10 – Classroom Management/ Classroom culture Strategies
- Conflict Bridge
The first strategy will be the conflict bridge. In Habits of Humanitarians A Full- Circle Learning Module Designed for After- School or In- School Enrichment Programs and Community- Based Programs Langness states, “ Full- Circle Learning students learn the basic steps of conflict resolution using the conflict bridge” (p.67). This can be an informative tool, for communication and problem solving with two or more students. Students can use this bridge to problem solve personal issues and explain other conflicts on a global and social level. This strategy was explained in Dr. Rexach’s class and gave a wonderful example of how to foster communication with others.
- Time – Out
The strategy, I will explain next will be time -outs. According to Charney, “ Time –outs can establish the safety nets and boundaries of rules, while promoting the dignity of self-control and the incentive to achieve it ” (p.165). The time- out strategy is a helpful technique because it allows the student to think about their inappropriate behavior and how to mitigate it. Time – outs also keeps the students from distracting other students.
- Morning Meeting
Picture from (Jeff Woodward on the https://www.responsiveclassroom.org/morning-meeting-components website)
The strategy, I will explain will be the morning meeting. According to Charney, “ Morning Meeting serves as a transition, connecting lives at home to lives in school” (p. 47). This strategy acts a good bonding experience for students and can lead to more comradeship in the classroom. When children are allowed to speak about their personal problems, they feel connected and engaged within the classroom environment. By introducing a morning meeting children can disclose their emotions within a structured time frame, which can lead to less disruptions during instruction. These morning meetings act as a great motivator in the classroom because everyone is included in these meetings.
- Classroom Bell
The next technique, I will explain will be the classroom bell. According to Charney, “ The bell is an essential safety system” (p. 38). The using a classroom bell is a useful technique because it alerts students with sounds and helps make them accountable in the classroom. Using a well known alert system can help make the students more aware of their environment. Safety is an important concern for everyone involved, so students are connected through this safety feature of the classroom environment.
- Clip up, Clip Down Charts
(The name is according to the https://behaviormanagementplans.wordpress.com website).
Picture from (https://behaviormanagementplans.wordpress.com)
This classroom management tool was used in my Praxis class. This technique is a good example of behavioral modification for children. Ms. Cummings student’s were active participants of this process and were filled with pride, every time they heard the expression “You can clip up”. This an effective tool for discipline because it enables students to be accountable for their actions within the classroom. As a result, these third grades were disciplined and responsible scholars. This technique fosters a student intrinsic motivation, which can be beneficial to their emotional and academic growth.
- Individual Contracts for Students.
(Enclosed below is one example of a behavioral contract for an individual)
This example of a behavioral contract for a student, illustrates the importance of goal setting and rules for students. According to Charney,“ Individual contracts define and name both social and academic expectations in clear actions and words” (p. 340). Students benefit from the emotional bonds they have with their teachers and guardians. This contract allows the student to have more intrinsic motivation for better classroom and academic behavior.
- According to Langness, called “Activity 2: Discussion: Evidence of Connectedness” (p. 151).
In Habits of Humanitarians A Full- Circle Learning Module Designed for After- School or In- School Enrichment Programs and Community- Based Programs by Teresa Henkle Langness explained several concepts as a way to make her students and readers better humanitarians. According to Langness, “ Step I. Present the concept: We are all connected, as one human family” (p.151). Langness connection to humanity and community, gives me goose bumps as she inspires a fundamental similarity for all humans. This concept allows for students to connect in ways that could not be possible without it. Every student comes from a different families and situations, but the fact that they are all human makes them one. This bond between students will help to facilitate a classroom community, which will influence students at every grade level. This statement was also explained during Education 540 and made, even graduate students feel connected as a group.
|At the Southernmost Point|
- According to Langness, “ Activity 14: Hunt for Humanitarians” (p. 71). This activity helps to foster a connection between students and the people they hope to aspire to be. According to Langness, “Ask students to identify the humanitarian activities of their parents, grandparents, neighbors, friends or community leaders and others they have met” (p. 71). This identification helps to encourage students to do the activities addressed by Langness as they relate to how to honor these individuals.
Music can help to foster creativity and enrich the lives of students. You can use music to inspire a student in any subject whether it is social studies or language arts. According to Langness, “Vocal music, by the same token, is an important way to reinforce themes introduced as character goals and community service projects and also to enrich academic themes”(p.23). This can be accomplished by using humanitarian songs within classroom instruction or making up songs for your students to sing.
- Self – Evaluations for Students.
(This is one example of a student evaluation)
This self- evaluation strategy was chosen because it was discussed in Ruth Sidney Charney’s book Teaching Children to Care Classroom Management for Ethical and Academic Growth, K-8. This chart also looked like it would make a good technique for classroom management. This chart is a successful technique, due to the fact that allows students to take responsibility for their own behavior. Having a student think about their own behavior and work ethic makes them process their own feelings in a unique way. According to Charney, “ The self-evaluation enabled children to pinpoint some of their own weaknesses − such as becoming distracted or not putting away materials
properly − and to identify areas that needed improvement”(p.402). This evaluation process can empower children to make better choices and help them to problem solve their own behavioral issues. This strategy can encourage growth of students and give parents insight into their children’s own thought processes.
