Section 3: Classroom Structure plan
In my ideal classroom layout I have chosen to align the desks in a U shape. In my past experiences I have noticed that this allows for a greater community feel in the classroom. By having all the students looking at each other, they can make eye contact when speaking towards each other. It also is beneficial because every student has a clear view of the board, and will be less distracted by students sitting in front of them. I think class discussions and debates can be an essential tool in teaching. By having the desks aligned in this order it allows for conversation to flow naturally rather than having students talk to people’s backs. I think it is also important to have computers in the back of the classroom. These computers can be used for varied teaching methods which will allow the format of lessons to vary. This is a positive thing because the students will not become bored with how class is being taught. Something that I prefer in a classroom is that all the desks are separate. By having it this way the teacher has complete customization of how the desks can be arranged. If station work is part of the lesson plan, it takes just a minute or two to align the desks properly.
My first step towards developing expectations is to make a list of all the activities that I expect my students to do throughout the year. This is essential in organizing expectations for all activities you will ask your students to perform. These expectations may be different for certain classes you may have or different subjects you need to teach (Sprick, 2013). After you have created expectations for activities in class you must focus on your expectations for transitions and general classroom rules. I believe that the students should have a say in creating classroom rules during the beginning of the year. Obviously the teacher has to have some say on what is appropriate and not, but the class should take responsibility in creating expectations for themselves.
I think as a teacher in a high school setting you need to be clear on your expectations. It’s better to be thorough on what you expect because it leads the students to do better on the tasks you assign them. This could be through providing models of work, or in the case of expectations post them in the classroom. That way they will always be in sight of the students as a friendly reminder ("Reducing Problem Behaviors Through Good Academic Management: 10 Strategies"). In the beginning of the year it is important to design lessons where you can teach students the proper way to do assignments and behave. If you take time to teach how to do activities before you do each one, students will respond better (Sprick, 2013).
One difficult but effective rule to follow when it comes to behavior is that you should interact with students at least three times more often when they are behaving rather than when they are misbehaving (Sprick, 2013). It can be tempting as a teacher to only address misbehavior in certain students. However if you do not address when they are being good it is rare that they will successfully change their behavior in your class. Reinforcing good behavior and occasionally addressing misbehavior can really change how a student acts in a classroom. I think that in an older high school classroom reward systems seem kind of silly. I would hope that the students are mature enough to build relationships with, and address their behavior issues as an adult. However reward systems have proven to be very effective, and there is a wide range of systems to utilize for specific types of classes (Sprick, 2013). Overall my rationale for behavior in an older high school classroom is to build relationships with the students. From there you can talk to them as adults and discuss supports that they may need in a private setting. After supports have been given the teacher should constantly be reinforcing good behavior.
My first step towards developing expectations is to make a list of all the activities that I expect my students to do throughout the year. This is essential in organizing expectations for all activities you will ask your students to perform. These expectations may be different for certain classes you may have or different subjects you need to teach (Sprick, 2013). After you have created expectations for activities in class you must focus on your expectations for transitions and general classroom rules. I believe that the students should have a say in creating classroom rules during the beginning of the year. Obviously the teacher has to have some say on what is appropriate and not, but the class should take responsibility in creating expectations for themselves.
I think as a teacher in a high school setting you need to be clear on your expectations. It’s better to be thorough on what you expect because it leads the students to do better on the tasks you assign them. This could be through providing models of work, or in the case of expectations post them in the classroom. That way they will always be in sight of the students as a friendly reminder ("Reducing Problem Behaviors Through Good Academic Management: 10 Strategies"). In the beginning of the year it is important to design lessons where you can teach students the proper way to do assignments and behave. If you take time to teach how to do activities before you do each one, students will respond better (Sprick, 2013).
One difficult but effective rule to follow when it comes to behavior is that you should interact with students at least three times more often when they are behaving rather than when they are misbehaving (Sprick, 2013). It can be tempting as a teacher to only address misbehavior in certain students. However if you do not address when they are being good it is rare that they will successfully change their behavior in your class. Reinforcing good behavior and occasionally addressing misbehavior can really change how a student acts in a classroom. I think that in an older high school classroom reward systems seem kind of silly. I would hope that the students are mature enough to build relationships with, and address their behavior issues as an adult. However reward systems have proven to be very effective, and there is a wide range of systems to utilize for specific types of classes (Sprick, 2013). Overall my rationale for behavior in an older high school classroom is to build relationships with the students. From there you can talk to them as adults and discuss supports that they may need in a private setting. After supports have been given the teacher should constantly be reinforcing good behavior.
References
Sprick, R. (2013). Discipline in the secondary classroom a positive approach to behavior management (Third ed.). San Francisco: Jossey-Bass.
Reducing Problem Behaviors through Good Academic Management: 10 Strategies. (n.d.). Retrieved December 4, 2014, from http://www.interventioncentral.org/academic-interventions/general-academic/reducing-problem-behaviors-through-good-academic-management-
Reducing Problem Behaviors through Good Academic Management: 10 Strategies. (n.d.). Retrieved December 4, 2014, from http://www.interventioncentral.org/academic-interventions/general-academic/reducing-problem-behaviors-through-good-academic-management-