Category: Classroom

Looking for sample teacher observation notes? Examples found online are usually badly-written and are of no use for teachers. But this sample classroom observation summary is different! It presents a thorough analysis of classroom interaction with positive comments and criticisms. Check it out!

My Classroom Observation Experience: Introduction

The career of teaching requires a lot of experience and practice. The experience develops creativity of the teacher. In addition, it leads to the effectiveness of the teacher. This experience is gained through personal activities and experiences. In addition, it is gained through observing other teachers in class and teaching sessions. In this light, personal experience takes a sizeable time to obtain and utilize. Therefore, young teachers observe the experienced teacher to obtain the skills that are used in class. In this light, a starting teacher attends a class in session and makes relevant observations. The observations are recorded in a DYC observation form. Afterwards, the teacher should write a summary of observations. These observations form a part of their experience. This paper will focus on an observational exercise. It will include the summary of the observations made in three different classes. The classes will include a 3^rd grade math lesson, 6^th grade science lesson and 2^nd grade physical education lesson. The observation will include demography of the school and classes. In addition, the teacher will make observations concerning the use of theories and teaching concepts in class proceedings.

Classroom Observation Notes: School Demographics

Cornell Junior public school is a public school with a community basis. It portrays a strong spirit of cultural diversity. It has a population of 900 pupils who come from various religious backgrounds. Mainly, the pupils originate from Muslim and Hindu religions. The school accommodates both girls and boys in the system. It has 25 diverse languages in the system. These languages include Tamil, Punjabi, Gujarati and English. In the year 1959, this school was started where it made a quick progress. In 1998, the school obtained additional classrooms, computers laboratory, music lessons room, modern library and gymnasium. A school day starts at 8:45 a.m. and ends at 3:45 p.m.

Classroom Observation 1

This observation focuses on the third grade class in mathematics lesson. The mathematics lesson will be considering the topic on polygons. The class will be handled by Bernice Ho.

Demographics

The class session was conducted in room 201 of the classroom blocks. There were three absent pupils in a day. This implies that the total number of pupils was 48. The class is on the second floor of these blocks. The class had 45 pupils. From this population, there were 20 males and 25 females. The class was split into Hindu and Muslim pupils. In this light, 28 pupils were Hindus while 17 pupils were Muslims. One of these pupils was physically disabled. In this case, the pupil relied on his friends for moving by wheel chair to class since walking was a challenge.

Classroom Observed

Mrs. Bernice has taught mathematics for the last four years in this profession. In addition to mathematics, the teacher handles science when necessary. She has been complimented for her content delivery. The teacher has taught in three schools since her graduation. In these schools, she has left a legacy of good performance realized in science and mathematics.

The class lasted for one hour. The lesson was divided into three parts. For the first ten minutes, the teacher made a brief overview of the previous lesson. That lesson was dealing with lines of one-dimension. The teacher introduced the topic on polygons and described the objectives of the lesson. In addition, the teacher described the learning practices that were involved in the lesson. Also, she presented two questions that they solved together. This evoked the prerequisite knowledge related to the polygons. For example, she asked one pupil to draw a three-sided figure on the blackboard. They drew irregular shaped figures on the blackboard.

Therefore, she started explaining the concept of polygons. The second part of the lesson took thirty minutes. In these thirty minutes, the teacher aimed at helping pupils in identifying regular polygons according to the number of sides. Therefore, she conducted an exercise for making a polygon monster. First, she demonstrated and asked them to make on their own. Afterwards, she gave an exercise to the pupils. The exercise needed pupils to draw various regular polygons alongside their names. In the final part of the session, the teacher used twenty minutes. In this part, they would draw the polygons on the blackboard. The teacher would select some pupils and order them to tackle question on the blackboard. The ones who got it right would gain the class participation points. These points were considered in choosing the pupils attending the mathematics tour at the end of the term.

Positive Strategies

1. Before she started the lesson, the teacher reminded pupils about what they had learnt in the previous lesson. This gave the pupils some consistency. It enhanced much understanding and ensured a flow of knowledge from one topic to another. Also, he outlined the basic objectives of the lesson. This helped them to understand the goals of the lesson right from the beginning. This ensured that they remained focused to the objectives of the lesson.
2. The teacher went around the class observing the pupils as they do the class exercise. She corrected those who made mistakes in the exercise. In addition, she helped any pupil who was seeking for help. This ensured that they enjoyed individualized considerations rather than general consideration. It ensured that all of them were helped at a personal level.
3. The teacher incorporated an exercise of making a polygon monster. This exercise ensured that they participated in the lesson completely. It aimed at keeping them awake and attentive. In addition, the exercise made the topic practical and real
4. The involvement of pupils during the class session was an essential strategy. In this case, they were called to give answers on the blackboard. If a pupil failed, the teacher complimented them for their courage and contribution. This encouraged all of them to give their answers on the blackboard. In fact, they scrambled for the chance by lifting up their hands with passion. In fact, each pupil was trying to lift their hand at an upper level than their friends.
5. The teacher concluded the lesson by providing a short summary of the lesson. She summarized on the types of polygons and polygon monster. In addition, she portrayed the fulfillment of the lessons objectives and goals. The pupils who participated were listed and the record was kept.

Course Concepts Observed

The teacher incorporated various course concepts during the class proceedings that reinforced her effectiveness.

The teacher used the concept of cooperation. She divided them into nine groups. Each of the groups had five pupils. The group members were mixed in proportionate ratio of boys to girls. The groups enhanced the spirit of sharing among the pupils. This ensured that they learn to share among them. As a result, they do not always wait for their teacher for solutions. Instead, they learn to utilize their colleagues capability

In addition, he used positive reinforcement. In this case, she has made a program that aimed at appreciating those who participate in class and perform well in class. In this case, any pupil who participates in the class gains additional point. The points are considered when choosing those who would go for the tour. Also, the tour includes those who are the most improved regardless of their performance. This motivates them towards working hard and performing well.

Summary of Observations 2

This observation exercise focused on the sixth grade pupils in science class. During the lesson, they were tackling a topic on electricity.

Demographics

The class was held in room 113 in the classroom blocks. It was in the ground floor of the block. The class contained 43 pupils. It had 23 girls and twenty male pupils. Most of them were from the Islamic religion. Most of them used English as their language for communication. The class did not have any cases of disability. The class started at 1 p.m. and concluded at 1:50 p.m. This is about 50 minutes of learning session for the pupils. The class was divided into three parts. In the first ten minutes, the teacher made definitions of electrical terms. The definitions were to be used in the lesson. In this light, the teacher defined the instruments and displayed them to the pupils.

This enabled a smooth learning of the experiments that were done after the introduction. It ensured that they understood what the teacher was describing in the subsequent procedures. In the second part of the lesson, the teacher explained to the pupils about electricity circuit. Also, he drew a diagram of the circuit explaining the different parts of the circuit. Afterwards, he rubbed the diagram and asked them to draw the circuit alone. Then, he divided them into groups in which they connected the apparatus to make a circuit. In the last part of the lesson, the teacher gave short notes that summarized the whole lesson. This ensured that pupils can refer to the notes when revising.

Positive Strategies

1. Definition of terms and displaying the instruments was an essential strategy for the pupils. It ensured that they were familiar with the instruments. As a result, they would not confuse the instruments in the procedure that the teacher provided during the practical experiment. Therefore, it facilitated a smooth learning process.
2. The teacher went around the class observing the circuits made by the pupils. He corrected any mistakes and helped those who could not make one. He encouraged them to continue trying. This created confidence in implementing the knowledge learnt.
3. Similarly, he incorporated group task during the experiment. The groups were made in such a way that the sharp pupils were distributed across the groups. This ensured that most of the groups succeeded in making the circuit.
4. Class exercise was another crucial strategy. In this light, the teacher asked them to draw the circuits without copying from books or the blackboard. As a result, the blackboard was rubbed, and the books closed. This ensured that the teacher evaluated the point he would repeat and emphasize. In addition, it enabled them to understand better. In phycology, the art of drawing would involve the brain in a better way than observing plainly.
5. The teacher motivated and inspired pupils during the class. He talked of the famous electricians. He gave the history of electricity and mentioned the related heroes like Thomas Edison. This enabled the teacher to create a lot of curiosity of understanding about electricity. It inspired them to be like the famous heroes.

Course Concepts

In his case, he used the concept of cooperation during the lesson. The teacher divided the pupils into groups. They made the circuits in these groups and helped each other in the process of learning. This ensured that they understood the concepts clearly from each other. In this case, it is easy to ask for assistance from their colleagues.

Another essential concept was application. The teacher gave a practical application of the theoretical explanations of electrical circuits. As a result, they interacted with the electrical tools at the personal level. This ensured that the pupils gained more understanding about the circuit than using theoretical knowledge. In addition, it is the best approach that can manage to provide knowledge for specialization. Therefore, it is the surest way to producing competent professionals in the job market in the future.

Summary of Observations 3

This observation focuses on the second grade in the Cornell School taking their physical education. The teacher involved was called Joe Taggart.

