Domain II may just be the most foundational of all of the Domains.  Creating a Positive and Productive Classroom Environment is essential is effective teaching and inspiring students to be self-motivated and responsive to the goals you set for them.  I just finished student teaching within a second grade classroom at Armstrong Elementary in Sachse, TX and we incorporated daily routines for small tasks (pencil sharpening) and big tasks (packing up at the end of the day), rules to sustain order and unity among the group, roles to instill personal responsibility and ownership of their own learning environment and experiences.

 

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CLASSROOM     RULES    &    Roles

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On day one we enlisted the students help in developing the class rules and defining the roles everyone will play on a weekly and daily basis.  We made it a point to let them know that we are a family and we look out for each other.  We guided the conversation (knowing the nuts and bolts of the Rules and Roles that needed to be in place), but allowed them to take ownership of the wording.  Our classroom was themed “Monkey’s”, so naturally our roles were in keeping with a sort of jungle theme.  Here are the rules that we came up with:

 

Be Respectful
Be a Good Listener
Raise our hands
Be helpful

We also had two rules for the reading loft, "Be Quiet and Stay on your knees", zero standing was allowed in the loft and all students were very clear on this the first day of class. 

 

 

MANAGING     BEHAVIOR

 

School wide there was also a behavior chart system in the form of colors and “clips” (clothespins) that listed each students class number (which they maintain for the entire year).  They start everyday at Green (Aim High) and they move a clip up to “Blue” (Flight Leader) when they are exhibiting outstanding behavior, excellent learning, and productive citizenship.  Their clips are moved down when not following directions or being a disruption to others’  learning.  Below Blue is Yellow (Warning Zone), then Orange (Falling Behind), Red (Danger Zone) and finally Gray (May Day).  

I found this system to be very effective, as 18% of the students in our classroom were ELL and SPED and had multiple teachers throughout the week.  I also found that because of the clip system, we were able to issue consistent rewards and consequences, regardless of location or teacher.  During transportation, I could say to a group of 65 kids (three entire classes...two of which hadn't experienced me as their own teacher) "If I hear you talking, you will move a clip."  And they would get silent.  The clip was effective almost all of the time.  However, one thing that I adjusted in our particular classroom, was dealing with behavioral problems with one of our SPED students in particular.  I learned that this student has a moderate form of Autism and he responded very poorly to negative reinforcement.  Therefore, the clip system just didn’t achieve the same results with him.  On week five, I turned a big corner with him.  I stopped punishing his bad behaviors (kicking the ground, hitting his chair) in traditional ways (moving a clip) and instead, shifting his focus and his energy to be my helper or to help with a particular task in the classroom.  I also added to that spending focused time with him once a day, engaging him in conversation about his interests and activities, as it pertains to our lesson, and translating our conversation into the body of his work (writing, reading, etc).  This was one of the most rewarding moments as a student teacher.  I went from enemy to friend in his eyes and we both genuinely began to love to work together, which was a huge victory!

 

CLASSROOM JOBS

Within “The Monkey’s” classroom we had daily jobs, which we rotated on a weekly basis.  This was effective in helping the students take ownership of their environment and set an example as they served their peers.  I found that our other student with moderate Autism really thrived on having a job (and felt completely out of sorts when she didn't).  She took great pride in her roles and it was an authentic way to affirm her and encourage positive interaction with her peers.

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POSITIVE     REINFORCEMENT     MOTIVATES

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In the hallways, we displayed students’ completed assignments for other staff and fellow students to see.  They enjoyed looking at other classes work and showing their parents their own work, when they attended events or visited for lunch.

 

We also used a method called the "Authors Chair" to give students who have stayed on task and completed their writing an opportunity to read their piece to the class.

In our classroom, we have a loft that we allow students to climb up into and read their AR (Accelerated Reading) books.  They can earn this privilege by staying on task and turning in their best work.  The kids LOVE the loft!

