Research to Practice 2019

Blogging is like riding a bike, and It takes time until you can get rid of the training wheels

How can something that sounds so easy be so difficult. By my surprise, blogging is something that takes training.

Reading my first blog post Field Observation, my second blog post Classroom Management, and my third blog post The Sound of Encouragement Versus Fear I have been able to analyze my strengths, weaknesses, and the areas needed for growth.

My first blog postwas purely and introduction to the atmosphere of the classroom I was observing. It had many pictures, and I think that is the only thing it had doing for it. It was boring to read, there was no storyline behind it, no personal connections, and the research was not analyzed very well.

My second blog, I tried to make interesting by adding a hook, that was not successful. I like that it was an easy read, with bulleted points followed by a question that leads into research. It did not include a layout that was attractive to the eye, nor were there any photos.

My third post included stories, scenarios to bring the examples to life for the reader. The research question is in bold, and it was an easy read. The blog lacked pictures.

AS A TEACHER
Blogging Is important because…..

– Allows for observation
– Allows for reflection
– Allows for research

QUESTIONS

If you were to experience the R2P project again, what would you do differently?
– I would take more time to research successful blogs. I would connect my research and observations to how this will help me as a teacher.

What are you taking away to your future teaching practice from this R2P project?
– Classroom Management
– Connecting research
– Blogging for families
– Blogging for reflection

What advice would you give to the next ERCH496 students about the R2P project?
-Take these blogs serious, and find a media that you really like.

The Sound of Encouragement Versus Fear

Two scenarios from observation are referred to below:

 

Scenario 1: In one preschool classroom the teachers use calm voices. Their body language is relaxed, and they problem solve with the students by prompting them.

 

Scenario 2: In another preschool classroom the teachers raise their voices to get the children to listen to them. They are authoritative, possessing all of the control in the classroom, they often give demands instead of problem solving with the children.

 

For example: Imagine two students are playing nicely, but all of a sudden, the teacher hears yelling. They notice the students are having trouble sharing the toys.

 

In scenario one, the teachers walk up to the conflicted students, they ask them what is happening, they ask what the class rules are, then prompt the students to follow the rules, then they ask how they can fix this issue. The students have now worked through their problem and are playing very content. This class is well managed, and the teachers and students have respect for each other.

 

In scenario two, the teachers yell from across the room asking what happened. The teacher learns it is a sharing issue, the teacher yells “we share out toys in this class, give your toy to (insert name). The problem continues, the teacher keeps yelling, and the child is not learning. There are typically a lot of behavioral issues in this classroom, and the teacher is contently raising his or her voice.

 

So, my question is, Does the tone of a teacher’s voice influence classroom management?

 

The article For teachers, it’s not just what you say, it’s how you say it, by Jane Meredith Adams suggest that if a student of any age is spoken to in a harsh way, he or she will rebel upon the request. Whereas, if a student is misbehaving and spoken to in a lower voice thing de-escalate.

-It is important to use encouraging words

-Positively reinforce

-Respect matters: using a lower voice shows this

-Students become combative when spoken to in a loud voice.

-Some students have a difficult time decoding a vocal tone

TEACHERS, EVEN IN TIMES OF STRESS, DON’T RAISE YOUR “TEACHER VOICE” keep it calm and collected, and your words will get much further 🙂 

 

Im back! Looking back on my last blog post I determined that the route I took was not entertaining at all. In fact, I took a total different route than planned, kind of like when you are driving, and you are not thinking about where you are actually going until you realize you have gone the complete opposite direction than you anticipated. Yeah, that’s pretty much what happened with the last blog post. So here’s to changing things up a bit and rerouting myself.

 

Lately in my field placement I have been appalled by the classroom management in the Head Start classroom. In the class with the age range of 3-5 year old’s they are so structured that they are able to self-regulate!  I’m pretty sure it took me until college to do that. Truly, I am joking, it was more like 5^th grade.

 

-The students follow directions very thoroughly.

-They clean up when they are asked to clean up.

-They use appropriate communication when expressing their feelings by using words.

-They take turns and share.

-They direct their play, they regulate how many can be playing in one area. -They help each other.

-They transition very well.

-They serve themselves lunch.

 

How does classroom management influence why the students are doing all of these things?

From what I have observed:

 

-The teacher sticks to her schedule daily, with some flexibility.

-The teacher lets the students lead learning and shows them respect.

-Transitions are warned 5 minutes ahead of time, and a timer is set. When the timer goes off transition music is put on. For example, at clean up time, a cleanup song it put on.

