4th Year Reflection
“Developing the skills needed to establish discipline in the classroom is one of the major challenges facing beginning teachers...” (Kyriacou, 2007,p.83). Without a doubt this was certainly one of the challenges I faced day one. The key I believe to my first week being enjoyable was the fact that in each of my first lessons with my classes I outlined the rules and the routines. However I do believe the lead up to the start of my T.P and my preparation, was the solution to having good behaviour management. “Assertive classroom management does not begin the first day of school: It starts with the planning of your discipline efforts in the days before school starts!” (Canter, 1976,p.136). Having said that I'm not saying I mastered a week free of behaviour management problems but I did have a good week as a result of my preparation. Throughout the last few years I have gained a lot of knowledge from teachers I know through siblings where I picked their brains for advice and tips. In line with this, I dialogued on a regular basis with my two co-operating teachers as well as the extended staff members in order for me to get off on the right foot with my classes. I had to find out existing rules and routines that the teachers had been enforcing all along. As I'm only going to be there for six weeks, I will try to maintain and build on the existing rules and routines that the co-operating teachers have already established. However in general all my classes have very few routines and no effective routine of distributing equipment. My attitude to classroom management on T.P 1 was one of whatever the students are used to, leave them at it. However, over the period of the six weeks it became clear that this was not the best way or in fact not working at all. Therefore, when starting T.P 2, I had a clear idea of what I was going to change this time around. I believe that I learned a great deal from T.P 1 and I am trying to rectify this in my T.P this year.
The first challenge I was faced with in relation to classroom management like most others was the noise levels in the classroom and students talking out of turn. This was a problem on my first T.P but not as bad as what it is now. However I believe it needs to be handled at this early stage to prevent further problems. My strategy to try and get the students to remain quiet was to use 'silence', I found that me saying nothing for a period of time made the students quieten and listen also. Also from class one I outlined the hands up rule for when a student wanted to ask or answer a question this was made very clear to the students that this is what I expect off them. (Denton, 2014), states the importance of the power of words. She categorises these in to the 3 R's of the teachers language, they being reinforcing, reminding and redirecting. “Before using reminders, be sure to teach students what the expectations are and how to meet them, as children can only be reminded of what they already know". Since class one, I have started using this theory in a way. I have and am still currently lesson by lesson introducing my rules and my routines. As you know “you can create or break a habit in just 21 days” (Layton, 1998-2015). This myth or so its believed is really driving me to break the students bad habits of speaking out turn and having no orderly entrance or exit. So if I'm firm, fair and persistent I believe I can achieve my new disciplinary rules and routines with this class.
“The key to establishing good discipline in the classroom lies in pupils accepting your authority to manage their behaviour and their progress in learning” (Kyriacou, 2007,p.86). Without a doubt I had to adopt Kyriacou’ findings in my lessons and teachings to succeed as the authoritive figure. I had to be firm and straight about the new rules and routines that I was introducing with the class. After enforcing and re-enforcing the rules and routines with the class, I started gaining respect from them. This did take a bit of patience and will require some more patience for the next few lessons so that I get the class use to them like the norm. The progress that I made this week was not brilliant but was good compare to day one. “How you plan for and implement effective routines during the first weeks can determine how children cope with separation and move on to the important work of learning in the classroom” (Hayes & Creange, 2001,p.backcover). This challenge I faced was training the students into the new routines. The students at times forgot themselves in the class and went on as if they were in the cooperating teachers class. When this happened I tried to correct the problem and remind the students on the new routines in place and that they must follow them in this class. Without doubt it will take time for the students to automatically follow the routines of the class and so at the early stage reminders are needed at all times. In this coming week I plan to implement class rota's for the distribution of equipment because to date the students are just roaming free anywhere.
The first challenge I was faced with in relation to classroom management like most others was the noise levels in the classroom and students talking out of turn. This was a problem on my first T.P but not as bad as what it is now. However I believe it needs to be handled at this early stage to prevent further problems. My strategy to try and get the students to remain quiet was to use 'silence', I found that me saying nothing for a period of time made the students quieten and listen also. Also from class one I outlined the hands up rule for when a student wanted to ask or answer a question this was made very clear to the students that this is what I expect off them. (Denton, 2014), states the importance of the power of words. She categorises these in to the 3 R's of the teachers language, they being reinforcing, reminding and redirecting. “Before using reminders, be sure to teach students what the expectations are and how to meet them, as children can only be reminded of what they already know". Since class one, I have started using this theory in a way. I have and am still currently lesson by lesson introducing my rules and my routines. As you know “you can create or break a habit in just 21 days” (Layton, 1998-2015). This myth or so its believed is really driving me to break the students bad habits of speaking out turn and having no orderly entrance or exit. So if I'm firm, fair and persistent I believe I can achieve my new disciplinary rules and routines with this class.
“The key to establishing good discipline in the classroom lies in pupils accepting your authority to manage their behaviour and their progress in learning” (Kyriacou, 2007,p.86). Without a doubt I had to adopt Kyriacou’ findings in my lessons and teachings to succeed as the authoritive figure. I had to be firm and straight about the new rules and routines that I was introducing with the class. After enforcing and re-enforcing the rules and routines with the class, I started gaining respect from them. This did take a bit of patience and will require some more patience for the next few lessons so that I get the class use to them like the norm. The progress that I made this week was not brilliant but was good compare to day one. “How you plan for and implement effective routines during the first weeks can determine how children cope with separation and move on to the important work of learning in the classroom” (Hayes & Creange, 2001,p.backcover). This challenge I faced was training the students into the new routines. The students at times forgot themselves in the class and went on as if they were in the cooperating teachers class. When this happened I tried to correct the problem and remind the students on the new routines in place and that they must follow them in this class. Without doubt it will take time for the students to automatically follow the routines of the class and so at the early stage reminders are needed at all times. In this coming week I plan to implement class rota's for the distribution of equipment because to date the students are just roaming free anywhere.