1. Behavioral Management (350)
1.1. 5 specific needs drive human behavior
1.1.1. Survival
1.1.1.1. We as people need food, shelter, water, and air to survive.
1.1.2. Love and Belonging
1.1.2.1. We as people need a sense of love and belonging. We love to create relationships with others that are personal.
1.1.2.1.1. Kids may be struggling with negative behavior simply because they need love.
1.1.3. Power
1.1.3.1. Some students may act out because they feel powerful when they do so. If they can exercise power of someone else, they may participate in the negative behavior.
1.1.3.1.1. People can also make behavioral choices because they want to gain knowledge.
1.1.4. Freedom
1.1.4.1. We as people love to have freedom and the freedom of choice
1.1.4.1.1. We also love to have the freedom from anything that is calling us emotional or physical pain
1.1.5. Fun
1.1.5.1. Sometimes the choices that drive student behavior is the fact that the choices are simply fun and we think that they are fun to participate in.
1.2. There are various techniques that you can use in your classroom to develop a better behavioral environment!
1.2.1. 1. Observe: Observe the child's behavior. Decide which of the 5 specific needs he is trying to meet with the behavior he is doing.
1.2.2. 2. Explain: Explain to them that the way they are acting will not get them what they want. The teacher explain to them different alternatives to their behavior that is a better choice than the behavior they are choosing. The teacher and the student should work together to find a better choice behavior.
1.2.3. 3. Implement: The student tries the new, corrected behavior! The teacher should remind the student that this is still possible to make new, good choices!
1.2.4. 4. Choice: If the child does not try the new, corrected behavior, the teacher should give them a choice. There should be no excuses!
1.2.5. 5. No excuses! It is very important as a teacher to not accept excuses for inappropriate behavior. You should AVOID punishing and criticizing, but instead should explain to the student the importance of good and bad choices and consequences that occur with the choices that we make!
2. Technology (350)
2.1. Technology can be used in the classroom to showcase students' work!
2.2. At EWA, the students have chrome books that they do some of their work on. I think it would be nice to work in a school that has access to some kind of laptop for use in the classroom.
3. The 6 modes of language should all be taught together and NOT in isolation.
4. Literacy (350)
4.1. Phonics is one part of literacy.
4.1.1. The relationship between phonemes and orthography.
4.2. Phonological Awareness is a part of literacy.
4.2.1. The understanding that speech is made up of letters who have sounds.
4.3. Phonemes
4.3.1. The sounds letters make
4.4. Orthography
4.4.1. Written language system
5. Classroom arrangment (350)
5.1. Your room needs to be set up purposefully! Understanding the best classroom management helps avoid negative behaviors!
5.1.1. Arrange your classroom in a way that allows you to see each student!
5.1.1.1. I love the idea of flexible seating in a classroom! So many students need to be in different chairs or at different tables that will help them learn better!
5.1.1.1.1. I would love to have bouncy balls .I would like to have my class split into rotation groups to use the medicine balls as chairs weekly. Each week, the students who are in the particular group would have the option to use the medicine balls.
5.1.1.1.2. Some tables instead of desks: Ideally, I would prefer to have regular desks in my classroom, as well as a couple bigger tables in the classroom for other seating. I want a table specially for small groups, but I would like tables used as desks as well. I would assign tables to students in a rotation system, possibly switching every 2-4 weeks.
5.1.1.1.3. Inflated circles to go on top of chairs
5.1.1.1.4. Bean bags for reading: The bean bags would be around the room. They would be found in the quiet area and classroom library nook. They would be used at specific times where it is appropriate for them to be used.
5.1.1.1.5. Bed risers on the tops of desks for those who need to stand: I would like to have a possible few desks with bed risers on them to raise the desk so students can stand
5.1.1.1.6. Working on the floor with clip boards: small group work can be done while working on the floor with clip boards, or if students are independently working and would rather work on the floor with a clipboard
5.1.1.1.7. Wobble chairs instead of regular chairs: These would be a part of the rotation similar to the medicine balls. A few students would be offered these types of chairs for the week.
5.2. Arrange your classroom in ways that will be okay for students who have visual impairments, may need to stand, may need to be near you, students who may not get along, or students who may distract each other.
5.3. Set procedures early! This avoids negative behaviors early!
5.4. I have grown in my understanding about classroom management. I always viewed classroom management as how you manage your classroom using rules and procedures, and even though this is true, it is not the only form of classroom management. How you arrange your classroom is a big form of classroom management. It is important to set up your classroom in a way that is uniform to your students and how you want to teach. If you have a chatty group of students, you may want to avoid setting up your classroom in a small group seating arrangement. Each area in your classroom should have a purpose. There should be a reason why you set up each spot in your classroom the way that you do. I always thought of how you set up your classroom is just the way that you visually like it the best, but there has to be a reason behind it.
