Read the posts below and respond to the posts of these learners. When responding, seek clarification, share relevant personal experiences, and offer constructive feedback.

Read the posts below and respond to the posts of these learners. When responding, seek clarification, share relevant personal experiences, and offer constructive feedback.

Post 1


I recall always saying to my second graders near the beginning of the year that my goal is for them to run the classroom by the end of the year. They will take ownership in the way the classroom is run. Although my intentions are good, I’m not sure I ever achieve that level of independence that I am looking for. As I’ve said in previous posts, it is really challenging for me to give up control, but clearly it is for the better of the students and the importance of internalizing behaviors. Unfortunately, as a classroom teacher for many years, I haven’t had the opportunity to observe other classrooms too much. This is something that our district as of late is trying to promote.

Positive Recognitions: When children are reading their Writer’s Workshop stories, I do comment on how children are being attentive and showing respect to the one who is sharing. When an author is finished I ask students to respond usually requesting 3 comments and 3 questions. When a student is very specific about a comment, showing good listening, I always make a big deal out of it. 

Clarifying Statements: As children are listening to each others stories, I encourage them to be active listeners and to look for key information like when they are sharing their nonfiction writing. It gives the listener a purpose other than being respectful of their classmates.

Mantras: I use the “3 Be’s in Room 213 that children say every single morning during morning meeting. “Be respectful, etc. What I need to make sure is that I can give them examples of what it is to be respectful so that the word just doesn’t become a recitation and meaningless. 

Clarfiying Questions: I think I need to spend more time asking questions so that students are clear about “what happens ifs”. It is important to make sure that children not only understand the infraction, but the consequence that follows. 

Post 2


When I observe the different teachers where I work, I noticed how the classroom is structured.   For the first- year teachers, they are trying to impress the administration team by following all the rules they learn from school.  The second-year to the tenth- year teachers that I observed they are trying to find themselves as well as trying to hit the point they missed on the elevation from the principle.  The teachers who have more than ten years of teaching have their method of classroom management where the administration team has an agreement on their style of teaching.

     What I notice a big difference between is the teachers where I work at is the culture difference.  We have teachers who were brought up in the American School System (Elementary-College) verse teacher who moved to here to go to college or to work in the United States.  The teacher that moved here from another country that I observed are passive when it comes to classroom management.  As far as classroom expectation for the different type sees none in these classes.  I notice where the teachers is giving out a lot of warning to students. No purposeful action, positive recognition, clarifying statement, mantras and clarifying question.

    With the regular teacher, I see them using the purposeful action, positive recognition, clarifying statement, mantras, and clarifying a question on a daily basis in their classroom.  I’m an Instructional Paraprofessional Teacher, and I have been assigned to two teachers that are from another country.  At the beginning of the school year, I was assigned to a 3rd-grade classroom.  The teacher is a style- four teacher.  When it comes to discipline and classroom management, the teacher is clueless.   When somebody tries to advise him on what he needs to do to get the class in order, he states how the student from his country is expected to learn and not cause an issue in the classroom.   The second teacher who I assist with a one-on-one student doesn’t deal with discipline or behavior.  She comes to me and asks if can get her class in order.  Now it to the point where the student doesn’t ask for her anymore.   When I’m in the classroom, I tried used positive recognition mantras and clarifying the statement.  For instance, I will go over Ms. Buchanan, classroom expectation there are a couple of students that are off-task all the time.  So, I will say class the blue table is giving me all of their eyes and ears.   I can hear the other table say we need to give our eyes and ears to Ms. Buchanan as well.

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