Demographics

The class comprised of 33 pupils. Eighteen of them were girls while fifteen were boys. Almost all of them used English for communication. They were a mixture of Muslim and Hindu pupils. However, there were many Hindus in the population than Muslims. The class did not have any disabled pupils.

Classroom Observations

It took place in the playground of the school. The teacher was training them on stretching techniques. First, the teacher instructed and directed them in various stretching techniques. He instructed for the first twenty minutes and then asked them to practice on the techniques. He helped some of them to carry out the various techniques. He encouraged them who discovered new ways of stretching. In some cases, he called upon the pupils who discovered such methods to show others.

Positive Strategies

1. The teacher gave instructions and then asked them to do the practice. In this case, he did not allow any pupil to do the practice before he instructed. This ensured that they understood what they needed to do before they practice the techniques.
2. He asserted that all of them must cut their nails before practicing with their colleagues. This ensured that they did not hurt each other physically.
3. Also, he gave some glucose to those who did a good practice. This motivated them to practice with passion. To the pupils who did not do it well, the teacher encouraged them. He always told them that they were almost doing it well. This encouraged them to add much effort. It ensured that all of them felt appreciated.

Course Concepts

The teacher used application during the lesson. The teacher portrayed the techniques and allowed them to practice on them. This ensured that they applied theoretical knowledge.

Moreover, he used the self-discovery concept. He encouraged those who discovered additional methods of stretching. In this case, he gave them a chance to show others.

Sample Classroom Observation Summary: Conclusion

The above paper has described the various observations that were done in the three classes. It has provided the demographics of the three classes and analyzed the positive concepts and theories that were used in the three classes. Therefore, it is an all-inclusive analysis.

Introduction

Quantity surveying is one of the most important majors in the civil engineering field, The Quantity Surveyor, also known as a Construction Economist, or Cost Manager, is one of a team of professional advisers to the construction industry. As advisers, they estimate and monitor construction costs, from the feasibility stage of a project through to the completion of the construction period. After construction, they may be involved with tax depreciation schedules, replacement cost estimation for insurance purposes, and, if necessary, mediation and arbitration. (What is a QS?, n.d.)[1]

Due to the importance of surveying quantities for us as civil engineers, Dr. Nuha initiated the establishment of a seminar under the name of The Profession of Quantity Surveying, presenting Mr. Mohamed Jaafar director of cost management in HAJ quantity surveying SPC CO as shown in the picture.

The seminar included several important and useful points, including the history of quantity surveying, the roles and responsibilities of quantity surveyors, and the knowledge and skills of quantity surveyors.

Seminar content

The Quantity Surveyor History was one of the first points in the presentation where Mr. Mohammed about the development of the field through history and where it started and where it arrived in our time, where it has grown significantly in recent years It is worth mentioning that the field of quantities surveyor has now become a separate specialty in many universities of the world and this indicates its importance.

He also mentioned the wide range of sectors in which the quantity surveyor operates, many of which are, for example:

• Residential: Houses and Apartments.
• Commercial: Hotels, Shops, Offices, etc.…
• Governance: Government buildings, Police, fire, Prisons, etc…
• Water: Drinking water, Sewerage, Flood control, Drainage, etc.…
• Transportation: Roads, Seaports, Airports, etc.…

And a lot more.

One of the most important points mentioned in the presentation is the rules and responsibilities of Quantity Surveying, which is divided as follows:

• Project Initiation & concept stage:
  • Feasibility studies
  • Project budget and cost limit
  • Life cycle costs
  • Risk analysis
• Design Development stage:
  • Cost planning
  • Procurement advice
  • Value engineering
• Tendering Stage:
  • Tender documents and BOQ
  • Tender management
  • Tender evaluation & recommendation

The knowledge and skills required are mentioned as follows:

• Knowledge: Measurement rules (nrm / SMM / CESMM), contraction technology, health and safety, and Financial management.
• Skills: Client care, professional ethics, data management, documentation analysis, and teamwork.

Discussion

The seminar was wonderful, and the pros were much more than the negatives, so the speaker’s language was heard and understood appropriately without forgetting the body language that attracted attention except for Christina who was standing in her place with a low voice. The slideshows were clear, but a few needed to add some pictures to help understand.

Conclusion

In conclusion, I thank Dr. Nuha Mr. Mohammed, and his colleagues for this wonderful and useful presentation to us especially as civil engineering students in the last stage where we now have a great background in the field of Quantity Surveying which is unfortunately limited to one course in our study plan at the University of Bahrain.

Introduction

Education allows students to navigate power systems and decide how to participate as a citizen of the world (Hammond & Jackson, 2015). This learning occurs when students pay attention, feel challenged, and connect to their culture and community (Hammond & Jackson, 2015). As such, teachers must utilize effective classroom management and hold students accountable for their behavior.

Culturally responsive classroom management (CRCM) challenges teachers to reflect on their privilege, encourage the power of student voice, and recognize when traditional classroom management conflicts with students’ cultures (Weinstein, Tomlinson-Clarke, & Curran, 2004). This paper has three primary goals. First, it explains how, through CRCM, teachers create equitable classrooms using precise directions and positive narration, instead of subjective bias. Second, it describes how teachers foster positive student behavior and personal responsibility through reward and consequence systems (Weinstein et al., 2004). Finally, it illustrates how teachers must create a classroom of care for their most challenging students (Weinstein et al., 2004).

Precise Directions and Positive Narration

CRCM is essential because an equitable classroom begins with precise directions and positive narration. Precise directions give students a clear idea of the expectations during an assignment and how to be successful at it. Furthermore, they minimize the possibility of students’ misinterpretation and a teacher’s biased response. My mentor teacher delivers six precise directions at the start of each class by stating: students line up along the hallway wall; when I release you, enter the class at a level one voice; take a direct route to sit in your seat; open your computer to begin today’s catalyst; work in your seat for five minutes at a level 0 voice; if you do not follow directions, you will be told to do it again. Furthermore, any interpretable directions were discussed and presented to the class at the beginning of the year. These precise directions have set in place the beginning of the class routine and allow the students to know exactly what is needed to receive participation points (Salazar & Lerner, 2019).

Positive narration after a student has followed precise directions builds students self-confidence, reinforces behavior that is needed for learning, and allows students to know their teacher is noticing them and caring about their success. My mentor teacher delivers positive narration during times of classroom transition by, first counting down from three to get attention, then thanking each student who has arrived at voice level zero and put their eyes on him. Every time he does this, the student responds with a smile on their face, realizes the teacher has noticed them, and transition times minimize (Salazar & Lerner, 2019).

Consequence and Reward Ladder

This section presents the use of two distinct individual reward and consequence systems by Beacon Network Schools (BNS), LiveSchool and In-Class Behavioral Support. LiveSchool designates students points for exhibiting the five BNS character traits: curiosity, integrity, kindness, leadership, and perseverance. Furthermore, students lose points for being tardy, wearing an improper uniform, or not bringing their school ID to class. Students have access to LiveSchool to track their points and can use them to purchase privileges.

When a student veers from the agreed-upon norms, teachers implement In-Class Behavioral Support. First, teachers use a nonverbal cue to engage the student. Second, the teacher individually consults with the student about their behavior. Following, the teacher will send the student to the back of the room for a five-minute reflection break. After the break, the teacher must conference with the student. If the student’s behavior reignites, the teacher refers the student to the Student Center. Last, the teacher that gave the referral must have a restorative conversation with the student by the end of the day.

The reward system of LiveSchool signifies to students their positive character traits, but it appears subjective. On the other hand, the consequence systems of LiveSchool and In-Class Behavioral Support follow CRCM by creating a predictable and proactive management system (Salazar & Lerner, 2019). Students know explicitly what actions will lose them points and what behavior will elicit consequences. Most students respond well to these systems and use them as personal motivators to adapt and focus their actions on learning. However, a small percentage of students respond to them detrimentally.

Challenging Students

Teachers must approach students with care and specific positive affirmations when working alongside the percentage who are not motivated by classroom management ladders. Weinstein et al. (2004) demonstrate that, if youth do not feel cared about, they cannot care about school. This section presents how CRCM shapes my short term and long term steps to student behavioral improvement.

The steps I use for in-the-moment improvement get delivered as stated: I approach the student and kneel next to them; I ask, “How are you doing today?” and engage in active listening; I express the quality of their voice and display no intention of removing this ability; I point out how their current behavior is negatively impacting their classmates and their community power, not the individuals they wish to defy; I end by asking the student if they understand my explanation, if they will allow their classmates and themselves to gain access to power, and if they are open to working as a team in developing effective ways to disturb the intended target in unjust systems?

In a follow-up conversation, the student and I discuss the long term benefit of formulating their voice, alongside their community, to shape systems. I ask the student if their actions achieve their intended result and if their actions ever put them in harm. I express my care for their safety and their learning. I push them to think critically about ways we can work together on their defiance, and I inform them I will create access to understand the functioning of systems of power. I ask if we can agree to me holding them accountable when their behavior is disrupting the unintended target, I inform them I will answer their pushback and questions as honestly as I can and last, I tell them I will always be there for them.