6. The way your classroom is set up has a direct affect on the behaviors in your classroom.
7. Choice Words: 300
7.1. The language you use in your classroom directly affects your behavior in the classroom!
7.1.1. Language usage in the classroom includes verbal language, body language, and facial expressions.
7.2. Focus on using "I" messages INTEAD of "you" messages!
7.2.1. Example: "I noticed that you have been raising your hand today instead of blurting out answers. I enjoy it when you listen to my words. When you raise your hand and don't blurt out, it makes everyone learn better."
7.3. Use encouraging language with your students! Your language should be empowering! When students know you believe in them, they gain the confidence they need to reach their highest goals! While you set high expectations for your students, verbally encourage them while they are striving to reach them!
8. Phonological Awareness and Phonics are important because they teach students learn and how to read words correctly. It allows students to learn sounds and letters and how to blend them together to make words.
9. Assessment vs. Evaluation (300)
9.1. Assessment ongoing, formative, provides immediate feedback to both teachers and students, authentic
9.1.1. Conferences, work samples, checklists, rubrics
9.2. Evaluation: summative, final, generally at the end of the year, compares student to student
9.2.1. End of the year tests and exams
9.3. Assessment allows us teachers to see where a student is at a given moment. It is quick and easy to assess a student and provides immediate feedback.
9.3.1. You also may have to switch instruction if the lesson is not working. Assessment allows you to get feedback about your lesson!
9.4. Running records are a great way to assess students!
9.4.1. They provide a quick look at how a student is reading and what they need help with!
9.4.1.1. In my classroom, I want to use running records. They are quick and easy to administer and will allow me to get quick glance of how the child is reading. I plan to keep these records in a binder and monitor their progress in the binder. It will also help me sort students into reading groups!
10. Lesson Planning (300)
10.1. 1. Objective
10.1.1. Written out explanation of the intended result you want your students to learn. NOT the process.
10.1.2. Use Bloom's Taxonomy when writing your objectives!
10.1.3. Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
10.1.4. Knowledge:
10.1.4.1. Define, Describe, State, List, Name...
10.1.5. Application
10.1.5.1. Predict, Select, Explain, Choose, etc.
10.1.6. Anaysis
10.1.6.1. Analyze, Conclude, Compare, Identify...
10.1.7. Synthesis
10.1.7.1. Discuss, Summarize, Combine, Restate,
10.1.8. Evaluation
10.1.8.1. Defend, Attack, Judge, Evaluate,
10.1.9. Comprehension
10.1.9.1. Identify, Justify, Select, Illustrate
10.1.10. Rule 1 for writing objectives: leave little to no room for interpretation
10.1.11. Rule 2 for writing objectives: Keep it simple
10.1.11.1. Be straight to the point!
10.1.11.1.1. Avoid using words like celebrate, enjoy, or be familiar with
10.1.12. Rule 3 for writing objectives: write in terms of student behavior, performance, etc. NOT the teaching of the activity
10.2. 2. Assessment
10.3. 3. Activity/Steps
10.3.1. Tell your students what they will be doing and WHY they will be doing it, learning it, etc.
10.3.2. Hook/Motivation: should be short and energetic, should introduce the lesson and objective
10.3.2.1. Short stories, jokes, songs, etc. Anything that catches the students attention and gets them interested!
10.3.3. Mini lessons, teaching, modeling: teacher shows the students examples of the ending product, teaching also shows the students the process of what they will be doing
10.3.4. Guided practice: be there to give immediate feedback to avoid students to continue making errors
10.3.4.1. Feedback should be correct and positive
10.3.4.1.1. This could be done in small groups or individually
10.3.5. Independent Practice: activities that are done to strengthen the students knowledge or skill
10.3.6. Closing: Wrap up your lesson or activity by asking questions to further elaborate on the activity.
10.3.6.1. Possible questions could be: What did you discover? What would you have done differently? Was your prediction correct?
