introduction
The issue of behavior management has long interested me; during my own days in elementary school, I observed my teachers’ different styles and what I saw certainly affected my relationships with them. During this apprenticeship of observation (Lortie, 1975), I lived in fear of the yellers, the teachers who seemed to lose their temper for no particular reason. A self-proclaimed teacher’s-pet, I wanted nothing more than to be loved by and to impress my teacher. When they reprimanded the whole class, I would quake in desk even if I had had no hand in the wrongdoing.
In my very first journal entry to my Penn Mentor, I discussed the issue of yelling to “control” students, in light of incidents I had observed at my summer placement at St. Thomas Aquinas. From that point onwards, behavior management became a frequent topic of conversation between us and her most common comment at the end of observations is that the lesson was great, I just need to fine-tune my behavior management strategies and find one that worked for me. We both acknowledged the challenge of doing this in a classroom that was not solely my own, but especially as my two-week take-over approached, she encouraged me to try out some of my ideas. She offered suggestions of things that had worked for her and we discussed what I had seen both of my classroom mentors do. I was eager to try something, but simultaneously overwhelmed. Where to begin with such an important issue?
|
A1- Journal Entry, Aug. 26, 2012
|
When considering my inquiry question earlier this semester, I first thought about analyzing different types of lesson plans across subject areas. I started something along this line in my Term III assignment. As I began to take over more and more teaching in my third grade classroom, however, I realized that I was struggling to manage my class. As I reflected on conversations with my Penn and Classroom Mentors and considered what I had thought had gone well and what had been challenges in lessons, I realized the magnitude of this issue for me. As my two week take-over approached, I prepared a few supplemental behavior management practices that I could implement. As this programs winds down and I prepare to have my own classroom in the fall, I consider it appropriate and necessary to reflect back on what I have seen and what I have done in this regard. What behavior management techniques support my students’ engagement and ultimately their learning?