I can already tell that classroom management is going to be a challenge, especially for the first few years of my career. By accumulating ideas and tips from colleagues, professors, coop teachers, and my own experiences I do believe that my classroom management will get easier overtime. As said in this class dojo article, just when you think that students are “wrapped around your finger,’ they will act up and be disruptive. Although I have certain opinions about why students would be “disruptive” (lack of understanding, boredom, not relatable), a core solution to this would be determining the values in the classroom.
What I got from this blog is that as a teacher, we need to determine values, establish behaviours that reinforce those values, then create rules to enforce those behaviours. For example, I could work backwards with my students by creating the rule, no talking when someone else is talking. From there, we would determine what behaviour students would need to do to follow that rule (silence when a classmate or teacher is talking), then determine the value for that behaviour, which would be respect. Respect could be used for other behaviours and rules.
After going through what we all agreed where some classroom values, behaviours, and rules with my students, I would adapt what I learned from the Art’s Education teacher I observed in ECS100. As for the rule portion, based on the values and behaviours discussed, I think that that I would, as the teacher, make a rule list myself (to show some control/authority). Back to what I observed in that Arts Ed. class; they created a “contract” relating to classroom behaviours and each student signed the big sheet of paper indicating their accountability. She then hung the paper up on the wall for them to refer to if someone was not following their contract. As for the Dojo thing, I do not doubt that this works, however, I do not think I would use this if I did not have to. Im all for positive reinforcement, but the reality is that some students are more inclined to listen when something is at stake. There are other forms of reactive strategies then displaying each student’s success making it more of a competition.
Laura Bud Presentation
I was happy to attend Laura’s presentation because I appreciated hearing the voice of a transgender woman in an institutional setting. In class, we often address oppression and what we can do as educators to not only mitigate unsafe and uncomfortable situations in the classroom, but also ways that we can be advocates for change and create an inclusive space. We do not always hear (in the classroom setting) the voices of the oppressed. So putting a face to the name is an effective way that makes whatever discussions we have in the classroom, a real life solution as to what we can do.
Gender and sexual diversity is definitely something I think should be addressed to pre-service teachers (and everyone for that matter) because people need to know how to create a safe environment and equal opportunities for all students. Thankfully, we have resources like Laura and other pro-active organizations emphasizing the importance of properly addressing the systemic issue of prejudice and discrimination against people who do not conform to the binaries society has created. As I said, I appreciate having the opportunity to listen to someone like Laura. I have a transgender sister, so hearing uplifting motivational stories from Laura are encouraging and answers any questions I may have about my own life with supporting my own family member.