 

Authentic Praise.  I made it a point to give unique affirmations to each student at least once a week.  One of their favorite ways was to move their clip to Blue and get a sticker on their behavior chart, located inside their take-home folder.  This gave them an opportunity to show their parent(s) and hopefully have a conversation about their positive learning and receive additional praise at home.

Another way we rewarded behavior and hard work was in the issuing of raffle tickets.  We issued tickets to reward completion of extra credit type assignments (attending events, returning permission slips before deadline, etc) and excellent behavior (it was also pretty effective in the hands of a substitute teacher, helping maintain good hallway behavior and classroom management in general).  Every Friday we did a raffle drawing and the kids go crazy for this!  If their ticket is drawn they get to select an item from the treasure chest.   

 

One thing I communicated with my students is that I want to have fun with them and the more we stay on task and listen to each other, the more fun we will have together and the more time will remain for fun activities.  

I made it a point to develop learning activities that had incentives built into them.  

I often prepared manipulatives and interactive games with pieces and these were the incentive to finish their Independent Work.  The games helped them assimilate what we’ve just learned as a Whole Group and also in their Independent Work (i.e. a lesson on Place Value, a math worksheet, then we play a game of Place Value Bingo).  The students truly viewed our learning stations (which were rich with core curriculum content and Higher Order Thinking) as exciting! And worth staying on task during both our Whole Group Instruction and Independent Work, in order to allow ample time to play games and complete the activities within each station.

 

TECHNOLOGY

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Technology is a game changer, central to our daily learning.  We accessed our lesson plans through School Net and utilized countless learning videos via the Internet and our computer.  We used our overhead projector every single day, displaying school-wide announcements, various learning videos and Whole Group activities.  The kids used various forms of technology on a daily basis such as, the classroom computer station, and the use of iPads.  I found technology to be central to effective teaching and essential learning in three ways: First, engaging all learning styles, namely visual, auditory, and kinesthetic.  Secondly, it is key in allowing the students to assimilate what they are learning and derive pleasure in the process.  And lastly, building an incentive into the learning itself.  

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Some of the learning software programs we use on a regular basis with both the iPad and computers are: Spelling City, iStation, Starfall, Tumblebooks, Discovery Education and Accelerated Reading.  Go Noodle and Brain Pop Jr were also favorites that we as the teachers controlled from our computer and projected onto the large movie screen within the classroom.

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WHAT   NATH   AND   COHEN   HAVE   TO   SAY ABOUT   DOMAIN   II

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Nath and Cohen consider a range of factors that impact learning in Chapter 6 of “Becoming an EC-4 Teacher in Texas”.  On page 121 and 122 they speak to the Learning and Thinking Styles that greatly effect children’s learning.  The two things that I feel really tie into the whole idea of creating an environment of respect and rapport, ensuring that you are doing an effective job managing student behavior, are the incorporation of Modalities in the classroom and creating a “Learning-/Student Centered” teaching style.  

 

MODALITIES p.122

The ways that a child prefers to receive sensory input is considered their “modality”.  There are four main modalities: Visual, Auditory, Tactile and Kinesthetic.  “Teachers who prepare lessons that involve each type of modality will thus have students who learn and retain much, much more.”  

 

Sandra Rief found that students retain:

 

10% of what they read

20% of what they hear

30% of what they see

50% of what they see and hear

70% of what they say

90% of what they say and do

 

So my take-away is to repeatedly ask myself: In the end, how are they saying and doing what I’m trying to teach them?  This will be my good-to question as I lesson plan and cultivate a classroom environment in which my students will thrive.

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TEACHING STYLE

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The Learning-/Student Centered p.127-128

Within the student-centered style of teaching teachers focus on the needs of the learner in every aspect of learning.  "Teachers continuously ask whether children are able, ready for, and interested in the instruction that will be implemented. Student decisions about learning are respected and encouraged, and the teacher considers him or herself a learn in the classroom community as well."  My take-away from this teaching style is that the curiosity of the children and mutual respect are the two key factors in facilitating learning and developing effective and engaging instruction within the classroom.  I find that our students are much more motivated to learn and accomplish their goals when their insight and perspective is considered.