Relevant Description/Reflective Analysis

 

As part of my clinical work at Jayenne Elementary, my host teachers and I wrote in a dialogue journal.  We also had many opportunities to have great conversations about education throughout my placements.  These conversations are crucial to the development and evolution of every teacher.  In the words of Margaret Mead, "Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has."

 

The following are excerpts from my dialogue journal:

 

Do you have one particular student or small group of students who consistently misbehave?  How do you handle this?

 

I do have a small group of students who consistently misbehave.  I try to stay as consistent as possible with them.  First, they get their name on the board and a warning.  They know what that means, and if they get one or more check marks beside their name, they will lose the sticker from their Behavior Chart for the day.  They have an opportunity to work their names off the board, but if the behavior continues, they will be moved to a desk to work by themselves, away from the rest of the class.  If these students (and any others) are showing good behavior and working hard, I try to point this out, as well.  They can earn Starbucks or sometimes a good note home if something particularly good happens.

Mrs. Hostutler has very good/great discipline overall.  However, every classroom has a few students that will misbehave and need extra attention.  She is able to motivate them to remain on task or be removed to an area that is isolated.  This method works very well, for the outcome is very positive for them..

After teaching a lesson, write about things you would do differently.

 

During a reading lesson, I chose groups to work on their Tri-Fold, which is a graphic organizer with questions about the weekly reading story.  The class worked in three groups, and I found out very quickly one major thing I would do differently.  There was one or two students in each group who were waiting for someone else to get the answer on every single question.  I took note of these students so next time I can place all of these students in one group.  I plan to do this and maybe spend a little more time helping that group in order to help them learn to take responsibility and ownership of their work. 

Also, while working in their groups, there were some who weren’t sure how to get started.  They were confused about how to split the work up and who should do what part.  Next time, I will try to have more specific goals and directions for the groups.  Choosing a leader to delegate work and a manager to keep everyone on task are two ideas that may help things run more smoothly for the groups.

Your activity was a great idea!  I agree that you are able to quickly see who does what when students are placed in groups.  It will prove very beneficial to implement your noted change to facilitate/teach weaker students how to work/function in a group.  Your management was on target/point.  You were aware of each group's progress by your constant monitoring.