– Play self-regulating is done by using name sticks and attaching the stick to the Velcro spots. When the spots are full and someone wants to play, the students will get a 5 minute sand timer and wait.

-Students have trust and respect from the teacher.

-A student is never turned down for his or her stories, thoughts, or creativity.

 

My questions are:

What are some of the best techniques for classroom management?

 

Research suggests:

-Organize the room strategically: Separate noisy areas from quiet areas

-Have good transitions: countdown, music.

-Use child friendly labels

-Keep a routine

-Balance active and passive activities

-Manage crisis creatively

 

Behavior management

-Set students up to succeed

-Warn students about transitions

-Warn students if anything in the schedule changed

-Do not overstimulate: too much noise: too crowded

-Use positive corrections

-Gently correct the child at their level

-Praise positive behavior when it is noticed

-Selectively ignore bad behaviors: depending on the child’s motive

 

Interactive Classroom Management for pre-k

This site provides management ideas for all areas of a day including field trips, and family involvement

For example: Circle time

Use pictures

Have the schedule

Classroom helpers

 

Reflection

Classroom management does not just mean structure. To take into consideration is the total environment. Make sure that this is an environment safe and friendly for the students. Be a positive and friendly teacher, and implement the schedule. When transitioning give a warning and instruct them what will happen next.

Head Start Program

 

Observation:

Overall Environment:

Ages: 3-5 years old

Ratio: 19-20 children

Class time: 8:30-2:30

 

 

Atmosphere:

Books related to the theme are placed strategically around the room.

Pictures are placed around the room that are appropriate for the center.

Artwork is hung on boards, pictures of the children are posted with artwork.

 Parent Board:

Located near the door for arrival with information for parents to observe.

Circle time rug:

Calendar

Alphabet line with pictures

Birthdays

Schedule

Images to reiterate appropriate rules

All about (letter of the week)

Weather

Colors

Cubby Area:

Name strip with photo of child 

 Line by the door:

4×6 photos taped to the ground. Line leader, door holder, other objects. This helps straight line, and personal space.

Dramatic play:

Set up according to the theme

Items are organized

Pictures of animals and professions in the area

 Library:

Soft chairs

Radio/ tapes for audio books

Book shelf clean and organized

 Math:

Number chart with numbers and items representing

Manipulatives to aid counting

 Schedule:

Posted with times near the clock

Posted at eye level with pictures and words in      chronological order

Children follow the schedule, it is apparent that the daily schedule is practiced every day.

 

Transitions:

Teachers will give a five minute warning, and set a timer. When the timer goes off students stop what they are doing. The teacher then plays a transitioning song.

For example: When Children are playing during choice play (free play) the teacher will give a five minute warning until cleanup time, that teacher then set the timer. When the timer went off, the teacher put on a clean up song. Children cleaned up, then helped other clean up. The children then found a seat on the carpet.

 

Arrival:

One teacher stands near the entrance of the classroom to greet families as they arrive.

The children are routine to put their items in their cubby, find their name strip, write their name, answer the daily question, wash their hands, breakfast (where another teacher is stationed), then play.

 

Classroom management:

Name sticks

Bucket filler

Helping hands

Consistent schedule

 

Question: Is it beneficial for Jayden to be in a classroom with students older than him?

Does this push him developmentally?

 

Research:  

Is it beneficial to place younger children with older children?

 

Patterns of Peer Acceptance, Social Status, and Social Reputation in Mixed-Age Preschool and Primary Classrooms

 

Lemerise, E. (1997). Patterns of Peer Acceptance, Social Status, and Social Reputation in Mixed-Age Preschool and Primary Classrooms. Merrill-Palmer Quarterly, 43(2), 199-218. Retrieved from http://www.jstor.org/stable/23092488

 

Social-Cognitive Play patterns in Same-Age and Mixed-Age Preschool classroom

 

Mounts, N., & Roopnarine, J. (1987). Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms. American Educational Research Journal, 24(3), 463-476. Retrieved from http://www.jstor.org/stable/1163120

 

 

Reflection:

 

Lemerise writes that it is uncommon for preschool aged children to feel shy among their peers because of their gender or age differences. From observation Jayden tends to play alone. Jayden will watch other children play, sometimes he will try to join in, but after a couple of minutes he will leave that group and find somewhere else. He does not have a lot of peer interaction throughout the day. I thought that this was due to him being the youngest child in the class. Mounts and Roopnarine write that a three year old in a mixed age classroom will engage in a more complex play. This class setting is beneficial for Jayden, he observes older students and learns from them. He does tend to participate in more complex play.

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