This was the layout and examples of a SDG products from a different group in class. I chose this piece of evidence, however, because during the activity and the subsequent discussions, I felt that myself and the class had a much better understanding of ways to increase classroom management in a productive, safe, and nurturing way. Student Discussion Group #6 was kind enough to share their lesson outline with me, which I made a copy of, and added my own takeaways from the in class posters created. Again, the table presented in the above PDF is something I recreated based on the real-life anchor charts that we created in class as a group. The SDG group presented this as a Carousal. Each of the 8 components was written on an anchor chart, groups were then instructed to define the term, and then we performed a carousal around the room adding ideas and ways to implement that particular component into our future classrooms. Afterwards, we had a whole group discussion and share out of our ideas.
An EDUC 671 objective states, "Identify strategies to mediate the social and academic learning environment." This idea of mediation is what classroom management is all about. If we can mediate and control the tone, attitude, and behaviors in our classroom environment, more focus can be given to content and cultural exploration, a safe space is presented for students to dive deeply into uncomfortable moments of self-exploration and questioning, and allow for deeper level learning and application of content to their real lives. Classroom management is the key for an efficient classroom. Cultural considerations need to be made when establishing rules, procedures, and expectations in a classroom. For example, student participation in discussions may seem like a simple procedure of hand signals; however, some cultures view it is as disrespectful when children talk instead of adults--these types of considerations should always considered in conjunction with the diversity of the student population.
Having concrete examples of how to implement an idea in a classroom is extremely helpful for me (and based on discussions with others, also helpful for my peers). We often leave class after having an amazing theoretical discussion in class wishing we had more concrete examples of how to implement these ideas in our future classes. This activity presented specific and explicit ideas of how to use these classroom management skills and ideas in our classrooms. From the idea of closing in on proximity to students misbehaving to PBIS ideas within the classroom or school, we left this discussion with tangible ideas. Throughout the activity, I heard myself and my partner express things like "Oh I have tried this before!" or "I would love to give this a shot!--what a great idea!" The product of this activity will be helpful in my future teaching career as it provides concrete ideas. Theoretically speaking, the action of caring out and practicing a carousal helped me better understand how to implement this activity in my classroom and see the benefits of an activity like that for a variety of student learning modalities and language abilities.
Coming into EDUC 671, I had three years of teaching experience under my belt. I had 4.5 years of an undergraduate degree in elementary education. I had some tools in my tool belt. I had tried different classroom management techniques, used school wide initiatives (i.e. CHAMPS, PBIS, etc.), and real-life trial and error case studies from my classrooms. By NO MEANS did I enter 671 with a perfect classroom management technique. However, after the first semester of classes, I have a better understanding of what to consider, including these 8 components when making choices and decisions regarding classroom management. What I have learned in my teaching experience and classes thus far, is that the word consistency is KEY and reoccurring. I have a tendency to have impatience when a system put in place does not yield the immediate effects I was hoping for. I then turn around and change the management again, never allowing the original changes to take place. The key to classroom management is consistency and predictability. When students know what is expected of them, when they know procedures, when they know how to act in every part of the day, classroom management becomes innate--I need to practice patience and reinforcement when it comes to my classroom management.
I will carry these practices into my classroom with absolute certainty. I created the "Previous Behavior Management Plan" document located to the left, years back to remind myself of my core beliefs on classroom management. It is interesting to see the correlation between my management plan from years back and the information from class this year. The ideas of consequences vs. punishments comes into play. The idea of student ownership in terms of class created rules/expectations comes into play. The idea of positive reinforcements in regards to a class economy comes into play. I need to go back into that document and add ideas of cultural understanding and considerations that need to be made in regards to Classroom Management that I have learned in both 671 and 672. It is difficult to predict exactly what management systems will look like until I see my class of individuals--these systems need to be reflective of them as students, as learners, and explorers, and as humans--and they deserve a say in the consequences, expectations, and procedures that they see relevant to their learning, but for the most part, my application of this piece of evidence is found in the Plan document.
ASSIGNMENT DESCRIPTION
Week 7 SDG #6 Activity: Attached are the notes from the activity. The Assignment and Takeaways described below are more so from the activity, rather than just particular document.
Jones, K. A., et al. (2013). Exploring the complexity of classroom management: 8 components of managing a highly productive, safe, and respectful urban environment.