Positive Reinforcement Goes a Long Way!

During my fieldwork hours, I chose to observe two different teachers in different grades.  The most important thing that I've learned from this experience is that positive reinforcement is most beneficial to smoothly running a classroom.  Students that are given more positive reinforcement are more likely to continue exhibiting appropriate behaviors.  In one class, when the whole class has been behaving or quietly working when needed, the teacher would add pom-poms to a jar (this also was done in the reverse).  When the jar was full, the class was rewarded.

In the other class that I observed, the teacher was very good at pointing out and rewarding individuals who were showing appropriate behaviors.  If a student was quietly working or getting out necessary materials for the lesson, for example, the student would be given a piece of paper to write his/her name on and that would be put in a bucket.  At the end of each day, a name was drawn from the bucket and that student received a little treat.  Focusing on appropriate behaviors took attention away from those students who were exhibiting inappropriate behaviors.  Students would help each other stay on task, as well.

Positive reinforcement shows the teacher cares and respects his/her class.  It also gives the students something to look forward to for doing what they should be doing.  Everyone likes to be rewarded or recognized from time to time for things they've done well. 

How to Run a Classroom Smoothly

I'm only with a first grade teacher for an hour during the morning each day I observe.  However, during that hour I've watched as she checks for reading sign-offs from the day before.  Each student is required to spend at least 20 minutes reading each night.  If the students' parents sign off on their reading log, the students get one skittle from the teacher.  It doesn't seem like much, but those first graders just love it!  It gives non-readers more of an incentive to read.

The teacher also does or says various things to either refocus students or get their attention.  One that works really well with this class is saying, "One, two, three, eyes on me" to which the students reply, "One! Two! Eyes on you!" and get settled down.  She also is very observant and when the class is getting restless, she'll move them to a different part of the room.  It allows them to get up and move a bit and gives them a change of scenery.  Then she goes on with the lesson from that spot.

For a student who is just having one of those days and continues to distract his/her classmates, a desk is set up at the back of the classroom.  The student is asked to sit in that desk and continue with his/her work.  I think part of the reason it works is that the student is able to move around and get some energy out while walking to the desk and also there aren't as many distractions since the student only takes his/her work to the desk.

I'm sure there are many more procedures that the teacher uses to smoothly run her classroom.  These are just a few examples that I've noticed so far.

Actively Engaged

The 1st grade teacher I am currently observing has little songs that she has taught the children related to different subjects.  The kids love it and have so much fun singing those songs.  The songs get stuck in their heads, therefore they learn what was being taught.

The 3rd grade teacher I observed has the class do math problems on a mini white board at their desk.  She gives them a set amount of time to do the problem(s) and then has them show their answers.  Then she writes down all the answers she sees (both correct and incorrect) on the board and has the class as a group tell her which one(s) are the right answers and which are incorrect.  I like this strategy because all the students participate and are able to learn from each other.  The teacher is also good at pointing out what was done right in the problem, even if the answer was wrong.

Another way this teacher tries to engage students is by drawing a numbered stick from a cup when a question is posed.  Each student has an assigned number.  The numbers go into the cup face down and when she wants to randomly select a student, she'll pick one.  I don't think it is as effective as it could be since she replaces the stick when the answer is given.  Maybe leaving the sticks out of the cup until every student has answered a question would be better?