11. Bloom's Taxonomy (300)
11.1. Create
11.1.1. Produce individual work
11.1.1.1. Use words like Design, Formulate, Build, Invent, or Develop when writing objectives.
11.2. Evaluate
11.2.1. Justify a stand or decision
11.2.1.1. Use words like choose, support, relate, defend, or convince when writing objectives.
11.3. Analyze
11.3.1. Draw connections across ideas
11.3.1.1. Use words like classify, categorize, diagram, simplify, or associate when writing objectives.
11.4. Apply
11.4.1. Use new information in different situations
11.4.1.1. Use words like predict, apply, solve, illustrate, or perform when writing objectives.
11.5. Understand
11.5.1. Explain ideas or concepts
11.5.1.1. Use words like describe, explain, restate, discuss, or contrast when writing objectives.
11.6. Remember
11.6.1. Recall facts and concepts
11.6.1.1. Use words like list, recite, define, name, or recall when writing objectives.
12. Comprehension: understanding what you read! (300)
12.1. Fluency: I can read accurately with expression!
12.1.1. Read appropriate level texts
12.1.1.1. Use various forms of punctuation to enhance the text
12.1.1.1.1. Practice common sight words
12.2. Accuracy: I can read words!
12.2.1. Using the pictures to connect to the text
12.2.1.1. Use beginning and ending sounds
12.2.1.1.1. Chunk letters and sounds together
12.3. Comprehension: I understand what I am reading!
12.3.1. Checking for understanding
12.3.1.1. Make and adjust predictions
12.3.1.1.1. Use headings, graphs, index, etc.
12.4. There are parts of the CAFE model that help teachers know what to teach and various strategies to teach them.
12.5. Comprehension is a KEY and CRUCIAL part of literacy.
12.6. Expand Vocabulary: I know, find, and use interesting words!
12.6.1. Use pictures and illustrations
12.6.1.1. Use prior knowledge to make predictions
12.6.1.1.1. Use dictionaries, thesaurus, etc.
13. As a future teacher, it is important for me to use comprehension strategies with my students! I listed various techniques that I want to use in my classroom that will enhance their comprehension, vocabulary, accuracy, and fluency. I believe these are all important areas for students to work in.
14. I also plan to create a chart with my students listing out each category: comprehension, accuracy, fluency, and vocabulary that encourage the use of techniques and strategies for them to use!
15. Comprehension Strategies (300)
15.1. Check for understanding: readers stop and pause, and make sure they make sense of the text so far
15.1.1. Talk about the who and whats of the story so far!
15.1.2. Children may become so set on simply reading the words correctly that they have no idea what they are reading! This strategy allows them to gain a sense of understanding as they read.
15.2. Summarize or retell the story: Post reading, students use various ways to summarize the story
15.2.1. Use graphic organizers or the 5 finger retell strategy!
15.2.1.1. Give students an outline of a hand. Each finger is labeled with an important category from the book: characters, setting, etc. Students fill in to get a better summary of the book!
15.2.2. Students deepen their sense of story structure!
15.2.2.1. A better understanding of story structure allows them to better structure their own stories!
15.3. Activate background knowledge: Students use what they know to predict what is gong to happen in the story, fill gaps within the text, and gain a better understanding of the text.
15.3.1. Use KWL charts or brainstorming strategies!
15.3.2. It is important for students to have some sort of background knowledge or understanding of small details or settings, etc. in the book for them to truly comprehend what they are reading.
15.4. Making connections: Readers make text to self, text to world, and text to text connections. They relate what they know back to the story!
15.4.1. You can use open mind portraits. Students will ask questions like, "This reminds me of..." "I wonder how..." etc. to use what they know to things that happened in the text.
15.5. Monitoring, repairing, and cross checking: When reading, students identify a comprehension problem and solve it.
15.5.1. Readers learn correct comprehension skills and strategies so they can see when the comprehension does not make sense!
15.5.1.1. You can use hand motions!
15.5.2. Students ask questions like: "Does it make sense?" "Does it match the pictures?" "Does it match the letters and sounds?" etc.
15.6. Accuracy: Students know when it sounds right and when it does not sound right
15.6.1. You can use a letter/sound chart!
16. Social and Activity Consequences I want to use in my classroom: 300
16.1. Extra recess!
16.1.1. Giving students even a small amount of extra recess is such a big motivator. It is also a great way for them to get outside or have more free time in a way that gets them moving!
16.2. Sit with a friend during class!
16.2.1. In my classroom, I plan to sit students away from their friends. I want to do this to avoid chatter during class, but also to avoid the best that I can the cliques in class. Therefore, a big motivator for students would be to be able to sit with a friend during class!
16.3. Eat lunch with me!
16.3.1. Students love eating in the classroom! This could be a big motivator because it is out of the ordinary!
16.4. Have a stuffed animal on your desk for the day!
16.4.1. This would motivate some students, especially in the younger grades. This is a special type of consequence that allows students
16.5. Extra technology time
16.5.1. If students are given the opportunity to have extra technology time, it is special to them because of the idea that most students do love technology.
16.6. Chose your own class job!
16.6.1. I plan to assign students class jobs. Although I want to give them some sort of say, ultimately I will decide who will do what. Having students have the chance to do their own class job would motivate them.
16.7. Use pens for the day!
16.7.1. This is a good switch from the normal day activities!
16.8. Free homework pass!
16.8.1. All students would go for these!
16.9. Be the teacher's helper for the day!
16.9.1. Students love being helpers in general! Giving them the title of being the teacher's helper is special to them!
17. Diversity (350)
17.1. The literacy you provide as a teacher should reflect all areas of life/culture/etc.!
17.1.1. Literacy should reflect their backgrounds and their cultures! It should be meaningful to them and represent them!