This approach utilizes four essential components of CRCM. First, it acknowledges the unjust set up of systems (Weinstein et al., 2004). Second, it supports student voice in a broader social and political context (Weinstein et al., 2004). Third, the student understands that the teacher still holds them to high expectations (Salazar & Lerner, 2019). Fourth, it creates a classroom of caring, where the student feels the teacher’s care, and classmates care about each other (Weinstein et al., 2004).

Conclusion

This paper has presented three CRCM teaching techniques that engage students in learning, develop them as citizens, and create an equitable and excellent classroom (Salazar & Lerner, 2019). First, precise directions and positive narration minimize teachers implicit bias. Second, reward and consequence ladders set up students to engage attentively and become personally responsible for their learning. Last, a caring classroom builds rapport with the most challenging students by acknowledging their voice and developing a sense of collectivism. Based on CRCM’s ability to create equitable classrooms, it becomes a teacher’s duty to utilize CRCM in order to be a contributor to an equitable world.

Introduction to Montessori Classroom Management

When people hear of children going to a Montessori school, they wonder if the children are given too much freedom in their own education. They speculate that if the child gets to make their own decisions about their day, rather then choosing to learn, they’d choose to engage in non-academic activities. They would also assume, that with all the freedom that the children have, chaos reigns in the classroom because too much freedom is never a good thing. So outsiders wonder, “Just how do the Montessori teachers manage the classroom when the children are given the freedom to choose?” This paper will talk about the various elements that go into classroom management in a Montessori school.

Balancing Freedom with Limits and Responsibilities

If a Montessori classroom was only about giving the children the freedom to make their own decisions, then indeed chaos would erupt, and learning would be abandoned. However, what people who are not familiar with the Montessori method don’t know, is that there is a limit to the children’s freedom. The limits on the children’s freedom is determined by the children’s abilities. Responsibility is also greatly stressed in the classroom. These limits, along with the responsibilities, enable the classroom to be a good learning environment.

The Role of the Teacher in Guiding Responsible Freedom

Dr. Montessori realized that for children to develop themselves and their identities, they need to be given freedom-with responsibility. The children are young, so they are still learning and gaining an understanding of what that freedom and responsibility is all about. The children have the freedom to make good choices as well as bad choices. Therefore, it falls on the teacher’s shoulders to help the children understand the importance of being responsible. Children who are not yet making responsible decisions will have more limited freedom, until they are able to make good decisions about their learning.

Limitations and Expectations: Structuring Children’s Freedom

As it was stated earlier, children in a Montessori classroom have the freedom to choose what they do, but that freedom comes with limitations. So, what are those limitations and how do those limitations help the teacher with classroom management? Part of the limitations of the children’s freedom is the expectations that come with it, namely that they must be involved in productive work. The children must also meet the expectations of the teacher in the amount of work they accomplish so that they don’t fall behind what is taught in a traditional school.

The Natural Order and Decorum Stemming from Freedom

What Dr. Montessori found, was that when children have the freedom, there is an automatic decorum in the classroom. This is the case, because when children have the freedom to choose what they want to learn about, they are completely absorbed and engaged in what they are doing- they are happy and at peace. When the children are happy and interested in what they are learning, they feel no need to make bad decisions and test the limits and boundaries of the classroom. If the teacher forces the work upon the children, the children won’t be satisfied with their learning and the activities. Therefore, if there was ever a time the teacher stepped out of the classroom or not observing the children closely, chaos would break out in the classroom.

Addressing Challenges with Children Who Struggle with Freedom

Now it would be ridiculous to say that all children who enter a Montessori classroom will come in with a good work ethic and understanding of the responsibility of having freedom within their work cycle. Some children won’t be able to make good choices during their work cycle and won’t engage in constructive work. If this is the case for some of the children, the teacher is responsible for providing exciting lessons and activities to entice the children to learn. The children then have the limited responsibility of choosing from a couple of choices on how they want to follow-up on those topics. If giving the children any form of choice is too much for them to handle, the teacher will make the choices for them until they are able to do it by themselves. It should be the teacher’s goal to enable the children to be able to make good choices and be able to work on their own. The reason for this is, when the children can complete constructive work without the help of the teacher, the children will recognize this success and it’ll raise their self-esteem. This will motivate the children to involve themselves in more work.

Group Work and Communication: Learning to Collaborate

Children don’t just have the freedom to choose their own work, they also have the freedom to work in groups on group activities. With the freedom to work in groups, comes the freedom to talk to each other. This allows them to discuss, debate, and create. Working in groups is beneficial for the children because it teaches them how to compromise, how to co-operate and how to collaborate. It also teaches them how to communicate effectively and to express themselves. However, there is also a limit to the freedom to work in groups. The children need to understand that they still have a responsibility when it comes to the freedoms of working in groups. Those responsibilities include the conversation that is occurring is related and constructive to the work at hand and that their work is productive. If the children fail to take these responsibilities seriously, where they are not working productively and their conversation veers from the project at hand, chaos will ensue. If this is the case, the teacher should interrupt and break up the group, because group work does not entitle the children to waste time and be disruptive.

Setting Expectations and Foundations for Classroom Behavior

Part of classroom management is the teacher being forthright with her expectations of the children in her classroom. At the start of the year, the teacher needs to go through her expectations and set the foundation for the rest of the year. In the beginning, the teacher will have to be very strict with her expectations and it may be difficult. However, if she stands her ground in the beginning, it’ll be easier to manage the classroom in the long run. Children should know what the appropriate behaviour that is expected in the classroom. If there are any children who are not behaving inappropriately and not in the expected ways needs to be stopped. Freedom in the classroom doesn’t mean the freedom to behave inappropriately with their fellow classmates, teachers, and materials in the classroom.

It is the teacher’s responsibility to make sure the classroom guidelines, expectations, and consequences are known to the children. The children must have their freedoms explained to them and the limits and responsibilities that come along with those freedoms. Once the children understand all of this, it gives them the opportunity to decide what is the right or wrong behaviour according to the classroom rules. Some children may not be developmentally ready to follow all the classroom guidelines, and they may fail to behave appropriately in the classroom. During the times of the children’s misconduct, the teacher must intervene for the benefit of those children and the rest of the class.

Creating a Structured and Consistent Classroom Environment

Part of classroom management is for the teacher to create the structure of the classroom so that the rules are fair and respected by all. For the teacher to have a good learning environment, they must be consistent with making sure the structure of the classroom is in place. When the teacher is inconsistent, the children will test their limits every day to see how far their behaviour can go on before the teacher intervenes. When the structure of the class doesn’t waver, the children feel confident and secure about how they should be behaving in the classroom.

When the children do ultimately test the boundaries, the teacher should firmly, but fairly make sure they adhere to the structure. When there is a need for a consequence to be administered, the teacher should make sure she gives encouragement to these children, encouraging them for success in the future. The teacher should make sure the children understand that they are doing this for their own good. Soon they’ll see the teacher and the structure in the classroom is there to show them the importance of cooperating and working successfully in the community at large.

The structure of the classroom is what keeps the children behaving appropriately. It is such an important factor in classroom management, and therefore the teacher should never fail to make sure the structure is in place, no matter how discouraged she may be feeling. If the teacher at any point fails to deal with children who have ignored the rules and behaved inappropriately, the children will think the teacher agrees with their infraction. The children will think it’s permissible to act however they desire. The teacher doesn’t need to worry about using the word “no”. sometimes that makes a bigger impact on children when it is in the negative form and is more powerful.

The Importance of Engaging and Varied Lessons

Another element that helps the teacher manage the classroom is when the children are happy and interested in what they are learning. As was mentioned earlier, children who have difficulty making good choices during their work cycle and who aren’t able to work independently, the teacher should give exciting lessons and have the children choose from a couple of follow-ups. This strategy really applies to the whole classroom. If the teacher is constantly giving exciting, engaging and interesting lessons, this will lead to spontaneous discipline in the classroom, as all the children will be occupied and happy while working.

Conclusion: Key Elements of Montessori Classroom Management

To sum up this essay, there are many different elements that a Montessori teacher uses in their classroom management. Setting a structure for the class and enforcing it, with consequences if necessary is one element. Another is exciting and varied lessons by the teacher will keep the children engaged and working which automatically leads to decorum in the classroom. Giving the children freedom, along with its limits and the responsibilities that come with that freedom, is another factor in classroom management. When children have the freedom to choose what they learn, they are more interested and motivated to engage in work.

The spread of corona virus across globe made education come to a standstill the stirring spoon was online teaching and learning. Online learning got a spotlight in corona crisis. The journey from classroom to web room was indeed not planned and anticipated but became a sudden need of the hour. At such times the research; study on wide aspects of online learning became a priority for Researchers and academicians. This paper intends to bring forward the role of online learning in corona crisis with effective ways of managing web rooms that can extract the desired outcome of a virtual session . This paper also discusses on extending student support mechanism to make students effective learners in webroom and make them enriched learners.

