The journal entry
is in response to chapter 11, which discusses effective learning environments.
The chapter begins with an explanation of effective learning environments and
the impact of time on learning, including how to use it effectively and
classroom management’s importance. The chapter then goes on the thoroughly
describe effective classroom management and how to deal with misbehavior. The
chapter wraps up with an explanation of the use of adaptive behavior analysis
in managing serious behavior problems and how to prevent that type of behavior.
This chapter
clearly has a direct impact on day-to-day teaching and provided many meaningful
strategies and tips that I would like to use in the upcoming school year. I
agree with the information in this chapter and felt that it was very beneficial
for all teachers as they plan lessons, determine classroom management policies,
and search for strategies to prevent and deal with persistent and more severe
behavior issues. I think more teachers should be aware of this classroom
management information and tactics explained in this section as it may prevent
many behavior issues and provide a more effective and engaging classroom environment
for all students.
While reading this
section, I learned that increased amounts of time teaching have a minor impact
of student achievement. The studies mentioned regarding the amount of time
students actually spent learning were surprising, but then I thought about all
the class time I’ve lost to special presentations, testing, and various other
mandatory events. It adds up quickly. I also learned a strategy for student
accountability that involves drawing other students into the performance of an
individual student by showing the class that student’s work and asking for
opinions or demonstrating the proper method. The final thing I learned from
this chapter related to the ways in which student behavior is maintained.
According to the book, the best way to prevent a persistent misbehavior is to
prevent it by planning engaging lessons. Instead of constantly dealing with a
behavior, I will try to prevent it by including lessons that are sure to keep
that student focused.
Other things I
learned that I would like to utilize that will improve my teaching are
protecting instruction from interruptions by placing a “do not disturb” sign on
the door, making sure I use the simplest form of intervention, and to try using
repeated reminders to combat excuses and arguments. These strategies should
keep my instruction at the rapid pace I strive for and deter misbehaving
students from repeatedly acting out or arguing with me about assignments or
procedures.
There were various
portions of this chapter the confirmed my prior knowledge of effective lessons
and classroom management. For instance, I know that effective and engaging
instruction can prevent many behavior issues that typically result from boredom
or disinterest. I enjoy using “student power” as much as possible, and assign
each student a job that rotates quarterly. This provides them with a sense of
responsibility and belonging, and also saves a lot of class time. In addition,
I try to avoid disciplining students verbally in a way that would interrupt the
flow of instruction, which I try to keep at a rapid pace to maintain focus. I
move around the room frequently, stopping to help students and visually cue
others to get back on track with eye contact or a hand signal. I try to keep my
classroom running smoothly by holding all students accountable, demonstrating
my “withitness” through consistent observation of behaviors, and ensuring that
students always have a meaningful task to complete. Finally, I know that the
first week of school sets the tone for the rest of the year, and procedures
must be taught repeatedly and consistently to ensure each student understands
the high expectations I set for them.
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