17.1.2. Literacy must tap into their home lives!
17.2. Your methods that you use in the classroom should be culturally relevant to your students!
17.2.1. The methods you use should connect to their home lives, language they use at home, things they see, vocabulary they use, etc.
17.3. It is important that you as a teacher critically analyze the literature that you chose!
17.3.1. Analyze the author and the culture that he or she comes from and see if it lines up with what she is writing!
17.3.1.1. Look for historical accuracy!
17.3.1.1.1. Look for authors who use proper lanaguge and characters!
17.4. You should notice the diversity in your classroom and incorporate it into the classroom! As a teacher, you should be culturally responsive! When teachers are culturally responsive:
17.4.1. When teachers are culturally responsive:
17.4.1.1. Academic success: it is connected to what they already know
17.4.1.2. Learning is personal to all students -
17.4.1.3. More motivated and engaged students
17.4.1.4. Build awareness of social justice issues
17.4.1.5. Build self pride
17.4.1.6. Students feel safe and as though they belong
17.4.1.7. Kids are seen in the classroom and feel welcomed and accepted and loved
18. One connection that I have made in 300 is that behavior management and classroom management are very closely related. A well behaved classroom is a well-managed classroom. Students behaviors are positively pushed in a well-managed classroom because the environment is positive. I always thought of behavioral management as being how to control negative behavior, however, I think as a teacher you have to start with classroom management first. Part of classroom management is how to set up your classroom and how it looks, feels, sounds, etc. and how this setup of your classroom is going to prevent negative behaviors from occurring. I feel as though I made this connection throughout the entire semester, however, as we were doing our classroom management plan, I realized it even more.
19. My understanding about diversity in the classroom has increased in EDEL 300. One way is that literacy in your classroom should be culturally relevant to the students that you have in your classroom. it is important for me as a teacher to look at my students in the classroom, but not just physically. I need to learn the most about them that I can. I need to understand possible traditions, religions, cultures, family dynamics, etc. that could be present in my classroom and find literature that support these. Students feel comfortable when they feel accepted and when they relate to characters in the story or plots/conflict/etc. in a story they are more likely to succeed.
20. Also, as a teacher it is your job to critically analyze each piece of literature that you encounter to make sure that it is culturally relevant to your students. It is important to find literature that has authors that have written about things that are relevant to them, history that is accurate, and illustrations that are rich and accurate as well. Literature should reflect author’s personal lives if they are writing about a culture. As a teacher, I cannot just pick any type of literature out for my students if I want it to be culturally relevant. I need to take the time and effort to find quality literature so my students can personally relate to the literature in the classroom. I want them to make sure that they feel loved and accepted and can find books that they can relate to in their own classroom. I also want my students to be exposed to all types of diversity.
21. Literacy Instruction (350)
21.1. Teachers introduce important vocabulary, model correct pronunciation, explain the meaning, provide examples, and use the words in sentence with ELS students.
21.1.1. Although this is important for ELS students, teachers should be doing this with all students!
22. Fostering Resilient Leaners: What I've Learned 4/9 (350)
22.1. Self care is important!
22.1.1. In order for us to be the best version of ourselves for our students, we must be taking care of ourselves!
22.1.2. Is is important that we remember to give ourselves breaks and praise! Give yourself compliments!
22.1.3. Know your triggers and understand how to control them! Find activities that bring you inner peace and a calm mind.
22.1.4. Learn how to breath deep breaths in difficult situations.
22.2. Trauma affects students in different, but important ways. As a teacher, be on the look out for trauma in your classroom and be prepared to help avoid triggering the trauma. Figure out what works for your students!
22.2.1. Forever changed, but not forever damaged! Understand the trauma your students are going through and reassure them that they are valid to feel this way, but make sure you don't keep them there!
22.2.1.1. Push the student so he knows he can achieve far greater than sitting in his trauma forever!
22.2.2. Understand that not every day is a good day for all of you students. Balance out your 'love and encouragement' with 'pushing them.' Love and encourage them, but don't coddle them forever! Push them to be the best they can be.
22.3. Your emotions are important! The way you speak to students and the tone you use affects your students.
22.3.1. Learn to regulate your emotions in your "upstairs" brain. Think positive, calm thoughts in this part of your brain, especially in difficult situations.
22.3.2. Don't push your opinions and thoughts too much on children! They will not think the same way that you do! Teach them to have their own opinions so they can grow.
22.3.2.1. Learn to see the different perspectives from others!
22.4. You are more than the teacher!
22.4.1. Sometimes, you are the counselor, friend, or second mom. Your kids may need you to be different roles at different times.