10 – Instructional strategies
- Double Entry Journal
The strategy, double entry journal was discussed in Dr. Rexach’s class. This strategy scaffold students by allowing them ample time to extract evidence from the text. This activity supports the student by having them analyze the material and use their own personal connections to understand it. Double entry journals can enable students to activate their research skills, which is a valuable process for any historian.
- KWL Chart
The picture is from (http://www.timvandevall.com/templates/kwl-chart-template/)
I have seen this strategy in Education 500 and read about it in Gail E. Tompkins book Literacy for the 21st Century A Balanced Approach. According to Tompkins, “ K-W- L An activity to activate background knowledge and set purposes for reading an informational text and to bring closure after reading” (p.497). This activity can be beneficial for students as it helps to facilitate the student’s past knowledge on what they are reading. The connections that students make with past materials can influence how they deal with the materials set in front of them. KWL charts can help to scaffold students because it enables teachers to know the areas, which their students are deficient.
- Tree Map
Picture from (http://www.dvusd.org/Page/3733)
This instructional strategy was mentioned during Dr. Rexach’s classroom discussion. During our classroom discussion, I learned the importance of how this exercise is used to categorize information and concepts for students. This type of map uses the visual representation of a tree to act as a guide to add future information. This can benefit social studies students, because the map can be used to chart historical events in history.
(Picture from https://spring12ell.wikispaces.com/Graphic+Organizers)
During my Praxis observational hours, I observed a Circle Map. This concept was later shown to me in my Education 500 and Education 540 course. This map is a good way, for students to embrace materials set before them. The reason behind this map functions, so well for student is because it siphons information from the broad to the narrow. Events in history can be broken down from the broad Civil War to the several thoughts and ideas, which were related to this historical event.
- Cornell Notes
This strategy was seen in Dr. Rexach’s education 540 course. As a student, while using these notes I became impressed by their structure and their ability to group materials with ease. Students of all ages can be helped academically using this strategy.
- Multi-Flow Chart
(Picture from http://roomnineteen.blogspot.com/2009/10/it-is-written.html).
The decision to pick this map was based on this chart ability to deal with concepts called causes and effects. This concept was described in the book, Social Studies That Sticks How to Bring content and concepts to life by Laurel Schmidt. According to Schmidt, “ You can teach your students to unearth the motives behind historic events, meaning the problems people were trying to solve, by introducing them to Effect àCause thinking” (p.40). This problem solving technique can be demonstrated in the Multi-Flow Map. Historical events can be identified and reconstructed to find the reasons why certain events occurred.
- Flow Map.
This type of chart was chosen because it has stood the test of time. I used this chart when I was a student in elementary school and in upper grades. As a history major, this chart is informative and helpful in composing, the order of events in history. The flow chart can be used in many different functions for students in education. This strategy will hone student’s organizational skills in the classroom.
- Double Bubble Map.
During my Praxis observation for Education 540, I observed a double bubble map on the wall. The strategy of a double bubble map can be an informative tool for students because it can help to make comparisons between events. This strategy can support students for history as they can make connections between events like wars and economic problems.
- Five W’s Chart – As it was called on:
The Five W’s Chart is a successful strategy for students as they embark on learning history. The stages of Five W’s Chart are a comprehensive activity for historical events and it allows students to actively recall information about past events. Students can use this chart to help them take notes and highlight pivotal details of events.
Figure 2: Timeline with images and a little formatting.
(This timeline example was taken from http://www.vertex42.com/ExcelArticles/create-a-timeline.html)
As a student and a tutor for Education 500, I found that Timelines were a good strategy to help students to sequence information. Timelines help student place information into chronological order. This strategy is a cohesive tool for any social studies student and can make them more aware of the time frames of events in history. This particular timeline and figure 2 example was shown because it shows how students can use timelines not only for a strategy for learning, but a learning activity as well.
Charney, R.S (2002) Teaching Children to Care Classroom Management for
Ethical and Academic Growth, K-8. (eleventh printing 2013 and revised edition) Turner
Falls, MA: Northeast Foundation for Children, Inc.
Langness, T.H (2004) Habits of Humanitarians A Full- Circle Learning
Module Designed for After- School or In- School Enrichment Programs and Community-
Based Programs. (2nd Ed.). Los Angeles, CA: Children’s Enrichment Program/ Full-
Schmidt, L. (2007) Social Studies That Sticks How to Bring content and concepts to
life. Portsmouth, NH: Heinemann.
Tompkins, G.E. (2014) Literacy for the 21st Century A Balanced
Approach (6th ed.) Boston, MA: Pearson Education, Inc.
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