Introduction

Virtual learning which a choice was earlier got boost up due to learning becoming an ongoing need. Virtual learning offers flexibility that turns on self paced learning, overrides the affordability cost, accessibility with ease due to sharing of internet space and at the same time growth of technology fuelled the entire online learning pattern. The voyage from classroom to web room deserves justice at the hands of instructors and learners. People need to understand the fact online learning is time saving but the time investment to develop the content cannot be bargained at any point of time . Learners have to overcome the barriers of we broom to get the gulp of knowledge. Effective management of Web rooms through proper etiquettes can serve the purpose and outcome in a fruitful manner can be visualised. Classroom and Web room has their own unique characteristics which clarifies education is not about one ounce teaching is equal to one ounce learning. The outcome is based on Instructor’s effectiveness, content quality with effective delivery along with learner’s ability and adaptation. The limitation of web room can be overcome when student centric approach is adopted. The integration of technology with potential teachers can really give a flavour of blended learning in future.

What is Class Room learning?

The most traditional style right from Gurukul pattern to modernised schools of today’s era is the classroom teaching and learning. This mode of learning has been the indispensible part of education system. It is the classroom setting with teachers and students exposed to each other for learning with the help of resources which can be books, Smart boards, Projector based etc. The underlining feature of Classroom is the physical presence of Teacher and students.

What is Virtual Learning?

As such there is no concrete definition as per Techopedia ,” A virtual classroom is a teaching and learning environment where participants can interact, communicate, view and discuss presentations, and engage with learning resources while working in groups, all in an online setting “.In simple words we can say it is an online platform which enables exchange of opinion, knowledge, ideas, instructions in an online created mode with the help of online video conference soft wares. Virtual learning can be of two types, the one without an active instructor called as asynchronous learning where the students are exposed to learning online with the provided resources in the form of video, PowerPoint presentations etc. and the other one is synchronous virtual learning with the presence of an instructor onboard with live sessions. The various virtual modes of virtual learning can take form of MOOC’s, Boot camps, online delivery of lectures via videoconferencing.

Online learning in Corona crisis

The impact of corona has been deadly either on economies or on human lives. No sectors have been remained untouched with the effects of corona. Some sectors got scratched, some paralysed whereas some grew wealthier even education sector was not a left out sector that suffered the bombings of corona spread due to entire shutdown of schools and colleges across globe. As the virus is highly contagious which demands social distancing and less crowding, running of schools and colleges was also not a good idea. This virus has changed the entire scenario and has compelled us also to change. This Covid 19 taught resilience and patience to everybody who got affected which paved new ways of opportunities. For education sector this was Online learning which gave a breathing relief to the dying spirit of learning amidst the spread of virus. Within a short span of time teachers acquainted themselves with new technology and on boarded their students also with the same enthusiasm in web room as a new learning experience. Online learning is not new but has gained attention due to corona virus spread across all countries. Online learning cannot replace Classroom models but is definitely better than no forward ahead.

Difference in Classroom and Webroom learning

Point of Difference Classroom Webroom

Scope of Interaction Classroom has wide scope for social interaction with talk, doubt solving since instructor and students are physically present. Scope of Interaction is reduced to a great extent but however tools like chat box, Q and A session works towards making virtual learning interactive.

Platform of Delivery It is the physical setting of Classroom where the delivery of lectures takes place in a tangible environment. Delivery of lectures is in virtual mode on online platform with the help of internet.

Materials used for Instruction Materials used for Instruction are Vocal mode with the use of books, PowerPoint presentations, Assignments, innovative games for learning. Materials used for Instruction are PowerPoint presentations, video, audio, online quizzes, online polling.

Perishabilty Classroom learning experiences are stored in the minds of learners. Retrieving the session is very difficult in Classroom however it can be done with recording but it is a costly option to do so. Virtual learning is mostly done on online platforms which provide tools of recording which can be used later for reference.

Instructor / Learner focused Classroom is more of learners focused and all attempts are towards learners making satisfied. Web room is more focused on Instructor as the active player is the instructor because keeping check on student’s engagement is less.

Scope of Personalisation Learner and Instructor are exposed to open vocal mode which enables the teacher to improve the Scope of Personalisation with students. Scope of interaction is low and further the time schedule tightness restricts the scope of Personalisation.

Learning Duration Classroom can be run for longer duration as there is wide scope to include different form of learning materials. Web room learning duration cannot be lengthy due to continuous exposure to screen. The duration is drastically reduced to 50 % of live lecture.

Managing Virtual Classroom

The expressions of students, satisfaction of learning in their eyes, approachability to students are all missing essence in Web room which demands several tips and techniques to add on so that the liveliness is maintained in web room. The following suggestions can help to manage effectively virtual classrooms.

1. Pre Classroom Etiquettes:

• Always Prepare lesson Plan before hand so as to manage the lecture effectively. This can be done by thorough preparation and understanding of topic.
• Always ensure the message has been communicated with the students well in advance. Students’ mental preparation and acceptance is bit difficult at last moment intimation.
• Message of Intimation must briefly cover the topic going to be discussed, timing and duration, with proper date and notify about the things required to be kept handy for session so as to avoid any kind of doubts and confusions for students.
• Ensuring the required Hardware and Software setup required for lecture. Hardware includes PC/Laptop or Mobile Phone whereas the soft wares include the online platform and the necessary soft wares needed to run the programs during online lecture.
• Ensuring smooth connectivity of internet so as to avoid pitfalls and technical glitches during lecture.
• Teacher must undergo trial session so as to check the various available options on online platform for conduct of lecture.

2. Ongoing Classroom Etiquettes:

• Teacher must initially begin lecture with welcome and should first try to connect with the students.
• Last session revision so as to refresh the minds of students with the topic which got a halt in last session.
• Proper time management in the sense the timing is well constructively used for effective learning of students.
• As far as possible to ensure student engagement in virtual atmosphere quiz and polls should be adopted. For example voxvote , easypolls , directpoll can be used for live voting during sessions. Quizzes can be conducted with the help of google forms, quiziz, testmoz for student attentiveness in class.
• To make the virtual atmosphere lively gamify options should be used with the help of websites such as kahoot, Classcraft, Classdojo which are fee and can put life in online lecture.
• Chatbox should be effectively used with student opinions, suggestions and confirmations. This is an effective way of managing online lecture with interaction.
• Questions should be thrown randomly to participants each time different participants which will make the students to remain alert.
• As it is said a good beginning should have well ending so the session should end with brief revision of topic with invited suggestions and feedback and proper doubt clearing session so as to not leave any doubts in the minds of students.

3. Post Classroom Etiquettes:

• Provide Assignment on the topic so that students can explore further on the topic discussed in session.
• Checking the students who did not attended the class and try to find out the reasons for same.
• Feedback received should be analysed and constructive ones should be incorporated for further sessions.

Preparing Students for Virtual Learning

The transition from classroom to web room was a steering action which may reflect some students are still not ready to onboard due to their stress, lack of acceptance, hesitation or lack of resources. AS it is always said a satisfied student in a class is the best incentive for a teacher. Success of Web room does not only depend only upon the quality of contents and on effective teacher to a great extent it is tilted on active participation of students. Teacher needs training so as to get equipped and be an effective teacher at the same time the balance has to be done by preparing the students also for virtual learning. This can be done by student supporting mechanisms which are elaborated under:

• Yoga as a mental support system: Making the students realised about the importance of yoga and engaging them with yoga can work like a wonder that will develop mental stability, concentration, deep thoughts provoking and will enable to get rid of stress.
• Ensuring Infrastructure facilities : There could be students who do not have the required infrastructure may be hardware or the internet affordability could be a problem for such students educational institutions should try to work out with strategies like partnering with cyber cafe or working with authorities to ensure smooth internet connection.
• Flexibility: Virtual learning to a great extent is technology loaded so flexibility should be there like recorded lectures or reference videos should be provided with proper learning resource materials to help student who miss the sessions due to connectivity problem. This will enable self paced learning also for slow learners.
• Psychological support: There could be various issues at the backend of student. The symptoms could be lack of attentiveness, absenteeism, lack of interest such cases should be identified by teachers through communication and students seeking mental help should be counselled well by an expert.
• Be a First Aid Teacher: Teacher has to not only pin the questions in class but workout for solutions to students. This will develop motivation and trust in the students.

Conclusion

The journey from classroom to web room is certainly not an overnight step it is a pathway ahead which demands vigorous processes collectively by teachers, learners, authorities to reshape, redesign and restructure the pattern of learning. Online Learning is certainly not a replacement of Classroom but blended learning experience can definitely cater to students who are deprived to education due to accessibility, flexibility and affordability. Instructor as a facilitator can make online experience enriching with quality contents, effective delivery and efficient management of virtual classrooms. The border of classroom and the entry of web room need to be connected on energetic spirit rather than a customary practise.

BIBLIOGRAPHY

1. J.A. & Rees , Poritz (2017), Education is Not an App: The Future of University Teaching in the Internet Age, London, Routledge
2. Cooperman, L (2017), The Art of Teaching Online: How to Start and How to Succeed as an Online Instructor, Netherlands, Chandos – The Art of Teaching Online: How to Start and How to Succeed as an Online Instructor
3. Stephanie Smith, Budhai Ke’ Anna Skipwith (2017), Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies. London, Rout ledge.

