Brooke Ervin

Classroom Management

Dr. Elsass

March 15, 2017

Investigation Inquiry

Section 3: Domain 2c Reflection Managing Classroom Procedures

In class, we have spent a lot of time discussing the importance of establishing

procedures and routines within a classroom. This can be anything from how the teacher

gets the students attention to how students line up at the door for lunch. Although

teaching these routines is a definite time commitment, they are critical for successful

learning of the content and effective classroom management.

Expectations

All of the intervening models that we have discussed in class talk about the

importance of the teacher conveying their expectations to their students. This proactive

form of management makes students unaware of what is expected of them in regards to

their behavior and interaction with others in the classroom. I observe in a Kindergarten

classroom where this is exampled well. Hanging on the wall in the back of the classroom

is a big sign that is titled: We the class promise to with five bulleted expectations. At

the bottom of the sign, there is the signature of each student as well as the teacher. The

whole class was involved in creating their class promise, which I think helps to make

these rules more meaningful for them. A few of the expectations include listening to

others, keeping our hands to ourselves, and taking turns. I like these specifically because

I believe that they align well with the positive characteristics of expectations that we have
discussed in class. They are all observable behaviors as opposed to vague phrases like be

responsible. They simple, clear, and there are only five of them. Too many expectations

may be overwhelming for students and difficult for the teacher to consistently enforce

(McIntosh, 2004).

Small Group Instruction Procedures & Routines

I was able to observe in my Kindergarten classroom during the small group

instruction time of guided reading. It was very helpful to see some of the strategies and

procedures that we had discussed in class actually played out in a classroom. While my

teacher sat at a horseshoe table with a group performing guided reading, the other

students were at different stations around the classroom. I was surprised to see the

Kindergarteners self-regulating and carrying out the activities they were supposed to be

doing without much teacher intervention. The only time the teacher needed to step in was

when she would announce the time to switch to the next station. I believe this is also a

great way to promote responsibility in the classroom. Students enjoy these different

stations so much that they really stay on task and put on their best behavior throughout

this time. My mentor teacher told me that they did not start doing stations like this until

October because the routines had to be taught first. Initial investments in teaching these

routines will give the students more opportunity to learn and allow the teacher to devote

more time to instruction (Kaser, 2006). Although it took time to lay this foundation, it

now allows the teacher time to work with students in small groups and focus more on

their learning and individual needs.

Another routine I have observed in this classroom is the way that they teacher can

silence the students and get their attention. All she has to do is put her hands on her head,
and the students quickly follow her example and quiet down. I found this to be really

impressive because she does not have to say a word. This aligns with Wongs belief of the

importance of the teacher being calm and never using an angry voice. Another

routine that I believe my mentor teacher has taught well is the transitioning between

activities. Instructional time is rarely lost due to the effectiveness of her transitions.

Whether the students are getting materials, turning in their work, or moving from the rug

to their desks, the teacher uses a specific system to avoid traffic and loss of instructional

time. She calls each table number one by one, which allows for smoothness as students

transition from one activity to another.

 References

McIntosh, K., Herman, K., Sanford, A., McGraw, K., & Florence, K. (2004). Teaching

transitions: Techniques for promoting success between lessons. Teaching

Exceptional Children, 37(1), 32-38.

Kaser, C. (2006). Use of classroom routines to support the learning process.