In my initial goal setting blog, I stated that I needed improvement on Feap 2B- “Manages individual and class behaviors through a well-planned management system.” This was a goal due to the fact that I was not addressing misbehaviors to the extent that I should have been, and was given students too many chances. Another goal was FEAP 2H- “Adapts the learning environment to accommodate the differing needs and diversity of students.” I saw need for improvement in this area due to my focusing too much on below level students, ignoring the needs to above level students. I think that behavioral management and differentiation are two factors that are vital for student success and proper functioning of a classroom. I also believe that they are two of the harder practices to master, especially as a pre-service teacher. However, I am confident that I have made a steady improvement in both practices, and believe that I will continue heading in a positive direction.
With regards to FEAP 2B, I decided to pay close attention to the way my CT manages behavior in the classroom. I made notes on everything she did, ranging from incentives, warnings, compliments and other methods. I learned interesting tips from her also. One of these is to compliment behavior that you like, rather than criticizing one that you do not. Without a doubt, this was extremely effective and I saw immediate results. For example, when doing a read aloud, there were a few students who were not turned towards me, and were very distracted. Instead of calling on these students and asking them to pay attention, I said, “I love how Billy is in Listening learning Position (LLP) and sitting up nice and straight like a mature second grader.” This had an immediate effect and all the unfocused students mimicked my compliment. Furthermore, I decided to use more incentives, such as giving the quickest and quietest students tickets, or marbles. This is also an effective means of time management. My supervisor’s words also encouraged me to take control, and let the teacher inside of me come out. Though I am just an intern, my students should see me just as they see any other teacher.
With regards to FEAP 2H, I have also made progress. I have been focusing a lot on enrichment activities, as this is aimed towards the above level students. Furthermore, I have been switching up the small groups that work with teachers. Therefore, above level students do not always have to work independently, and this also makes it less of a predictable situation. However, I have also been focusing on my on level and below level students, and have been trying to spread my time, effort and resources equally among all students. My CT also guided me along this process, giving me ideas and suggestions along the way. One of these included allowing my above levels students to teach the class. This was an example of my CT's feedback, that I turned into something productive. In terms of behavioral management, my CT realized that I had been struggling to stand firm with some students. She encouraged me to take control and be a leader, and not to let students take advantage of me because I am an intern. Now, after one warning, I will give a student a negative check in his/her folder. I have seen improvement in students' response to my warnings, and believe that I am earning their respect more and more.
With regards to FEAP 2B, I decided to pay close attention to the way my CT manages behavior in the classroom. I made notes on everything she did, ranging from incentives, warnings, compliments and other methods. I learned interesting tips from her also. One of these is to compliment behavior that you like, rather than criticizing one that you do not. Without a doubt, this was extremely effective and I saw immediate results. For example, when doing a read aloud, there were a few students who were not turned towards me, and were very distracted. Instead of calling on these students and asking them to pay attention, I said, “I love how Billy is in Listening learning Position (LLP) and sitting up nice and straight like a mature second grader.” This had an immediate effect and all the unfocused students mimicked my compliment. Furthermore, I decided to use more incentives, such as giving the quickest and quietest students tickets, or marbles. This is also an effective means of time management. My supervisor’s words also encouraged me to take control, and let the teacher inside of me come out. Though I am just an intern, my students should see me just as they see any other teacher.
With regards to FEAP 2H, I have also made progress. I have been focusing a lot on enrichment activities, as this is aimed towards the above level students. Furthermore, I have been switching up the small groups that work with teachers. Therefore, above level students do not always have to work independently, and this also makes it less of a predictable situation. However, I have also been focusing on my on level and below level students, and have been trying to spread my time, effort and resources equally among all students. My CT also guided me along this process, giving me ideas and suggestions along the way. One of these included allowing my above levels students to teach the class. This was an example of my CT's feedback, that I turned into something productive. In terms of behavioral management, my CT realized that I had been struggling to stand firm with some students. She encouraged me to take control and be a leader, and not to let students take advantage of me because I am an intern. Now, after one warning, I will give a student a negative check in his/her folder. I have seen improvement in students' response to my warnings, and believe that I am earning their respect more and more.
This is a differentiated activity for my classroom. These particular questions on the cubes relate to biographies, but it can be used for any topic that they are learning. There are three levels of cubes. The first level is for below level/struggling students, the second level is for on level students, and the third level is for above level students. Students are broken into groups of three based on level, and given their cube. This ensures that each student learns meangingfully from the activity, but none are overwhelmed or unchallenged. I believe that this is evidence that I have improved FEAP 2H.
| This is a lesson plan that I implemented this semester. I believe that it shows evidence of growth in my target areas. The lesson plan shows evidence of differentiation for all levels of students. Furthermore, it shows evidence of behavioral management strategies, particularly incentives. I plan to continue mastery of these two goals. I believe that creating interesting activities that foster differentiation is an effective means of meeting the needs of all students. Furthermore, I can administer self-assessments to determine if all students feel as if they are feeling challenged, bored, or overwhelmed, to ensure that my strategies are successful. In terms of behavioral management, I will add new incentives and behavioral techniques to continue this improvement. I plan to observe my peer's behavioral management techniques, and would use this as inspiration to implement in my own classroom. |