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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