This assignment aims to critically discuss learning outside the classroom with a focus upon science, by defining key terms and the benefits and drawbacks of it. Involving a medium-term plan with a cross curricular design and associated with a chosen educational setting; risk assessment will be attached to highlight the risk and precautions of learning outside of the classroom. Overall, exploring how all the above would have a paramount impact on a child’s learning and development through science.

When considering the meaning of learning outside of the classroom and the impact it has on a child’s development, Barron (2009) defines education outside of the classroom as a different and unique learning experience, these experiences will differ depending on budget, space available and type of location. He adds that wherever possible each location of learning outside of the classroom should be the construction in co-operation with the children, it is important that each child feels a sense of ownership in its design. Toplis (2011) argued there had been some concern in recent years that the numbers of students going on educational trips and visits as part of their science education has fallen, he stated that this could be because of a lack in educational funding or family incomes being the reason as to why these opportunities where not being given to children. Contrasting, Thomas & Thompson (2004) found in their research that it has become more beneficially when left for education instituted to provide outside of the classroom learning in relation to the development of science understanding. He found that children were not getting enough learning experience away from their homes or classrooms because of family incomes. Therefore, finding that children who had not had enough access to outdoor environments due to budget and income in childhood, they were unlikely to spend time in the outdoors as adults, with consequent impacts on adult health and well-being. Ofsted (2008) stand in agreement through their key findings of research, it had been brought to their attention that when planned and implemented well, learning outside of the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development. They mentioned that learning outside of the classroom was most successful when it was an integral element of long term curriculum planning and closely linked to classroom activities (See Appendix 2). Therefore, highlighting that learning outside of the classroom has become very beneficially to a child’s development in primary education, as it gives children life experiences and not only helps with their educational development but has a positive impact on health and well-being when transitioning into adult life.

The Think Tank is the chosen outside of the classroom learning experience which fits in with the medium term plan (See Appendix 2) which offers an educational programme with a wide range of stimulating memorable on-site taught sessions, self-guided visits and outreach services which are all designed to inspire and engage the students relating to any chosen topic (Birmingham Museums, 2019) Braund and Reiss (2004) expressed that museums have a long educational legacy and connection with learning science. They went on to suggest that in the last twenty years there has been a growth in what is called ‘hands on centres’ Therefore, they provide a much higher degree of interaction with exhibits than is generally found in more traditional museums and galleries. Students from educational institutes are encouraged to touch, explore, investigate and bring about change through personal interaction with the exhibit (Falk & Dierking, 2000). This type of interactive setting often entails substantial thought about the underlying science, and collaboration and conversations with other to help consolidate and deepen the learning (Braund & Reiss, 2004) This learning environment will allow the pupils to think critically in the use of the scientific vocabulary, can use their five senses in an intellectual way that a teacher would be limited to provide within the classroom. Braund and Reiss (2012) support the chosen educational setting to investigate science as these museums are rich and stimulating environments. They suggested that they should be joyful places for learning to take place, free of strain a formative setting of the school curriculum classroom and laboratory almost inevitably require and impose to overall benefit on a child’s understanding of an area of the science curriculum. Ballantyne & Packer (2002) suggested that children in a new environment should be given the chance to ‘take it all in’, they warned against the use of over structure learning outside for the classroom activities based around science, nothing that the use of worksheets, note-taking and reports were unpopular with students and it did not seem to contribute greatly to their environmental learning to develop their understanding of science. Consequently, learning outside of the classroom is an enhancement to provide additional information and a secure understanding for every child to suit their individual needs; bringing a love of learning to the students, whether that be inside or within outside of the classroom learning in science – linking to standard 4B (Gov, 2019)

Within the medium-term plan, conducted was a cross curricular approach to the learning of the science topic, with a main over view of science linked throughout drama and art. The Rose Review (2009) advocated a cross-curricular approach to learning and teaching, identifying that it strengths subjects and supports understanding. The Rose Review makes it significantly clear that it provides opportunities across the curriculum for children to use and apply what they have learned from the discrete teaching of subjects when implemented in a cross-curricular format. Dean (2011) supports the Rose Review through further research by stated that cross-curricular work offers a creative way to develop children’s knowledge, skills and understanding while motivating them to learn through stimulating, interconnected topics through the power of interests. Muijus & Reynolds (2011) believe that the reason cross curricular work is motivating is because it allows for more independent, learner led, exploration of the topic. Therefore, by encouraging children to make links to their learning is one of the attributes for a good learner (Claxton, 2012.)

Although there are many apparent positive arguments towards a cross curricular approach to learning, there are also negative factors. It was found within a case study by Ofsted (2008), Barnes (2011) and Laurie (2011) all agree that links need to be authentic and logical to avoid learning being compromised in a subject. Furthermore, Kelly (2013), questions whether subjects lose their identity because the planning of topic focuses on the product rather than the process of learning and the contribution of the variation of subjects.

A creative approach for teaching science with a cross curricular basis relies upon learning being significantly more personal, where the pupil is at the centre of the learning and the creative teacher seizes the moment and adapts plans to suit more than one area of the curriculum and encourages involvement (Oliver, XXXX.)

Growing up people would remember that they’ve had a class where the classroom feels a bit uncomfortable. The idea is that if a student feels uncomfortable within a classroom because they fear the hostility or ridicule the student might receive well they won’t bother engaging. Educators must learning to create a comfortable classroom climate to help improve academic performance within the students. Creativity is going down as each new generation of students come forth, students are either bored out of their minds or too afraid to bother learning because the environment isn’t welcoming. Educators should never forget that they are powerful behavioral role models for their students. Because they shape student behaviors by their own example, teachers should hold themselves to the same standards for civility and respect that they expect of their students. A positive learning environment is created when you value participatory teaching and learning and when there is trust and rapport among students and between yourself and students. Let’s further define the characteristics found in a positive learning environment: Students feel physically and emotionally safe. If a classroom rule states, for example, that ‘In this classroom, we use a respectful tone of voice’, the rule applies equally to students and teachers.

Each child must feel a sense of belonging within the classroom so an educator needs to differentiate them. Learning is not merely the absorption of material by a student. We can foster effective learning and analysis that it’ll transform experience of our students every day by harnessing the power of emotions. Kearney (2016) states because “The accurate identification and measurement of classroom climate is therefore an essential component of any school improvement effort.” Classroom layout, a child centered classroom, positive behavior management techniques, a safe learning environment, lack of bias, cultural sensitivity, and the requirement to give students a chance to develop their minds and engage within the classroom.

From my interpretation positive learning environment is a place where students feel safe and encouraged, where everybody works toward a common goal, where everyone gives and gets respected, and last but not least, it is a place where there is support and cooperation from the entire school community. Both the climate of the classroom and the school reflect the influence of a school’s culture, which is a stable quality emerging from underlying, institutionalized values and belief systems, norms, ideologies, rituals, and traditions. And, of course, classroom climate and culture both are shaped by the school’s surrounding and embedded political, social, cultural, and economic contexts.

Promote positive peer relationships. You want to create an environment where your students support and are kind to one another. Early education is a tough business. It is fast-paced, physically demanding, and emotionally taxing. However, as we have come to understand the value of setting aside time for lesson planning and observation, we must also understand the value of cultivating Positive Climate among teaching teams. Deliberately plan relationship-building activities and games that encourage positive interactions. These can be long-term projects, or short and simple games designed for students to get to know each other better. Pay attention to the social dynamics of your classroom. Do some students have trouble making friends? Do some students have trouble getting along with others? Who has a lot of friends? Who has few friends? Interviewing your students one-on-one can help you identify students that have stronger or weaker social connections. This can inform your seating arrangements, guide your grouping and pairing decisions, and assist you in helping students form new networks of friends. Class meetings provide a safe environment in which students can discuss with you and each other topics that are important to them.

The three mentioned basic psychological needs are autonomy, competence and relatedness. Hamilton and Morgan (2018) “Classroom climate is a perceived quality of the setting.” It emerges in a somewhat fluid state from the complex transaction of many immediate environmental factors (e.g., physical, material, organizational, operational, and social variables). Hamilton and Morgan (2018) “Classroom climate is a perceived quality of the setting.” One can safely say that it is a prerequisite if meaningful work and student cooperation are expected. It also conducive to learning and without it, teachers may find difficulty in handling classroom management and goes hand in hand with effective teaching. Coy and Kostewicz (2018) “teachers using proactive behavior management approaches alter the classroom environment to promote student engagement in appropriate behavior.” Within a positive classroom environment, the atmosphere must be conducive to taking safe challenges without fear of ridicule. One can safely say that it is a prerequisite if meaningful work and student cooperation are expected. It also conducive to learning and without it, teachers may find difficulty in handling classroom management and goes hand in hand with effective teaching. However, I think that this task should be shared by not just teachers and learners, but also of parents, school administrators, the school community itself, and to an extent, the whole community as well. A positive environment is the building block in developing a child with the positive self-efficacy to take safe challenges. If a student is afraid of being shamed and ridiculed by their peers and teachers, they will avoid taking risks to protect themselves from embarrassment in result causing the students learning opportunities to fluctuate.

