Tessa Frissora PS 321 1st Grade January 27-31, 2014 The Right Tone in the Classroom I have loved

d the past several weeks in Hilarys first grade classroom. Her class is a stark contrast to my placement last semester in a fourth grade classroom. In my previous placement there was a very strict feel to the room - my cooperating teacher was a rule and regulator and students were reprimanded regularly for speaking out of turn or getting out of their seats. There was no official discipline policy in the room, nor any type of reward or incentive. Additionally, all seating assignments, rug squares and line spots were assigned so that no student was sitting or standing near a friend. I felt somewhat at odds with my placement but wondered if the strict atmosphere was necessary to maintain students attention and order in the classroom. I had never taught before so assumed a certain level of discipline was needed. However when I arrived in Hilarys classroom in December I was very surprised to find such a different atmosphere. In my new classroom, students are assigned spots based on who their friends are and are actually placed near people they know or can relate to in order to build friendships and foster a sense of community. For example two students are from Australia and they are seated next to one another. Additionally, in my time in the classroom thus far I have not yet heard Hilary raise her voice with the class or any individual student. Rather than reprimanding students for not listening, Hilary encourages students to listen and participate quietly by offering positive incentives to do so. In her classroom Hilary has implemented a reward system called compliments where students are given compliments for various small positive behaviors (such as listening, giving 5 on the rug, reading quietly, cleaning up quickly, etc.). Once the class as a whole has received a certain number of compliments the entire class participates in a party with special food and drink. Several times throughout the day Hilary references wanting to give the class more compliments. When bad behavior occurs, rather than reprimand students, Hilary announces that she was hoping to give the class another compliment but doesnt know if she can, given their current behavior. Instinctually, I much prefer Hilarys approach to discipline and the feel of her classroom environment. I wonder are these techniques indicative of two entirely different approaches to teaching? Or is a large part of the difference due to the grade level? Perhaps its necessary to be stricter with older children and more encouraging with younger children until they develop a sense of themselves.

While teaching my first several lessons I felt I was able to emulate Hilary and maintain a very kind and encouraging tone with the students. I liked the way this type of teaching felt. However this past week I had my first experience teaching while Hilary was not in the classroom. During this time students were much more disruptive than usual and did not follow my directions. I found myself taking a much stricter and more negative tone with them than I had when I taught my previous lessons in this classroom. Rather than encouraging compliments, I ended up threatening to take compliments away and actually erased a compliment Hilary had given them the day before. I was upset with myself for teaching in a way that I didnt intend to but also felt like I didnt have enough control of the class while maintaining a less harsh tone. I struggle to know what my teaching style is. How realistic is it to be positive and encouraging like Hilary while still gaining students interest, attention and respect? Is it a difference in personality and a teaching style that I am perhaps not able to pull off?