In a first grade classroom, surface behaviors such as visiting others, off-task questions, and tattling are everywhere. Surface behaviors refer to the tendencies of young students to exhibit the normal development behaviors of humans (Levin & Nolan, 2014, pg. 205). The word surface is used because they should not be judged as harmful or inappropriate; rather they are just surface, subconscious actions of children in everyday life and are ill-fit to value a student holistically. As teachers, we should be warmly accepting of such behaviors. The peace of mind should come from a carefully laid out plan with which to follow should students start to deviate. Referring students to a classroom "code of conduct" reminds me of assertive authority from previous readings (Canter, 1976).
The whole idea behind teacher interventions for behavior is to somehow re-route the undesirable behavior that the child shows onto a more productive route that looks more like real learning. Being social in a classroom should be a good thing, and with a well thought management plan, there are plentiful opportunities for students to talk with one another about the learning material. When the time comes for work that calls for a quiet atmosphere such as testing or individual reading sessions, non-verbal teacher interference is sought after first in the hierarchy of behavior interventions (Levin & Nolan, 2014, pg.210). "The look" will often tell students that what they are doing should stop, otherwise, further measures will be taken. Being in proximity with students is a very powerful thing as well, as no words are exchanged in the action of symbolizing meaning. Several strategies for curbing disruptive behavior include changing the pace of instruction, removing enticing objects from view, encouraging appropriate behavior and providing gestural cues (Levin & Nolan, 2014, pg. 213).
It's all about time in the classroom and how to make sure that the most precious resource teachers have isn't gone to waste during the school day. Time that students should spend working on assignments is often wrestled away by surface behaviors of peers or other random acts of personal attention. In order to do something about this as educators, we must first look at what it means to be conscious of our time and attention. Students should share the same responsibilities as teachers when it comes to being capable, caring, and cooperative. When something doesn't go according to plan in the classroom, it should be up to the teacher to remain true and hold students accountable for high expectations and standards. This is the best use of time and ensures long-term positive relationships are maintained. Having a flowing lesson without fragmentation is another key factor in improving time-on-task (Weinstein & Romano, 2015, pg. 182).
I can see a theme emerging from the two texts that I just may be able to use with my internship wondering. At the elementary school where I intern, I spend my days with 18 first grade students and a collaborating teacher who has been in the profession for ten years now. We often talk about how to best teach the children who often exhibit tendencies to be on-task one minute and off-task the next. Careful pre-planning has allowed me to work with my CT and colleagues to develop several instructional strategies for alleviating such tendencies (#FEAP3h). Their prior knowledge of subject matter is often the driving factor whether or not students are interested in the lessons (#FEAP3c). Students are just starting to gather the building blocks of their academic skills, and often times I hear them say "But I don't know how to read this!" One possible solution to the attention epidemic would be a simple introduction of audio books through a media device (#FEAP2i). The on-screen words can be highlighted for students while a narrator/celebrity reads the words out loud to the reader/viewer. Storyline Online is a wonderful resource for teachers who are looking for ideas on how to motivate their struggling readers.
References
Canter, L., & Canter, M. (1976). Assertive discipline: A take charge approach for today's educator. Seal Beach, Calif.: Canter and Associates.
Levin, J., & Nolan, J. (2000). Principles of classroom management: A professional decision-making model (3rd ed.). Boston: Allyn and Bacon.
Weinstein, C., & Romano, M. (2015). Elementary classroom management: Lessons from research and practice (6th ed.). New York: McGraw-Hill.
The whole idea behind teacher interventions for behavior is to somehow re-route the undesirable behavior that the child shows onto a more productive route that looks more like real learning. Being social in a classroom should be a good thing, and with a well thought management plan, there are plentiful opportunities for students to talk with one another about the learning material. When the time comes for work that calls for a quiet atmosphere such as testing or individual reading sessions, non-verbal teacher interference is sought after first in the hierarchy of behavior interventions (Levin & Nolan, 2014, pg.210). "The look" will often tell students that what they are doing should stop, otherwise, further measures will be taken. Being in proximity with students is a very powerful thing as well, as no words are exchanged in the action of symbolizing meaning. Several strategies for curbing disruptive behavior include changing the pace of instruction, removing enticing objects from view, encouraging appropriate behavior and providing gestural cues (Levin & Nolan, 2014, pg. 213).
It's all about time in the classroom and how to make sure that the most precious resource teachers have isn't gone to waste during the school day. Time that students should spend working on assignments is often wrestled away by surface behaviors of peers or other random acts of personal attention. In order to do something about this as educators, we must first look at what it means to be conscious of our time and attention. Students should share the same responsibilities as teachers when it comes to being capable, caring, and cooperative. When something doesn't go according to plan in the classroom, it should be up to the teacher to remain true and hold students accountable for high expectations and standards. This is the best use of time and ensures long-term positive relationships are maintained. Having a flowing lesson without fragmentation is another key factor in improving time-on-task (Weinstein & Romano, 2015, pg. 182).
I can see a theme emerging from the two texts that I just may be able to use with my internship wondering. At the elementary school where I intern, I spend my days with 18 first grade students and a collaborating teacher who has been in the profession for ten years now. We often talk about how to best teach the children who often exhibit tendencies to be on-task one minute and off-task the next. Careful pre-planning has allowed me to work with my CT and colleagues to develop several instructional strategies for alleviating such tendencies (#FEAP3h). Their prior knowledge of subject matter is often the driving factor whether or not students are interested in the lessons (#FEAP3c). Students are just starting to gather the building blocks of their academic skills, and often times I hear them say "But I don't know how to read this!" One possible solution to the attention epidemic would be a simple introduction of audio books through a media device (#FEAP2i). The on-screen words can be highlighted for students while a narrator/celebrity reads the words out loud to the reader/viewer. Storyline Online is a wonderful resource for teachers who are looking for ideas on how to motivate their struggling readers.
References
Canter, L., & Canter, M. (1976). Assertive discipline: A take charge approach for today's educator. Seal Beach, Calif.: Canter and Associates.
Levin, J., & Nolan, J. (2000). Principles of classroom management: A professional decision-making model (3rd ed.). Boston: Allyn and Bacon.
Weinstein, C., & Romano, M. (2015). Elementary classroom management: Lessons from research and practice (6th ed.). New York: McGraw-Hill.