2b-Establishing a Culture for Learning
2c-Managing Classroom Procedures
2e-Organizing Physical Space
I conveyed enthusiasm for the subject and encouraged students to value the content. We sang, used movement, smiled, and invited our classmates to do the same. Talked about learning and celebrated with the students. In our classroom we had positive interaction with students. We displayed students' work for them to feel ownership and pride in them. Student were actively engaged and cared about what they were doing. The example to the left demonstrates the work that one of the second grade students had done. This work was displayed in the hallway for all of her classmates to see.
In our classroom transitions occur smoothly with little loss of instructional time. Transitions were smooth. Students knew what they were to do when I used the squeaky duck. I am able to establish routines for handling materials smooth, with students assuming some responsibility. Students were able to model cleaning up behavior, moving from table to table, station to station. I incorporated "Simon Says" to move my learners onto their next center. By using "Simon Says" I asked students to quickly demonstrate math, counting, motor skills, verbal, and direction following. For example I said, Simon Says, show me four fingers under your chin, tap your shoulders fourteen times, tell me the letter name or letter sound (using flashcards)". When using this I am able to do a quick informal assessment, keep my students constantly moving, and at the same time I am getting them ready for the next center.
In order to to keep an organized and safe classroom I need to inform my students about my expectations for their conduct and I need to make sure they are clear instructions. I discussed expectations with students prior to having the students complete a task or transition. The document on the left side is a diagram of the classroom. It is organized for effective teaching and it is a safe classroom (cords, computers, heavy objects, etc. are secure). The red visible lines indicate the cords that are in the classroom. The red cords are hidden or out of the students way. The tables are also organized in a way that lets the students see the whiteboard and where the students are able to walk around the classroom without running into things.