22.4.1.1. Stay in contact with students!
22.4.2. Frequently let students know how much you love and care about them! Give them praise often and check in with them often!
22.5. You may not be able to control every situation, but you can control mini situations within the bigger ones!
22.5.1. Find windows at locked doors! Always be looking at the bigger picture! Don't get too overwhelmed and caught up in the challenging moments of conflict.
23. Developing Writers 49 (350)
23.1. How writers develop
23.1.1. Begins switch scribbling, start by asking students to draw and write something because young students draw out their writings in the beginning writing stages, ask children about their drawings and have them explain them this helps children understand that text carries meaning,
23.2. What teachers should do
23.2.1. Ask students about the meaning of their drawings, record what they say accurately, if you are confused ask the child what their drawing means and ask them to explain it to you more, have the students read back to you what they wrote, have the student continue writing while you watch,
23.3. What teachers shouldn't do
23.3.1. Do not assume that students who have just written letters do not understand the meaning of writing, let the child do it all, you should coach them along,
24. Literacy Assessment (350)
24.1. Refers to giving literacy assessments to students and analyzing their literacy tasks that they are given.
24.2. Assessments can be formal or informal.
24.3. It is important that assessment be taken seriously and that the assessments will actually give educators hard data! Then the hard data can be used to help create proper learning goals and objectives.
24.4. Administer; Interpret; Apply
24.4.1. 1. Administer the proper literacy test for students.
24.4.2. 2. Interpret the results of the tests. Collect and analyze the data and keep all data organized.
24.4.3. 3. Apply what you found! Use your results and data to create instruction that will help meet the goals of your students AND that is based on the data you collected.
24.5. There are many different types of literacy assessments.
24.5.1. You can assess phonics, reading fluency, comprehension, reading levels, writing, spelling etc. You should do them all! They should be done preferable, one-on-one.
25. BEFORE GUIDED READING: choice of book must be at the level of the lowest student in your group, chose what topic/strategy students need to learn, plan accordingly for each group, plans how students will respond during and after the activity
26. Speaking (300)
26.1. Using oral language to communicate. Teachers should be speaking to their students both to teach them and to create relationships with them.
26.1.1. A positive classroom environment should involve teachers going out of their way to create relationships with their students. They must speak to them and make conversations meaningful!
27. Interactive Read Aloud: 350
27.1. Interactive read alouds get each child active!
27.2. They enhance comprehension!
27.2.1. Questions should be asked before, during, and after reading.
27.3. 1. Pick a book that aligns with a certain topic/lesson/concept. They should be grade appropriate.
27.3.1. 2. Prepare to share the book. Practice reading/teaching it before! Make sure the questions are in depth and you understand the book.
27.3.1.1. 3. Introduce the book. Activate the students' prior knowledge before beginning to read the book.
27.3.1.1.1. They should be anywhere from 10-20 minutes long.
27.3.1.1.2. 4. Read the book. Read the book with proper fluency. This is a grade model for your students! At moments that you have planned out, stop and ask questions.
28. There are crucial steps in the writing and reading process that help students gain deeper understanding!
28.1. 5 Steps in the reading process:
28.1.1. Pre-reading
28.1.1.1. Teachers are activating background knowledge! Their purpose is to make meaning of the text through students' past experiences!
28.1.1.1.1. This enhances comprehension skills!
28.1.2. Reading
28.1.2.1. Reading is a stage that should encourage students to adopt a love for literacy!
28.1.2.1.1. Stories should allow them to make connections to their own lives. It is important that teachers read stories that are rich in diversity.
28.1.2.2. Stories allow for the enhancement of comprehension skills and language skills. There are four types of reading that teachers can use in the classroom to enhance these skills in their students.
28.1.2.2.1. Guided Reading
28.1.2.2.2. Shared Reading
28.1.2.2.3. Independant Reading
28.1.2.2.4. Read Alouds
28.1.3. Responding
28.1.3.1. This stage is important because students are looking at what they have learned in the story and they are responding to what they have learned!
28.1.3.1.1. Teachers can have students write in their journals about the text. They can also fill out KWL charts, graphs, diagrams, or have class discussions about the text.
28.1.4. Exploring
28.1.4.1. This is the stage where the purpose is for students to deepen their comprehension skills. They are to be making personal connections from the book to their lives.
28.1.4.1.1. Teachers can have the students reread the text individually, or as a class they can reread the text.
28.1.5. Applying
28.1.5.1. Applying is when students reflect and apply on what they have learned.
28.1.5.1.1. Students can practice this through theme, projects, Power points. This is simply when the students go further into their learning with the text. This is also a time when teachers can have students read similar texts and readings.
