2012 News Jan. 6
Early Friday morning I was called in to substitute for a full day for the first time. I have already sat in half days this last year, and enjoyed it, but a full day was a challenge, not having taught for a good 15 years, or so.
I walked into a very neat, organized fourth grade room, and noticed each shelf with labeled baskets, books displayed, pieces of math manipulatives in large pretzel jars with labels, baskets hung on the front board displaying items. On a large easel was a note to the class, with a question. As the students entered, they read the note, and then took the marker, and each one answered the question, circling their response. They were becoming more literate day by day.
As the day progresses, students informed me of the way the class was managed. It all went very smoothly, with a schedule hanging on the side of the teacher's desk(the same size as a student desk, but her chair was a large comfy chair on rollers). Each of the student desks had a small knob on the side, where a bag with books was hung, so that even their desks were kept organized.
The teacher sent very specific instructions about what to do during each segment of the day, and the students were co-operative. They knew the time allowed for math, independent reading, and social studies. They instructed me about lining up for recess and music, but ran off in the halls. I guess I was just walking too slowly for a lively bunch of young people!
At times three or more students are "taken" from the class for some reason- enrichment, or review of basics- it happens all through the day in all classes. It makes the day unpredictable as students come and go now and again without seeming rhyme or reason, in mid sentence at times. I wonder what function this might have in the scheme of things, since those students did not cover the materials we did in class! How do they explain that...it is also unnerving to the flow of the class, when we stop and are interrupted so many times to have students leave and enter. I do understand the one time, when we were preparing for a test. We studied fractions. I ended up explaining a lot about equivalent fractions, and then after working on them, we had a test. The four students that left, returned late. I THOUGHT they would have an issue with the test, but three of them finished before the rest of the class. I guess they already knew the material we were doing!
What made this classroom functional for the teacher, the students, and then likewise for me, the substitute teacher, is that areas of the room were well designated for specific activities. Rules were clear to me and to the students. Students realized I knew most of the "RULES" and not often a students would try to get away with not being in line. Other students were quick to point out infractions, and then I would not hesitate to keep students to the straight and narrow.
I believe this is the proper atmosphere in which our children can really learn!!!!!! Too much stimulation, too many wonderful pictures and books and fancy drawings all over the classroom over excite the students to run amok and misbehave. Clear guidelines, organized shelves, clean classrooms make for calm students and learning can take place. Thank you for letting me see how this is all possible!
I walked into a very neat, organized fourth grade room, and noticed each shelf with labeled baskets, books displayed, pieces of math manipulatives in large pretzel jars with labels, baskets hung on the front board displaying items. On a large easel was a note to the class, with a question. As the students entered, they read the note, and then took the marker, and each one answered the question, circling their response. They were becoming more literate day by day.
As the day progresses, students informed me of the way the class was managed. It all went very smoothly, with a schedule hanging on the side of the teacher's desk(the same size as a student desk, but her chair was a large comfy chair on rollers). Each of the student desks had a small knob on the side, where a bag with books was hung, so that even their desks were kept organized.
The teacher sent very specific instructions about what to do during each segment of the day, and the students were co-operative. They knew the time allowed for math, independent reading, and social studies. They instructed me about lining up for recess and music, but ran off in the halls. I guess I was just walking too slowly for a lively bunch of young people!
At times three or more students are "taken" from the class for some reason- enrichment, or review of basics- it happens all through the day in all classes. It makes the day unpredictable as students come and go now and again without seeming rhyme or reason, in mid sentence at times. I wonder what function this might have in the scheme of things, since those students did not cover the materials we did in class! How do they explain that...it is also unnerving to the flow of the class, when we stop and are interrupted so many times to have students leave and enter. I do understand the one time, when we were preparing for a test. We studied fractions. I ended up explaining a lot about equivalent fractions, and then after working on them, we had a test. The four students that left, returned late. I THOUGHT they would have an issue with the test, but three of them finished before the rest of the class. I guess they already knew the material we were doing!
What made this classroom functional for the teacher, the students, and then likewise for me, the substitute teacher, is that areas of the room were well designated for specific activities. Rules were clear to me and to the students. Students realized I knew most of the "RULES" and not often a students would try to get away with not being in line. Other students were quick to point out infractions, and then I would not hesitate to keep students to the straight and narrow.
I believe this is the proper atmosphere in which our children can really learn!!!!!! Too much stimulation, too many wonderful pictures and books and fancy drawings all over the classroom over excite the students to run amok and misbehave. Clear guidelines, organized shelves, clean classrooms make for calm students and learning can take place. Thank you for letting me see how this is all possible!
Comments
Post a Comment