Tuesday, June 29, 2021

Reflective Journal Post #7

 Description

            This week in EDAT 6115, resources exposed us to strategies for creating effective learning environments. The focus was on the factors that contribute to creating a classroom that is managed in a way that promotes learning, positive relationships, and productivity. We were also asked to develop policies and procedures for an effectively managed classroom.

Analysis

For classroom management to be effective, teachers must focus on creating learning environments that are productive, organized, focused on learning, free of distractions, and full of procedures for maximizing learning time and student engagement (Slavin, 2018).  A significant portion of the readings focused on effective use of time in a well-managed classroom. Prioritizing learning and maximizing instructional time has positive impacts on students learning and behavior. This can be accomplished by planning instructional activities that utilize the entire instructional period, minimizing down time and disruptions to flow of instruction, and establishing routines and procedures that make daily tasks have minimal impact on instruction (Slavin, 2018). Keeping students busy and looking forward to the next activity increases engagement and decreases disruptions. If student-centered work is common within a classroom, establishing clear expectations and allowing practice with self-regulation is key to maintaining order and productivity when students are active and collaborating.

            The incorporation of technology can be beneficial in creating an effective learning environment. Classrooms today frequently use technology for teaching, learning, administrative tasks (Slavin, 2018). From a teaching perspective, technology allows teachers to enhance lessons, increase engagement, increase productivity, and improve feedback and communication with students (Slavin, 2018). When used intentionally, technology integration provides great ways to differentiate learning and assessment for students. This contributes to well-managed environments because students can work within their zone of proximal development and remain motivated and invested in the learning process. As a learning tool, students now have access to endless technology resources to assist them in learning. Technology allows students to engage with content in ways that they interact with everything else in their world. Incorporating videos, simulations, animations, interactives, games, and apps are just a few ways that teachers can incorporate technology for learning (Slavin, 2018). To improve the productivity of a classroom, teachers may incorporate technology to aid in administrative tasks. Technology has improved our abilities to provide timely feedback on assessment, communicate more frequently and effectively with parents and students, and track and interpret growth and achievement data (Slavin, 2018).

Reflection

            Throughout my years of teaching I have never really had discipline issues and feel that I run a well-managed classroom. After reading and viewing the resources this week, I was pleased to find that many of my strategies were validated by research provided. I have reflected upon this many times and I have contributed this to three key things that apply to my classroom. Although I am sure these procedures were developed based on mentor suggestions, professional development, or academic coursework I have continued to modify them to meet the needs of my students and classroom over the years.

First, I set the tone for the students in the classroom. My attitude and approach to the day absolutely impacts how students respond to me and others in the classroom, the content, and the activities. I approach each day with positivity, energy, and enthusiasm for what we are learning. The kids start to question me because I always say “this is my favorite thing to teach” with each new concept. They quickly learn that is because I love my content! Everything is my favorite thing to teach them. This helps to reduce the anxiety they have about new content and builds confidence in them that I know what I am doing and how to do it. They also get excited to learn because I am so excited to teach them.

            The second factor that helps my classroom management is my organization. From day one, students are introduced to policies and procedures that make my class run smoothly. My classroom is designed for flexibility (I know better than to expected that everything goes as planned) but is also set up for efficiency. I carefully think through the year and plan for tasks that students will need to complete often and consistently. Then, I develop practices that make those the most efficient they can be. For example, I now have students turn in most assignments into our learning management system, Canvas. Through this platform I can share documents, communicate expectations, grade, and give feedback to students. During the first week of school, students are given a brief homework assignment in which they are asked to view an assignment and its rubric, submit a document, share a link, read and comment on feedback, and view their grade. This is done to ensure all students can successfully complete this task as it will occur numerous times throughout the year. All physical papers have a labeled turn-in location and are returned to individual student folders outside of instructional time. Procedures are in place for daily tasks (such as attendance, bathroom passes, and transitions between activities) that often interfere with instructional time. I have QR codes posted for logging bathroom and water fountain visit, I take attendance via seating chart during intro activities, and use music to help students transition quickly between activities.

            The last, and perhaps most important, factor that contributes to my classroom management is my instructional planning. My students will attest to my bell to bell instruction and they come to expect a busy day in my classroom. My goal is to fill each day with relevant learning activities and waste as little time as possible. This involves planning so that if students move quicker than anticipated through content, I am ready for whatever is next. I have accumulated a treasure chest full of formative assessments, review strategies, and quick practice methods that I can use anytime we have a spare five minutes in the classroom so that learning is always the priority. My lessons are fast-paced and designed to keep student participating in learning, mentally and physically. This discourages disruptions and behavior issues because students generally do not have time to get into trouble. As Slavin (2018) found, “students who are participating in well-structured activities that engage their interests, who are highly motivated to learn, and who are working on tasks that are challenging yet within their capabilities rarely pose any serious management issues” (p. 272).

Reference

Slavin, R.E. (2018). Educational Psychology: Theory and Practice (12th ed.). Pearson.

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