28.2. 5 Steps in the writing process: 300
28.2.1. Pre-writing
28.2.1.1. generating ideas that may spark interest, curiosity, etc. before writing, helps the student think through their ideas and processes before they write, allows students to brainstorm, finding your idea and building on an idea that you may have in mind, is not usually organized
28.2.2. Drafting
28.2.2.1. putting ideas that have been brainstormed to use, start connecting thoughts and ideas, the beginning state of writing, first draft of the organized writing
28.2.3. Revising
28.2.3.1. reread your rough draft And add or subtract words, sentences, etc. rearrange sentences, look at details and either add or subtract details, modifying your work to make it better, looking at the writing itself, improve your material that you wrote
28.2.4. Editing
28.2.4.1. checking for grammatical errors, spelling, and mechanics, improve the grammatical and mechanics of your text
28.2.5. Publishing
28.2.5.1. sharing what you have written
29. Reading
29.1. When students read, they are decoding words to figure out the meaning of what they are reading.
30. 6 modes of language (300)
30.1. Writing
30.1.1. Writing is a way to communicate language through written words.
30.1.1.1. Learning how to write enhances a student's language development and sentence structures. This then enhances a student's literacy.
30.2. Listening
30.2.1. Listening is defined as understanding what you are hearing from oral language.
30.3. Viewing
30.3.1. Gaining understanding and making meaning through visual medias
30.3.1.1. Some types of visual media a teacher could use in the classroom could be graphs, maps, videos, using a whiteboard, creating and using powerpoints, prezis, and/or artifacts and props.
30.3.1.1.1. Visual aids help children visualize information, concepts, and ideas. Some students learn the best through visual aids. Therefore, it is important to incorporate them in the classroom.
30.3.2. Visually representing:
30.3.2.1. Communicating ideas, concepts, and information through visual media.
31. Classroom management (350)
31.1. Classroom management is the skills and techniques that teachers use within the classroom to make sure that the environment is in the best way that it can be for the children to learn and grow to their full potential.
31.2. There are many different ways and strategies to use when trying to manage your classroom! I plan to do a few of these:
31.2.1. Model the ideal behavior that I want to see in my students
31.2.2. Establish rules and guidelines in the classroom
31.2.3. Avoid punishing negatively
31.2.4. Give out positive verbal praise
31.2.5. Use tangible rewards in doses
31.2.6. Be excited about what I teach!
31.2.7. Assign products that are open-ended and allow students to chose what they want to do to show what they know
32. Using Activities in the classroom! (350)
32.1. Use the think, pair, share technique! This allows students to independently think about a topic and then share it with others around them! It is a fun, engaging way for students to share ideas with one another. This activity is also perfect for shy children!
32.2. I really love entrance and exit tickets. Students are given "tickets" with a short question, quiz, or prompt on them for them to briefly answer. They return them to you either in the beginning of class or at the end. They are quick to grade and easy to create and grade. It gives you great, quick feedback!
32.3. At EWA, I loved how Miss Reason used games and activities in her classroom. I know I want a classroom that is active and fun and she showed many great games and ways to incorporate activities in the classroom.
33. Communicate with Parents! (350)
33.1. Your students will come from diverse backgrounds, religions, family situations, etc. It is so important to accommodate for EVERY home-life of each of your students.
33.1.1. You may have to switch the way that you communicate. Not all parents will have access to a telephone or email. You may need to get creative and possibly go out of your way to make sure you are in contact of every child's parent or guardian.
33.2. Write notes in the student's take home folder/agenda to parents!
33.2.1. I foresee my students have some sort of take home folder or agenda. Having parents know at the beginning of the year to check their agendas when they come for notes is a great way to communicate information to parents! Parents can even write you back through the agenda!
33.3. Make phone calls home and send emails!
33.4. Face-to-face meetings!
33.4.1. If it is safe, you may have to find places for you to meet in person (if need be) with a parent!
33.5. Text messages!
33.5.1. If you feel comfortable, give parents your number!
34. Activities help strengthen your classroom management. They get students up and moving and create a fun, warm, learning environment. Teachers and students build relationships with one another which will ultimately lead to a more managed classroom.
35. Reading and Writing are directly related! Both have a purpose of making meaning through text!
36. Classroom Procedures Vs. Rules: 300
36.1. Rules: dictate how students will behave, have both positive and negative consequences, are general and are to the point.
36.1.1. At the beginning of the year, as a class, you can make out a list of rules for your classroom. This allows the class to take ownership of the rules in the classroom.
36.2. Procedures: dictate how things are done in the classroom, are more specific to different areas, and may require student guidance and practice.
36.2.1. At the beginning of the year, as a class, you can model how certain procedures are to be done in the classroom. For example, how we behave when we go to the bathroom.
