefit both the student and the teacher. The teacher asks particular questions and hopefully be honest with themselves and the students. Most times the questions are geared towards what the teacher may think they are doing wrong in the classroom. If these questions are put on a survey, students can answer them so that the teacher may give back.
6. Results and Reflection
[You will not complete this part in Unit 4; in Unit 10, you will submit this as part of your Classroom Management Portfolio. After you collect data for a couple of weeks on your change, return to your document and report your results and your reflection on the change here for submission later.]
Shindler, J. (2010). Transformative classroom management: Positive strategies to engage all students and promote a psychology of success. San Francisco, CA: Jossey-Bass.
Ask a fellow peer to provide feedback on what you have written. They should check off the box next to each question, and write a brief comment that will improve your work.
Peer reviewer: Danielle Preciado Date: 5/2/2018
Trait on which to provide feedback
Describes current classroom management practices and how they affect the management of diverse learners.
Identifies a classroom management practice to change and describes the desired effects of the change in detail.
Describes a way to measure changes in the classroom climate based on specific changes in instructor behaviors.
Is the classroom culture change well organized?
Is critical thinking evident?
Is the writing clear and concise?
Do word usage errors occur?
Do grammatical errors occur?
Do mechanical errors occur? (Punctuation, capitalization, et cetera).
Is APA 6th edition used correctly?
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Process for Self-Assessment
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4. Refer to the boldface when you type your comments in the comments column. This becomes evidence of how you have demonstrated your competency related to the chosen level.
5. Your instructor will assess using the same rubric; if the rubrics match, you will earn extra points.
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