Please enable JavaScript.
Coggle requires JavaScript to display documents.
EDEL/EDRD 300 Conceptual Framework (Classroom Management (Constantly…
EDEL/EDRD 300 Conceptual Framework
Classroom Management
quick change
Flexible seating
ORGANIZATION
Images of classroom
-welcoming
-kind
-safe
-organized
Seating
-U-shaped
-Can see everybody
Detailed procedures, but to the point
Have the kids repeat rules/commitments when they start the day/class
Chime (attention getter)
Different greetings. My teacher does one touch and one no-touch (high-five vs. salute)
It is important to walk around the room while the students are working on their work
Constantly remind students of expectations (after each round of the activity in my IRA, I reminded the students of what to do when they were done
I connected these two because it is important to remind the students of the expectations especially when there is a break coming up. I think a way to help alleviate the distractions is to just take a little bit of time to talk about their plans.
repeat attention getter if needed
Try to avoid giving students, especially younger ones, the "fun" materials before instruction. They can and will get easily distracted.
Make classroom more accessible for students who may have physical/mobility disabilities
Classroom management for 300
Not much has changed since 300, my thoughts have stayed the same
Diversity
Representation in materials
accommodations for students with different needs (letting someone with autism sit at a table and draw during role call rather than on the floor with the rest of the students)
Danger of a single story - DON'T MAKE ASSUMPTIONS!
These are connected because if you make assumptions about a certain child and not get to know them and be aware of their situation, then you will have a hard time providing the best learning environment for them possible
This picture shows a project from a student who has to take medicine for something (I think it is for ADHD or ADD but I can't remember). This project was done over the course of a few days and you can see which day the student took their medicine and which day they forgot to take their medicine.
If applicable, let students share about their family/culture. Most students and teachers will find it interesting (I had a student tell me they were going to Mexico for Christmas)
Try to allow time for students to share their work with the class if they would like to every once in a while. While the think-pair-share is effective, there is just something about sharing with the class
Try to find ways to alter the assignment for those who may struggle, those who may not be challenged enough, or those who need more direction given when given a purposely vague assignment
These are connected because I had a student who struggled with this assignment. They were told to create what they imagined when listening to music and he just didn't know how to do that. I never thought of a way to alter my assignment for him, and I wish that I did
I found that a lot of students had parents that were divorced and talked about how today was "mom" day or "dad" day.
Diversity thoughts for 300
Thoughts stayed the same for 350
Literacy
Literacy Orientation
-Traditional
-Want to be more creative
Reading and Writing Processes
-Seems effective
-Want to include in classroom
6 modes of L.A.
-reading
-writing
-listening
-speaking
-viewing
-visually representing
*really helps with understanding
Using books to start off new units, even if they don't relate to reading
Phonics
-make sure to say just the letters sound, don't add a vowel sound to the end
Keep kids engaged while reading a book by having them interact with you. I really like Interactive Read Alouds for that specific reason
Guided reading is a good tool to use to check up on a student and their reading skills. I did learn that dividing students up in their different reading levels would be really helpful, but it was hard to do that since I was in an art class. I had two very different reading levels in one of my groups and the students would zone out when another student with a lower reading level would read because they had to sound out almost every word.
Try to use interesting and fun books as much as possible.
I connected these two because if a student is represented in a book, they may find it more interesting and more relatable, which will help them stay focused on the reading.
CLASSROOM LIBRARY!!!
Literacy thoughts for 300
Thoughts stayed the same, in fact 350 strengthened it by reinforcement
MISC
be aware of student's situations to provide the best environment
offer yourself to the student if they need to talk about things
I connected these two because it is important to offer yourself as someone the student can trust that way in the case of something that needs to be reported, the student has someone they can trust and someone to talk to if they are struggling with something
if a break is coming up, allow a little bit of time for the children to talk about their potential plans to help them stay focused on the material rather than what is coming up
This photo is an example of my lesson. The children listened to two different pieces and represented those artistically. That is all I did this week and it was very interesting to see what the students came up with. There was one student who struggled with this assignment, and that could be because they might need to be told what to do
EDEL/EDRD 350 (Cut short due to COVID-19)
Literacy
Was able to see the benefits of guided reading groups
Due to high-ability program set up and split classroom, reading level of students were all over the place
Literacy thoughts for 350
Basal readers can be helpful if they are not fully relied upon.
Classroom Management
High-ability students behave fairly well
Simple reminders of voice levels
A lot of independent work time
Students know what to do when
Classroom management for 350
Diversity
Mainly be aware of racial biases
be aware of and respect differences
Diversity thoughts for 350