36.2.1.1. Have a student model the incorrect way first, then the correct way, then we go over the procedure as a class.
36.2.2. Procedures prevent chaos and instead provide a sense of direction and "flow" in the classroom.
37. Some of my Classroom Procedures: 300
37.1. Sharpening pencils: Unless you have the job as the pencil sharpener, you are not to be sharpening pencils.If you need a pencil, because your pencil broke, walk quietly back to the back of the room and place your old pencil in the bucket labeled “dull.” Then, grab a new pencil from the bucket labeled, “sharp,” go back to your desk, and continue working.
37.2. Library nook: The library nook area is to be used when whole group instruction is not being used. If all your classwork is completed, as well as the work in your work folder, you may check out a book. You are given 2 minutes to look for a book in the library. After you pick out a book, sign out the book on the check in/check out sheet. Write your name and the name of your book on the sheet. If there is flexible seating in the nook that is not being used, you may sit and read the book in the nook. If all seating is taken, go back to your desk and read the book. Take good care of the book. When you are finished, place it back in the library in its correct place and cross your name off the sheet.
37.3. Handing in homework: After arriving in the morning, unpack your backpack and grab out your take home folder. Make sure your name is on your homework and it is completed and ready to be turned in. Turn in your homework to the back bin labeled, “completed homework.” If your homework is not turned in by the time of the morning bell, (unless you are tardy), it is considered late.
38. Guided Reading: edel 300
38.1. Occurs in small groups! Groups may be grouped by their reading level abilities or things that each of them may struggle on that are common to them all.
38.2. DURING THE GUIDED READING:
38.2.1. Teachers: implement the plan that they planned, listen and observe individual readers and help when needed, take notes
38.2.2. Students: discuss the book, are in groups, each have their own copy of the book, interact with the text (take notes, take a part words, etc.), ask for help when needed, read in their heads idealy
38.3. AFTER THE GUIDED READING:
38.3.1. Reflect as a group on the book
38.3.1.1. Make graphic organizers
38.3.1.1.1. Make connections
38.3.2. Reflect on how the plan went and how the students responded to the topic or strategy
39. I want to begin the school year introducing my classroom procedures to my students! I want to model the correct way to do the procedures, then, have them model the incorrect way to do the procedures, then, correct the incorrect way with the correct one! I want them to be actively learning and engaged in their classroom environment!
40. Using Bloom's Taxonomy in the classroom: 350
40.1. Use every level!!!
40.1.1. Even the lower levels of Bloom's taxonomy should be used in the classroom! The lower levels of memorization are important for students to understand and know!
40.2. Start at the lower levels first!
40.2.1. The levels build on each other! Start with the lower levels first before jumping to the higher levels!
41. Writing: 300
41.1. Personal Narrative
41.1.1. Uses chronology
41.1.2. Is about someone's life
41.1.3. Contains characters, but the author is the main character
41.1.4. More than 2 events take place
41.1.5. Includes a setting
41.1.6. There is some sort of conflict, problem, etc. to fix or solve
41.2. Non Fiction
41.3. Persuasive
42. Assessing Writing: 350
42.1. It is difficult to assess writing using multiple choice tests! Teachers should focus on the process of the writing and then the product of the writing! Assess and monitor this!
42.2. As a teacher, you can use checklists to assess your students' writing! You can use a checklist that assesses the process of the writing. This check list could include things like "the student uses chronological words" or "the student included more than two characters.
43. I have made a personal connection in EDEL 300 to EDRD 390 regarding the various types of read alouds to do in the classroom. In EDRD 390, we talked about the importance of using the different read alouds in the classroom and the characteristics of each of them. We made charts that showed the different characteristics of each. I remembered this when I was filling out on my CF the various characteristics of each read aloud and when we filled out the various characteristics of each read aloud with the video we watched that described each type. One specific connection that I made was about interactive read alouds. We had to write an interactive read aloud lesson plan in EDRD 390 and teach it to our peers. As a I was planning my interactive read aloud for my students at Wes-Del, I was reminded about how to plan an interactive read aloud properly because of EDRD 390. I remembered back to the four different types of QAR questions you should ask: right there, think and search, author and me, and on my own. As a I was thinking of questions to ask to my students at Wes-Del, I used the four QAR strategies.
44. My understanding about language has drastically improved in the understanding that there are 6 different modes of language. I never knew that there were 6 different modes of language. I have always thought of language as speaking, but there are many other forms of language that I was unaware of including: writing, speaking, hearing, listening, and viewing. Each mode of language works together to create a sound classroom environment that is rich in all areas of language. I need to do more as a teacher than just speaking and making sure that my students are listening. My classroom should be rich in writing and viewing as well.