We all know the factors that can threaten a positive classroom environment: problems that kids bring from home, lack of motivation among students whose love of learning has been drilled right out of them, pressures from testing, and more. So my theory is by developing and reinforce classroom rules and consequences that clearly are consistent with safe and respectful behavior that it’ll cause a growth in classroom climate and the development of the student’s learning opportunities. Also there is different types of learning such as “both theory and ethical practice in the educational process across different sectors” Ipek and Ziatdinov (2017). The educational picture today of theory is full of paradoxes and inconsistencies and ethical which is the teacher through the use of real-life moral dilemmas that educational leaders face in their schools and communities. Also another interesting idea brought up in Colbert-Getz (2016) study of “personal growth.” The idea of “personal growth to me brings the opportunities to create an environment in students would be less resilient to participations. Once the environment is created students will be begin to grow mentally creating a liking to their “personal growth” (that being mentally and academically) which is the end result of a positive classroom climate. A positive learning environment is one of the most critical components of a skills-based health education classroom. Classroom environment is one of the most important factors affecting student learning. Simply put, students learn better when they view the learning environment as positive and supportive.

Classroom Climate is the classroom environment, the social climate, the emotional and the physical aspects of the classroom. … The way the instructor organizes the classroom should lead to a positive environment rather than a destructive and/or an environment that is not conducive to learning. The importance of a positive classroom climate is key for the development of a student’s minds and creativeness. How is a student meant to get inspired if they’re bored out of their minds? Educators need to take the time to develop their classrooms to create the proper environment that invite students to participate in class, add to lectures, ask questions, and look forward to engaging in the classroom. A positive classroom is essential to students, without it how are they meant to develop themselves and their futures if they’re too bored and afraid to participate inside a classroom?

Introduction

When English Language Learners or ELL’s are introduced into their new English-speaking classroom they are usually at a disadvantage from the very beginning. They do not know the new language they are being immersed in and they unfortunately do not have the tools they need in order to be successful in that new setting. In most cases, they are put in the classroom of a teacher who unfortunately does not know what to do with them or how to help them due to lack of preparation both during their education and in the professional development that is offered. These factor’s often have impacts that are far reaching. ELL students quickly become further behind and teachers are left feeling discouraged because they do not know the best way to help their student. These students may end up being placed in Response to Intervention or RtI or put in an Individualized Education Plan or IEP. In, The Assessment of English Language Learners with Learning Disabilities: Issues, Concerns, and Implications, Huang, Clarke, Miclzarski, and Raby quote Garcia and Ortiz who state ELLs are disproportionately represented in the special education population due to the fact that they are often referred for special education before programs are appropriately modified to meet their needs (Garcia & Ortiz, 2004 as cited in Huang, Clarke, Miclzarski, and Raby, 2011). Currently, the ELL population is being misrepresented when it comes to Special Education. I believe that it is important for policies to be enacted that will allow for the development of new programs that will help ELL students as well as offering continuing education for educators.

English Language Learners and Content

In English Language Learners and Response to Intervention, Rinaldi and Samson state that schools are having a very difficult time distinguishing between the difficulty of acquiring a second language and a language-based learning disability (Rinaldi and Samson, 2008). These difficulties begin very early on when a new English Learner is introduced into an English-speaking classroom. Educators have a difficult time determining how to differentiate content for ELL students in their classroom, especially in the area of reading. This makes it more difficult to understand the full ability of a new ELL student in the classroom. At times, there is a total lack of understanding on how to help the student integrate into the new classroom while also giving the student content that is helpful and appropriate and this leaves the teacher grasping at straws for ways to help the new student.

A student’s ability to acquire new language skills is dependent on a number of factors. In Reading Interventions for Elementary English Language Learners with Learning Disabilities: A Review, Boon and Barbetta quote:

ELLs’ reading abilities depend on many factors including their literacy and language skills in their native language, reading proficiency levels in their non-native language, their disabilities, past literacy educational experiences in their non-native language, their text comprehension, background knowledge, and teacher abilities (August & Shanahan, 2006; Eskey, 2005; Grassi & Baker, 2010; Samson & Lesaux, 2009; Saracho & Spodek, 2007 as cited in Boon and Barbetta, 2017).

No two students are the same. This is especially true when we take the experiences of ELL students into account. They come from vastly different backgrounds, both academically and culturally. All these factors will have an impact to how quickly they will be able to pick up the language and their abilities to read and comprehend texts in English. It is quite a feat for a student who only hears Spanish or Haitian Creole at home to come into an atmosphere where 99% of the population they come in contact with speaks English. It takes time for these students to acquire their new language and even longer for them to be able to produce academic content that shows they have an understanding of what they are listening to or reading. The problem then becomes at what point we need to evaluate them for Special Education. How long do we let them struggle and let that gap continue to get wider before we step in and say this is more than a language acquisition issue? At this point there is no solid answer to this question. If you do not wait long enough you could have a child who has an unneeded IEP and if you wait too long you have a gap that almost seem insurmountable for a child.

Reflection

As an educator in a classroom with a number of ELL students, I understand the frustration that is associated with these situations. I have students who have been here three years and are reading at a Kindergarten level and then I have students who have been here for a year or six months and are reading one or two grade levels below their current fifth-grade level. It’s frustrating because there is no answer to how long is too long or how far will the gap get before we can intervene. At my current school, we have a great ELL program and team in place to help us make decisions when it comes to our English Language Learners. ELL students are also given to get small group instruction with their ELL grade level peers for a half hour daily. They are able to work on developing those reading, phonics, and comprehension skills. When a new ELL student comes into our classroom we have someone that we can go to in order to find resources that are helpful to the new student, however this is not a program that is in place in every school or in every district across the country. This means that ELL students are most likely not getting the same level of assistance in all schools. It is important for new legislation and policies to be enacted in order to make sure that all English Language Learners are being given the same opportunity and also to make sure that they is a set of standards in place in order to help determine when students should be assessed for special education programs and IEP’s.

References

1. Boon, R. T., & Barbetta, P. M. (2017). Reading interventions for elementary English language learners with learning disabilities: A review. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 14(1), 27+. Retrieved from https://link-gale-com.mylibrary.wilmu.edu/apps/doc/A503309170/AONE?u=new90507&sid=AONE&xid=7bc718a3
2. Huang, J., Clarke, K., Milczarski, E., & Raby, C. (2011). The assessment of English language learners with learning disabilities: Issues, concerns, and implications. Education, 131(4), 732+. Retrieved from https://link-gale-com.mylibrary.wilmu.edu/apps/doc/A260137595/AONE?u=new90507&sid=AONE&xid=87ccb7ab
3. Rinaldi, C., & Samson, J. (2008). English Language Learners and Response to Intervention. Teaching Exceptional Children, 40(5), 6-14. https://doi-org.mylibrary.wilmu.edu/10.1177/004005990804000501

The question of how best to teach our children is both old and constantly developing. In recent years, technology has changed the world drastically, forcefully altering the way we look at education. Youth culture today is increasingly visual, short attention span, and often less willing to invest significant effort in traditional text-based learning. In addition, recent decades have seen both a deeper understanding of different learning styles, as well as a dramatic increase in the diagnosis of learning disabilities, including ADHD and dyslexia, which bring further challenges to a conventional classroom. Classrooms have yet to find strategies or teaching styles that cater towards these different types of students. This essay will focus on one potential solution to these recent demographic changes as well as long misunderstood learning issues: comics. Increased use of graphic novels in the classroom would meaningfully enhance classroom education by being more adaptable to current student demographics and different types of learners.

The invention of the internet, video games, and cinema has created a serious gap between a more fast-paced, interactive visual culture and traditional literature. “With the aid of new digital technologies, film, video and computer games are now much more adept at providing visceral adventures to our country’s thrill seekers.” (Sturm) Comics can bridge that gap. As discussed more fully below, in addition to enhancing the learning of the average student, graphic novels can also benefit students with disabilities, such as attentional issues, dyslexia, and autism. Aside from the average short length of a graphic novel furthering its benefits of being able to maintain readers’ attention, the visual components attract enthusiasm, aid in absorption, and help readers connect/identify.

The graphic novel is a highly evolved visual medium with many strengths that would help to improve education. In recent years, this unique genre has erupted into the public limelight. It started off in newspapers as comic strips that were usually comedic. And matured into longer more story and character-oriented superhero comics. However, the medium was still underappreciated and considered childish until Art Spiegelman’s Maus. Muas paved the way for other graphic novels, such as Persepolis, to expose the potential benefits and enjoyment of this art form to a critical public.

In their current form, comics are a valuable educational tool. One major advantage is that comics use “shortcuts” in human cognition. One such shortcut is comics’ use of abstract forms. McCloud compares that process to an artificially created facial recognition program. In building a recognizable model of a human face, the first step would be to identify the most constant, informative aspects. Furthermore, a simple combination of two dots and a line will almost always indicate a face. The comic book artist’s ability to cartoonize characters is a valuable trick that utilizes psychological mechanisms to draw in the reader. (McCloud 41) Comics provide a unique combination of media that opens the door to many educational opportunities because they perfectly fit with people’s biological means of connecting and interpreting their sensory existence.

