My Classroom
The classroom environment for the K-3 class is a positive and convenient setting that is conducive to students’ learning. It will be divided into designated areas for various activities to be done during class. The whiteboard in front of which the teacher will give their instruction is located in the front of the class, facing students’ desks. In the center of the classroom, near the wall, the teacher’s desk is located so that children are visible in all areas of the classroom. Across the room from the whiteboard, there will be a rug separating a reading and playing area, with bookshelves on the walls. In addition, there will be two technology corners with desktops available for students. The map for the classroom is presented below:
Classroom Rules
The purpose of the classroom rules created for the classroom in question is to maintain routines and establish expectations for students’ behaviors and their work during lessons. The K-3 grade of students represents a group that needs special attention and consideration as children develop reading, writing, and math skills, and certain rules can set a tone for their success. The rules are designed with respect to two critical areas, which include behavior and classwork. Moreover, they are drafted with input from students so that there is a mutual agreement on how everyone wants others to behave in class. Specifically, there used to be an issue with students who often interrupted discussions in order to be heard by the teacher, which caused others to get irritated. After communicating with students, a decision was made that one of the behavioral rules for the classroom was avoiding interrupting those who spoke. If a student wishes to speak, they should raise their hand and wait until allowed to ask a question or make a comment.
Another one of the rules is ‘being respectful of each other and of adults who may be present in the classroom.’ This rule is important because, when applied consistently, respect can be nurtured and used as one of the pillars of effective communication and good relationships between the teacher and their students. The third rule is ‘treating others as you want to be treated yourself,’ which was established as a way of promoting acceptance, tolerance, and understanding. This ‘Golden Rule’ is considered an essential philosophical framework that encourages students to better understand and empathize with others (Ferlazzo, 2018). A strategy for teaching this rule to students entailed asking an open question to students as to how they would want to be treated by others, with them taking turns to answer it. Once the students heard others’ understanding of good treatment, they became more tolerant and accepting.
The final classroom rule that pertains to student behavior expectations is ‘being responsible with your actions.’ This rule is concerned with showing students that their actions, both positive and negative, have consequences for which they should take responsibility. For example, if a student made a negative remark about another person, they were expected to apologize. If someone did something good to another person, such as giving them a pen or sharing colored pencils, the recipient of a nice deed was expected to thank them.
As to achievement-related rules, the first one is ‘completing homework in time,’ and the second one is ‘asking questions if something is unclear.’ The two rules are necessary for establishing the expectations that homework is one of the responsibilities that students have and so that they do not feel alone and pressured; they can ask the teacher any question about the topics being studied in class. Thus, there is a responsibility to be active in their learning, which is established by the mentioned rules.
The rules for K-3 students are listed on a colorful banner that hangs on a wall in the classroom, printed in bright colors and large letters. At the initial stages of getting to know students for their upcoming school year, the teacher clearly communicates the rules so that there is an understanding regarding the expectations that are set for them in advance. Besides, good behavior roleplay sessions were carried out, showing children examples of what does it meant to adhere to the classroom rules. If students do not comply with the established rules, a teacher can give a verbal warning for any unwanted behaviors. If the behavior is repeated, then students may have to face a conversation together with the principal and parents. However, the goal of the rules is not to facilitate punishments but rather to reward good behaviors and attitudes with praise and an overall positive environment in which students learn.
Classroom Procedures
To facilitate smooth transitions between activities and from class to recess and vice versa, specific routines were established. The first type of routine is using signals to let students know that they should transition between tasks, such as using different sounds of various kinds to indicate activities. For instance, if attention is needed from students, a ringing bell sound is used. If students get too loud, then the ‘crickets’ sound is used, and so on. As students match behavioral expectations to specific sounds, they can transition effectively. The second strategy used for transitions is rearranging tasks to ensure that students stay focused (Finley, 2017). For instance, the teacher would avoid dividing activities into several parts to reduce the total number of transitions. The final strategy for improved transitions is using clear directions for assignments. The teacher would direct full attention to themselves and clearly explain what is going to happen next.