45. Although reading and writing are two different things, they are directly related. I have always thought of reading and writing as two different subjects that I should teach separately, but both have a specific purpose and allow students to make meaning from the text that they see and write. Reading and writing should be taught side by side and as a teacher you should make sure that they intertwine in your classroom. Students phonics and phonemic awareness are grown when they write and therefore, their reading will grow as well because their phonics and phonemic awareness are growing. Both writing and reading grow student’s language and concept of words, their meanings, and their sounds.
46. One way to help strengthen your classroom management is to use TPT kits. I have never heard about TPT kits before EDEL 300 so my knowledge about them and their importance in the classroom grew a lot. TPT kits are a great, effective way to help manage your classroom. They provide opportunities for classroom engagement. They provide opportunities for students in your classroom to interact which helps strengthen classroom community. They also can get students up and moving, which I believe, is a great way to help manage a classroom. They are designed to help get kids engaged in their own learning and I think that when students are engaged and excited about their own learning, their behavior is also more positive and the classroom is more managed.
47. Overall, my three biggest things that I have learned in EDEL 300 is that the words I use in the classroom are important, the way I set up my classroom should have a purpose, and the literacy I use in the classroom should be diverse heavy and it is my job to assess the literacy that I use in the classroom to make sure they are culturally relevant to the students in my classroom. I learned a lot about word choice in the classroom and how things that I say and how I word things does make an impact on my students. I should praise or punish the behavior, process, etc. and not the person. My language should be encouraging and rich in love and positivity. I should avoid yelling and using “no’s.” I should stick to using “I’s” and not “you’s.” The language I have control over could be so empowering to students if used in the right way. The way that I set up my classroom is also important. I need to analyze how I want to teach and how I want my classroom to be set up so that my students can reach their maximum potential. How I set up the classroom will directly affect the success of my students. I have also learned that literacy is very important in the classroom, BUT the types of literature that I use is even more important. Literature should reflect all children in my classroom, but should be culturally accurate and relevant to my students, but also to the author who wrote the book as well. I cannot just pick and chose pretty books or fun stories to read to my students. Each child needs to be represented in the books that I have in my class.
48. Beliefs and Theory (350)
48.1. Concrete shoes are values and beliefs that you hold as a teacher. They are ideas and beliefs that you have and hold that continue to keep you teaching. Even on the hardest days they are what keep you going.
48.1.1. 1. I will seek to make personal relationships and connections with each of my students.
48.1.2. 2. I will make sure that my classroom is a positive, safe environment for each of my students. I will make sure each of my students feel safe in my classroom and know that I am a constant safe place for them to share their thoughts and opinions as well as to share their struggles and hurts.
48.1.3. 3. I will be a constant support system for each of my students, both academically and emotionally.
48.1.4. 4. I will hold each of my students to the highest standards. I will meet each student where they are and will move them forward both academically and as future citizens.
48.1.5. 5. I will attend events of my students. I will make each student feel loved and valued as people. I will make sure each student is as emotionally and mentally as they can be. I will help them in any way that I can with their emotions and their mental health.
49. Assessment at EWA: 350
49.1. At EWA, they testing using the coTAG test for students to measure if they are considered to be "high ability."
50. EWA (350)
50.1. EWA has an open concept in the building! There are no doors blocking off classrooms. I find this concept very interesting! Although it is somewhat unsafe and can be tough to hear at times, I enjoy the atmosphere that the open concept provides. The atmosphere becomes warm and fun and welcoming.
50.2. I learned that I actually really enjoy the older grades. I was in a 4th/5th split classroom and fell in love with the older students.
50.2.1. I enjoyed the deeper conversations that took place on a daily basis. The older students are more mature and have more independence too which I enjoy.
50.3. Miss Reason uses so many different techniques in her instruction. She incorporates technology and games on a daily basis.
50.3.1. I love that she allows them to get up and do a lot of instruction through games or through group/partner work around the room.
51. Flexibility (350)
51.1. One of the biggest things I have learned at EWA is flexibility. Things are constantly changing and you have to be quickly adapting to the changes that occur to meet the needs of the students.
51.1.1. Miss. Reason is always very good at making sure that she is flexible. She allows us to pick and chose when we teach and she adapts to our schedule. I watch her deal with students who are behind or students who have been absent and she never takes away their free time when they have been absent.
51.1.1.1. I think that it is okay to give students homework to do during recess if they are behind. If they are behind, then they should have to find the time to make it up, and recess may be only one of those times.
51.1.1.1.1. However, if students are behind because of classwork, then the students have homework. I think that this is a great idea.
52. Growth Mindset 4/9 (350)
52.1. Believe that all students CAN and WILL learn and reach their full potential.
52.1.1. Frequently encourage hard work and effort. Praise the process, not what they accomplished. Although it is okay to celebrate their accomplishments, make sure they connect their growth to their hard work and persistence.