Category Archives: Creating Classroom Community

Reflecting On Why We Are Here…

“Why do you or did you want to become a middle school teacher?
What characteristics do you think a middle school teacher needs to have?

Understanding one’s content is one criterion for successful teaching — but only one. Effective educators at all grade levels possess something more significant than content knowledge: a deeper understanding of their students.”
(You Want To Be A What?, Chapter 1, Brown & Knowles)

This was my favorite text from all the texts we’ve been given the entire semester. I currently work with middle school students and am at a point where things have become very stressful and time consuming. To name a few things that have been keeping me busy; I am completing finals for my 5 graduate classes, inputting grades for parent teacher conferences, lesson planning for both jobs, and attempting to not pass out every chance that I get. It is so easy to forget why I am doing all of these things. Continue reading Reflecting On Why We Are Here…

Polite but firm

Don’t overuse ‘please.’ 

If you say ‘please’ too much, they think it’s an option. DARYL”

 

I chose this very short bit because it struck me on two different levels. First, with my own practice. I think it’s important to be polite. I was raised in an environment where ‘no’ or ‘yes’ was never an appropriate answer if it was not immediately followed by either ‘m’am’ or ‘sir’. My desire to always be polite was further fueled by my experience as an English teacher in Japan. Politeness is built into the way that verbs and other words are conjugated in Japanese. Because of this it is easy for many Japanese people to assume that Americans and English are not polite. Based on my background, I found this a little insulting and attempted to put the record straight. As a result, I am very conscious of always using ‘please’ and thank you’ in the classroom. It’s what I expect from students, so it’s only logical that I model my expectations. However, Daryl makes a very good point. There’s a fine line between being polite and sounding like I’m begging. I hope to continue to model politeness while exhibiting leadership and firmness by being more aware of this line.

The second reason I chose this quote is because in the process of writing up my focal learner study, I’ve been thinking a lot about my experience at Essex Street. In one of the classes, one teacher in particular was very politely asking my learner to follow instructions. She used phrases like “could you do this for me”. At the time, it struck me as a potentially interesting strategy. However, in reflection, this teacher wasn’t getting the reaction she wanted. The teachers who were more successful in getting my learner to comply were much firmer.

Communication is the Key to the Community

Respect, Liking, Trust, and Fairness

Cushman (2003)

Let us know what to expect from you and the class. When you ask us about ourselves on the first day, answer our questions, too. You don’t have to reveal anything you consider private (like whether you have a girlfriend or boyfriend), but we should know certain things from the start. Do you give a zero when homework is not turned in on time? Do you count class participation as part of the final grade?

Some things we want to know on the first day:

– What will we be studying or doing during the course?

– What can we expect for pop quizzes, tests, essays, or projects?

– Do you give a lot of homework?

– What is your grading system?

– Is this class going to be fun? If not, what will make it interesting?

– Will you be available to help us outside class?

Reply:

As a student in route for a Master of Arts in English Education, these are the questions I want my professors to answer. If I want these questions answered, I know for sure younger students would like these questions answered. The worst state to be in throughout the length of a course is confused and stressed. Knowing the answers to questions like these help students ground themselves within the class, and the classroom environment. Feeling grounded and comfortable in class gives students the foundation for accomplishment. As a student, if I know what is required of me, and what to expect from my class and professor, there should be less excuses as to why I do not get my work done. At the end of the day both my professor and I have a job to do. Whatever adversities I deal with at home, work, or anything on the outside of the classroom becomes the only obstacles that I have to overcome. When I am challenged by adversity, as a student I should feel comfortable enough to talk with my professors about anything going on so that I could get extensions on papers, or other types of assignments. The progression of students require constant communication between professor and student to ensure the success of students, and teachers. Syllabus day is probably the most important day of the semester. Why didn’t my pre-college courses have a syllabus day?

 

Nathaniel Jimenez

Day-to-day Engagement with Students

“For two minutes each day, 10 days in a row, teachers have a personal conversation with the student about anything the student is interested in, as long as the conversation is G-rated. Wlodkowski found an 85-percent improvement in that one student’s behavior. In addition, he found that the behavior of all the other students in the class improved” (Smith and Lambert 18).

Smith, R. & Lambert, M. (2008). Assuming the best. Educational Leadership, 66(1), 16-21. Continue reading Day-to-day Engagement with Students