Lesson Structure
Each lesson for the K-3 classroom will be divided into the beginning, middle, and ending sections. When starting lessons, the teacher will present students with a short video or an object, ask a question, make students move, or play a song. These strategies allow for capturing the attention of learners so that they get focused on the class and other things. Starter activities that are done at the opening of a class are intended to set a tone for the rest of the lesson. They do not require much instruction and enable learners to switch on to learning. The middle part of the lesson is a section that will include the main activities, such as teacher-led instruction, group work, role-play, questions and answers, and others. The objective of the central part of lessons is to teach the key concepts while engaging students in activities. The ending sections or plenaries are used to review lessons’ objectives and consolidate learning. At this stage, students are encouraged to ask questions if they have any while the teacher communicates the next steps and celebrates good work and positive learning outcomes.
Students’ Contribution to Classroom Management
Besides following classroom rules, students can become active contributors to classroom management. Students are likely to feel as if they belong and are significant when they have the opportunity to contribute to the classroom. One of the expectations of students is that they could maintain classrooms clean, taking turns in groups as the ones responsible for making the room tidy after a lesson is complete. The second strategy for involving students in classroom management is to have a routine set up for them so that they can practice independence (Bennett, 2020). An example of this strategy is having pre-labeled boxes set up for categorizing papers into homework, folders, assignments to get picked up, papers to get copied, and miscellaneous. This strategy allows students to save time for their teacher while also understanding the importance of organization when learning.
The final strategy for participation in classroom management entails assigning small class jobs, the aim of which is to give students a sense of ownership and responsibility. For instance, students may be given such titles as “Recycler,” “Pencil Patrol,” “Lunch Sticker Manager,” “Weather Monitor,” “Door Holder,” “Teacher’s Assistant,” and others, all of which come with responsibilities. While the jobs assign certain tasks in the classroom, the strategy also teaches students more about possible professional responsibilities that they will have when they get older. The jobs may be either assigned by teachers or get randomly selected by students from a jar or a box.
Time Management
The goal of effective time management in a classroom setting entails making sure that each section of a lesson is done within a specific timeframe, avoiding distractions and disruptions. This means that each lesson should begin on time, be organized in a successful instruction section, and end on time. Notably, the time management strategies should not restrict teachers but rather provide them a guide to which they can refer if the case if any changes occur. A teacher will have a schedule established for each part of the lesson, planning for fewer minutes than expected as distractions are inevitable.
Each lesson will have pre-determined objectives to ensure that there is a focus. Any extra assignments that do not align with the objectives will be eliminated first in order to make sure that time is not running out. In case there are time tasks, it is important to have a clock readily available and note the time by which the assignment should be finished so that students can reference it. Finally, time management strategies will also include delegating administrative tasks to students, such as handing out tools or collecting books, so that teachers have more time to spend on teaching.
Reactions to Positive and Negative Behavior
Both positive and negative behaviors in the classroom are inevitable, and it is the responsibility of a teacher to reward only the behaviors that facilitate lesson success. To do so, the strategy of establishing a positive learning environment will be implemented. A teacher will use both verbal and non-verbal tools to create favorable interactions in the classroom so that students have a stronger sense of belonging and feel connected to their teachers (Bambaeeroo & Shokrpour, 2017). When students feel connected and have a sense of belonging, they will be more likely to be motivated to achieve.
Positive interactions with students can be facilitated through giving specific feedback or praise to students, such as saying, “Thank you for turning in your homework,” “Thank you for helping clean out,” or “You were very courageous for trying to answer a really difficult question.” The teacher will use positive body language, such as smiling, giving thumbs up, or nodding in acknowledgment. If students behave negatively, the teacher will speak to them in private after a lesson so that they can either apologize or explain themselves. Overall, the focus of the strategy will be on emphasizing rewards instead of punishments.
References
Bambaeeroo, F., & Shokrpour, N. (2017). The impact of the teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5(2), 51-59.
Bennett, C. (2020). 7 ways to take control of your classroom to reduce student misbehavior. Web.
Ferlazzo,L. (2018). Response: Building student relationships by applying ‘the Golden Rule’. Web.
Finley, T. (2017). Mastering classroom transitions. Web.