INTRODUCTION

The physical, social and emotional development that would influence my instruction would be how well students get along with their peers.  Additionally, any emotional deficients would also be important because this could also affect students in their interactions with each other.

Observation of the students as they interact with other students would be a method that I would use to learn about the physical, social and emotional development of students in my class.  I would be able to notice students who are shy that may want to sit alone or students who are a little less popular and may not have many friends would also be sitting along. I chose this method because watching students as they are in their normal environment allows them to be themselves.  Monitoring student behavior is a part of a teachers’ responsibility and students should be able to be themselves without being pressured from their peers.  Kauchak & Eggen (2012) write concerning the classroom that, “In it students feel safe, both physically and emotionally, and the day-to-day routines are all designed to help students learn” (p. 73).

Kauchak, D. & Eggen, P. (2012). Learning and Teaching: Research-Based Methods. New York   City: Pearson Custom Publishing

TPE 10: Instructional Time

•  Allocating instructional time
•  Managing instructional time

TPE 11: Social Environments

•  Understanding the importance of the social environment
•  Establishing a positive environment for learning
•  Maintaining a positive environment for learning

REFLECTION

The first way I establish and maintain a positive climate for learning is to require that the students immediately come in and focus on a warm up problem that is always on the board.  Marzano, Marzano and Pickering (2003) write, “The manner in which class begins sets the tone for what happens next” and “When the day is organized in classes taught by different teachers, the manner in which each class begins is critical” (p. 19).  The warm up problem is usually a review of what was covered the previous day or an introduction to new material which helps me assess the students’ prior knowledge.

Another issue that I establish in the classroom is that students’ must remain quiet and respectful when someone is speaking which includes the teacher or one of their peers.  Additionally, I inform the students that the classroom is an environment where mistakes can be made without fear of ridicule.  This provides a safe environment where students can ask questions.

To encourage students to take responsibility for their own learning and to work responsibly with others and independently I ask the students to imagine that the classroom is a work environment and they are asked to complete a project.  This is very important when it comes to group work because sometimes students prefer to stay with their friends or in groups that they have become familiar with interacting.  Students are reminded that once they enter the workforce they may be required to work with new people.  Rutherford (2009) writes, “As part of establishing a learning-centered classroom, you need to identify the essential interaction and communication skills required for the students to work well together (p. 255).

When students are working independently I remind them that although I can teach them it is ultimately up to them to apply what they have learned and the grade they receive is the grade they earn and not a grade I assign.

Marzano, R.J., Marzano, J.S., & Pickering, D.J. (2003). Classroom management that works: Research- based strategies for every teacher. Alexandria, VA: ASCD.

Rutherford, Paula (2009).  Why Didn’t I Learn This in College?  Just ASK Publications