Comics also fuse the reader and the protagonist, which helps to bridge history and different cultures. Autobiographical comics can reinforce the idea that the narrator and the observer are one and the same. The “autobiographical pact” (Kukkonen 57) merges the reader’s perspective with the narrator’s, helping the reader feel more closely involved in the story and thus experience more viscerally the author’s intended truth. Because the reader understands the narration as an expansion of their embodied character in the story, it becomes easier to bypass instinctual skepticism. This tool of immersion makes it easier for the reader to look past any schemas they might be holding onto regarding the content of the story, and to have a more innocent, and thus unbiased, perspective. The visual element of graphic novels, with its stylistic capabilities and embodiment strategies, helps to express the subjectivity and authenticity of an experience and can ultimately help to engage students of all different learning types.

The medium’s unique combination of pictures and words means that, compared to traditional literature, comics have a wider assortment of techniques to convey emotion. Using the comic medium to illustrate the horrors of the Holocaust provides a visual channel to connect to the history but also lessens — and thus makes bearable — the intensity and pain that comes with it. Graphic novels such as Maus and Persepolis are able to represent a historical event while sparing the reader from experiencing the full force of the terrifying images that accompany it. This allows readers to understand segments of history from a personal point of view instead of a general one while also allowing a much wider range of ages to learn about these events.

One example of the way in which comics can make brutal history more accessible occurs in Persepolis, in the chapter titled “The Heroes.” The main character, Marjane, hears a family friend, Mohsen, who was recently released from prison, explain how another friend was tortured and eventually brutally murdered. The smple yet graphic images of torture are painfully relatable due to the distinct effect of the scarring on Ahmadi’s skin, his gaping screaming mouth, and scorched skin (Satrapi 52), but at the same time are not gory enough to turn a reader away. On the following page is one of the book’s most shocking images: an extremely simplified, childlike depiction of Ahmid neatly chopped up into seven pieces against a plain black background (Satrapi 52). These images demonstrate the graphic novel’s abilities to portray certain things that words alone cannot, as well as its ability to serve as an adequate representation of an individual historical event while softening the horrible experience.

Both Persepolis and Maus illustrate the effective use of comic techniques to achieve educational goals. Each of these books addresses material that is normally covered in history class, only very differently. In Maus, the animated visuals greatly amplify the accounts of events of the Holocaust in a way that is palatable for younger generations, as well as for readers who are less able to extract meaning from traditional textbooks or literature. In both Maus I and Maus II, Spiegelman draws memories in comic panels that feel every bit as terrifying and true as real photographs, but are somehow easier to absorb. For example, as opposed to using real humans, the use of animals makes the tragedy seem ever-so-slightly more distant, and paradoxically, more relatable. The graphic novel is an easily readable format to teach the history of the Holocaust to younger generations. Spiegelman proves that visual representations, speaking louder than words, contribute tremendously to close reading and grasping a story.

Similarly, n Persepolis, Satrapi uses a simplistic style with the potential to teach students who have text based learning issues, about a story/event. Her style is monochromatic, which means that she only uses flat black and white, no shading. For peak immersion one must try to experience Marjane’s memory as their own. As Kate Flint says, remembering “may be elicited by the depiction of deliberately empty spaces, inviting the projection of that which can only be seen in the mind’s eye on an inviting vacancy” (Chute 98). Satrapi uses blank white backgrounds and also strikingly black backgrounds as well. However, instead of emptiness, the blackness shows depth. The recollection of a specific event with a focused image is a memory, (Chute 144), and, just as a cartoonist draws a simplified face to make it more comprehensible to the reader, Satrapi draws her memories in a simplified manner in order to further immerse the reader. This illustrates McCloud’s observation that using a simple model increases a person’s interaction with the apparent message and makes it more accessible to a wide variety of readers. (Chute 155-156) This simplistic atmospheric format is a visual tool that would greatly enhance a struggling reader’s investment and comprehension, as well as open the door to a deeper and more tangible understanding of an educational topic.

For these and other reasons, comics can act as an equalizer between different levels of readers. The visual aspect that accompanies the story act as a bridge for beginner and more advanced readers. The link between the students that the comic format allows leads to the development of group discussions that integrate troubled learners. There are various types of learners. Visual learners learn best from what they see, while logical learners learn best from abstract visual information. There are many other types of learners such as, verbal, personal, rhythmic,but they all benefit from the format, design, sequential illustrations, facial expressions, pacing, and contextual repetition involved in a graphic novel.

Pictures also help support comprehension. A lot of students with reading issues are visual learners. The goal is teaching these students how to utilize every clue they can find to decipher meaning. Images coupled with words offers a platform for a more accessible understanding of the text. If a struggling reader recognizes a word but forgets the meaning, the image can hint at the right direction. Moreover, as opposed to a traditional, more rational learning form, graphic novels have a “playful element” that makes children more eager to participate. For the reluctant reader, literacy is most easily attained when the reader is most absorbed and naturally interested.

Comics can help readers with special needs as well. Students with attention-deficit issues often have a hard time sitting through a full class, or focusing on a long book. Comics can help such students by engaging children with short attention spans, keeping them hooked with the visual stimuli and eye-popping graphics. Similarly, students on the autism spectrum can gain comprehension from the increased availability of contextual cues that go far beyond simple text on a page.

Graphic novels are also specifically beneficial for students with dyslexia or other language-based learning issues because they offer many different cues to the story. The illustrated format offers contextual cues that make it much easier for a struggling reader to recover from an issue with vocabulary, or to understand a storyline and deduce meaning. Graphic novels are not only a great way to expand a dyslexic student’s vocabulary and strengthen his or her reading confidence, they are also — due to their accessibility and enjoyable format — a valuable tool for helping struggling readers in a classroom setting be part of the conversation and appreciate the art of storytelling. (Redford) These benefits are not limited to comics, because understanding traditional literature is about more than just developing a good vocabulary or technical reading skills. Comic books still require students to exercise their mind and use mental effort to understand a story’s plot, characters and resolution. And these skills, when developed through comics, translate to traditional literature as well.

Aside from the technical benefits of reading comic books that aid in building students’ awareness and reading skills, comics are a more approachable form of literature for children. They give readers the experience of a complete story without the fear of hundreds of pages of words. Instead, they offer a fun and interesting images. Not only is a struggling student going to be much more willing to pick up a graphic novel, but they will also be able to feel the accomplishment of finishing a complete story and increase their reading confidence.

The background materials and graphic novels we have covered in this class demonstrated convincingly that comics are a great educational tool. But I also know this first-hand. I was diagnosed with dyslexia in third grade, and comics have played a crucial role in my developing love for literature and in overcoming this life-long disability. Reading was nearly impossible for me as a child, and is still a struggle for me today. My parents made the difficult decision to remove me from my regular school, and to send me for two years to the Windward School — a school specializing in teaching students with language-based learning disabilities. Windward taught me strategies to cope with my disability, and I still use them today. Not being able to read until fourth grade was embarrassing to say the least. I felt left out of classroom discussions, couldn’t complete any of my assignments, and felt incredibly down on myself. Being torn away from my closest friends and the learning environment I was used to was painful enough, without adding on the fact that I felt dumb and illiterate. Yet before, and through that process, comic books helped me stay intrigued in the art of storytelling, and aided in my process of overcoming my disability. When traditional literature wasn’t a viable option, comics became my refuge. Instead of Percy Jackson and Harry Potter, I related to my friends through Batman and the X-Men. When I couldn’t hold onto a story through words, I could through pictures. Comic books kept me afloat in a world that so intensely focuses on literary storytelling while I figured out how to overcome my dyslexia. This class has helped me to further understand why the medium was so helpful to me, and has furthered my interest in it as well.

Works Cited

1. Chute, Hillary L. Graphic Women: Life Narrative and Contemporary Comics. Columbia University Press, 2010.
2. Kukkonen, Karin. Studying Comics and Graphic Novels. Wiley Blackwell, 2013.
3. Satrapi, Marjane. The Complete Persepolis. Pantheon, 2003.
4. Scott McCloud. Understanding Comics: The Invisible Art. New York: Harper, 1990
5. Sturm, James. A Case for Comics. National Association of Comics Art Educators.
6. Redford, Kyle. “Graphic Novels.” Yale Dyslexia, The Yale Center for Dyslexia and Creativity, 2017
7. Spiegelman, Art. Maus I: a Survivor’s Tale. New York :Pantheon Books, 19861991.

Abstract

Behavior principals can be used to evaluate the future success of a student in the classroom environment. The types of consequences used, shaping, and antecedents should all be considered when tailoring a plan for a student. Learning in the classroom will be greatly determined by the students’ ability to access executive processing skills. Teachers need to be ever aware of current research on brain development and how memory works to affect learning.

Keywords: Behavior, Learning, ADHD, Trauma, Social Learning, memory

Classroom Observations and Predictions

Behavior theories in learning and how students process learning are two major areas of study that teachers should be aware of and continually strive to grow in.

Behavior Principles

Student T is a 3rd grade student who was retained last year due to poor academic success attributed behavior problems. I have learned that T had cancer and received treatment for two years during his Pre-K and Kindergarten years leading to very little time in a formal learning environment. T was diagnosed with ADHD and ODD in September 2018. I believe there are many factors in play with T’s behavior that if not addressed properly will not lead to positive outcomes. Three important principles will play a crucial role in T’s ability to regain control of his behavior.

1. Consequences and reinforcers. Behavioral learning theory holds that behavior changes according to its immediate consequences. If the student has received pleasurable consequences for behavior it will be strengthened (reinforcer). If the consequences are unpleasant the behavior will be weakened (punishers). (SLAVIN, R. E., 2018.)
   1. a. Traumatic stress reactions affect up to 80% of children who have faced a life-threatening illness. Persistent traumatic stress reactions will go on to affect 15-25% of children. This can impair their day-to-day functioning even after they are in recovery. (Peterson, S. 2018, March 19) The invasiveness of cancer treatment can be conceived as an unpleasant consequence, or act as a punisher. The child is told that the adults involved are helping, but the pain that comes with that help can create a lack of trust or fear between the child and adults. The child with medical trauma will require adults to be purposeful in their relationships to help counter this mistrust and fear.
2. Behavioral learning theory refers to the teaching of a new skill or behavior as shaping. This is done by reinforcing the child as they work toward mastery of the final behavior or skill. (SLAVIN, R. E., 2018.)
   1. a. Social Emotional Learning, or SEL in the classroom is a leading thought toward shaping behavior of students. SEL helps teach and shape the student’s development of character, empathy, self-management and other life skills. One way to do this is to start each day with a dedicated time for it. Not only are skills taught during this time, but a safe place is made for students to unload their baggage they brought from home. This allows them to get on with being a student framed by empathy and self-management. (Wagenheim, J. n.d.)
3. An antecedent is the stimuli that happens before a behavior takes place and this can be a very important area to watch as we develop a behavior plan for a student. The antecedent or cue can give us hints to adjust our behavior with the student and help them recognize their own feelings. Discrimination of cues is used to determine when behavior is reinforced. (SLAVIN, R. E., 2018.)
   1. a. Teachers and paras need to make connections with their students so they can begin to read facial cues or recognize cues that lead to behaviors. We may feel that an outburst came from nowhere. The student may have had a few redirections given and handled them well and suddenly on the 4th one they explode. Although we may not be able to predict the number of redirections that will trigger the student, we can be aware this is a trigger and rethink how we give redirection. Teachers and paras can also use discriminative stimuli in the classroom by making sure students know what behavior is expected in order to receive positive reinforcement. Often in the classroom we set rules of what not to do, but when working with a child who has past trauma, we need to give more positive reinforcement. Letting students know I want to see you perform behavior A and then giving praise immediately when they do will help reinforce the behavior. (SLAVIN, R. E., 2018.)

Information Processing Principles

Information processing theory is the theory of how we learn and move things to memory. T’s inability to gain control of his behaviors, whether trauma-related or as a result of ADHD, will greatly reduce his ability to direct his attention, therefore inhibiting his memory and learning. I believe if his behavior is controlled, that there are principles that will help his information processing and could lead to success in the classroom.

1. Executive processing is crucial. This is the state we want our brain to be in to learn. It determines what a person is interested in storing in their long-term memory, or how hard they will think about the stimuli. The process might not be a conscious thought, but the brains command to pay close attention.
   1. a. Students who have past trauma are often acting from a fight or flight response. The brain stem is where the child is when they are in a survival state. They are asking the question, am I safe, even when there is no perceived threat. The limbic system, the brains mid-level function is where the child will ask am I loved. It is our job as educators to be aware of these responses. In doing so, we can help to answer those needs and get the child to their executive state where they will be engaged and ask, what can I learn from this. (Brain State Model. n.d.).
2. Our sensory registers receives its information from our senses, sight, hearing, touch, smell and taste. It is the first step in the memory system. The sensory register plays two important roles in how our students learn. Students must pay attention to information if they want to retain it and it takes time to bring this information into consciousness. (SLAVIN, R. E., 2018.)
   1. a. Paying attention to the information our senses take in will help determine if the information gets to our consciousness. When a student has ADHD, we must be intentional in the ways we help them direct their attention. The website ADDitude gives many ideas on how to help the ADHD student focus on what is important. Strategies could include helping them take notes, organize their day, or prepare their bag to go home. (Dendy, C. Z., ADHD Editorial Board, ADHD Editorial Board, & ADHD Medical Review Panel. 2019, September 26)
3. Working (short-term) memory is the second step in learning. When a person pays attention to the input from their sensory register, it is moved to their working memory. Using techniques, like rehearsal, have us repeating information over and over. This helps maintain the memory. Working memory is said to only be able to think about 5 to 9 things at a time. Grouping similar items into 5-9 lists at a time can help students work with more information in one sitting. (SLAVIN, R. E., 2018.)
   1. a. Educators can help kids with ADHD by offering more choices in how they study. Examples could be flashcards, air-writing, online games and so on. Finding what stimulates the child’s senses will help you understand how to help them study. You can then break lessons into smaller parts grouping it into sections and helping study through repetition. This will help your student activate their working memory.

Behavior and Information Processing Models to use

Through my years in children’s ministry, as a para and now a teacher I have come to believe you must be intentional when deciding how to lead your class. I have had the privilege to have many exceptional teachers in my life and they have helped me choose what I would like to do in my own classroom.

1. Intrinsic reinforcers can be described as those things we enjoy. Things we like and are willing to do without reward.
   1. a. I believe that as we develop a relationship with our student’s we will begin to make school or our class an intrinsic reinforcer of its own. Students will feel safe and want to come to school. This sense of well being will help students pay attention and benefit their memory/learning.
2. Extrinsic reinforcers are rewards given to motivate people to have a behavior they may not have on their own.
   1. a. I will use extrinsic rewards only with purpose and an end goal in mind. I believe if you have a student struggling with a desired behavior you can motivate them with praise, a treat, or earned prize. After the desired behavior is achieved, the student will begin to see the benefit outside of the given reward. At this time, the reward should be weaned away.
3. Self-regulation skills are a part of Social Emotional Learning. If self-regulation is to be learned effectively it must be consistent and routine across all aspects of the day. (SLAVIN, R. E., 2018 p. 114)
   1. a. As I have observed other teachers, I have developed one question regarding behavior that I think must always be asked. Have I taught them what I expect them to do? Self-regulation cannot be boiled down to one session with the counselor a week. Teachers must incorporate those learned skills into their classroom. It must be shared as an expectation, restated, and modeled throughout the day. I like the Second-Step curriculum and incorporate it throughout my day. We can also not assume these skills are being taught at home.

Principles I will not use in the classroom

Through my experience I have also found many principles that I will not use in future classroom settings. I have cringed as I felt the shame a student experienced during a public call out. I have been mystified by the lack of knowledge some teachers have about the general personality of their students. It is simple, if a child does not feel safe or loved in a classroom, they will not be able to learn.

1. Public punishers. A punisher is any consequence that is used to weaken a behavior.
   1. a. I understand there are times when removal punishment is necessary. Recess must be lost, and homework must get done. I will, however, never use public scolding as a punisher. I will often ignore a behavior until I can plan to address it formally one on one. If I must call a student down, I will use pre-established hand signals to get their attention, or I will ask them a question and try to bring them back into the group.
2. Extrinsic reinforcers. It has been noted that giving extrinsic rewards when it is something a child would have done anyway will greatly undermine long-term intrinsic motivation. (SLAVIN, R. E., 2018 p. 103)
   1. a. Yes, this is listed as a model I will use. I list it again because I use it only with a great amount of forethought. Overuse can hurt the class when they have found no intrinsic reason to be there or to learn.
3. I will not ignore information processing or put it to the back of my mind as just something that is good to know. Teachers and paras will be better able to help students learn if they are aware of the way we create memory. They also need to realize the importance of helping students operate from their executive state.
   1. a. Trauma Informed Care and Conscious Discipline: I hope to get further training in these areas. I believe that not only must we be aware of where our students are coming from, we must be aware of the state we are starting from. Learning more about these processes will help. This is even more important to me because I have 5 paras under me. I often don’t observe the student’s behavior or that of the para. By sharing this knowledge with my para’s, I will help ensure success in the classroom I am not part of.

References

1. Peterson, S. (2018, March 19). Effects. Retrieved from https://www.nctsn.org/what-is-child-trauma/trauma-types/medical-trauma/effects
2. SLAVIN, R. E. (2018). EDUCATIONAL PSYCHOLOGY: Theory and practice. PRENTICE-HALL.
3. Wagenheim, J. (n.d.). There’s Nothing Soft About These Skills. Retrieved from https://www.gse.harvard.edu/news/ed/16/01/theres-nothing-soft-about-these-skills
4. Brain State Model. (n.d.). Retrieved from https://consciousdiscipline.com/methodology/brain-state-model/
5. Dendy, C. Z., ADHD Editorial Board, ADHD Editorial Board, & ADHD Medical Review Panel. (2019, September 26). Teaching Students with ADHD: Strategies That Help Every Child Shine. Retrieved from https://www.additudemag.com/teaching-strategies-for-students-with-adhd/