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Lesson Plans


Re: Here's my question ...

[ Thread ][ Subject ][ Author ][ Date ]
Fran Marze (fmaiu+@pitt.edu)
Sat, 21 Feb 1998 19:32:18 -0500 (EST)


Good advice. Never let students throw anything. That's a big liability
problem. Use the broken record, really calm approach when possible.

On Fri, 20 Feb 1998 bkingman wrote:

> My advice is to start out very strict, and you can always ease up later.
> Set up definite rules, consequences and stick to them. You can't get
> your teaching across if the students are disruptive. I had a cooperating
> teacher in secondary when I was student teaching who compared students to
> puppies. She said if you "train" them well in the beginning, you will
> have good classroom management. But, if you don't, like an untrained
> puppy grows into an uncontrollable dog...well you get the idea. You need
> to set the tone of the class right away and it will pay off. I don't
> think a teacher should ever tolerate students throwing things in the
> classroom. Good luck. Student teaching was the toughest thing I ever
> did. Hope it goes well for you!
>
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> On 20 Feb 1998 21:15:42 -0000 mcdoug43 (Sarah Elizabeth
> McDougall) writes:
> >HI!
> > I'm a Student Teacher and my first full week in the classroom
> >starts this Monday. The classroom that I'm working in is real
> >laid-back
> >and the kids always seem at ease (7-12). As part of my course work,
> >I'm
> >supposed to think of my philosophy on Classroom Management. My
> >cooperating teacher has a very Interpersonal approach with her
> >students and
> >I think that's particially why they seem to react so well to her. The
> >students seem to know their limits( with my cooperating teacher) ...
> >and
> >the classroom climate has been set. The students can move as they
> >please
> >and socilaize throughout class .... I have absoluting no probelm with
> >that
> >.... actually it makes more at ease that they are not as quiet as
> >field
> >mice. Although I sometimes wish that my philosophy would fall more
> >towards
> >that of my cooperating teacher, I realize that for my own sanity and
> >first
> >experience in the teaching world, I need to try my own approach to see
> >if I
> >can feel even more comfortable....I want my student teaching
> >experience to
> >get me off to a positive start in the education world.
> >
> >One of my goals would be to set-up my own rules for the classroom.
> >The
> >students are not what I would even consider "bad", yet some of their
> >behaviors make me so nervous (For example: throwing pencils & crayons,
> >mild
> >rough-housing, foul-language, etc.) I'd like to establish a list of
> >very
> >simple rules: No throwing objects, noise level should be that I can
> >talk
> >over (since I have a rather quiet voice and prefer not raising it
> >unless
> >neccessary). Of course, if the rules were broken, there would have to
> >be a
> >plan of action. Do I send the student who is talking over me into the
> >hallway until I'm finished talking? Do I make a seating chart if
> >noise
> >level is uncontrollable? Do I start a demerit system ..... everytime
> >you
> >throw an object it gets marked down ....once it's happened 3,5, 7,
> >.... you
> >face this consequence?
> >
> >My mother is also a classroom educator ... although not in art. I
> >spoke to
> >her about my goal. She wondered if this would push the students away
> >from
> >me because they are already so accustomed to the classroom "climate".
> >My
> >cooperating teacher is great in that she has told me that she'll
> >support me
> >in whatever I want to accomplish.
> >
> >As Art Educators, what do you all think? Do you think my approach to
> >classroom management will push them away from me as their new,
> >inexperienced art "teacher"? My professors say that if you stick to
> >your
> >initial plans for Classroom Management, you'll be o.k., just don't go
> >back
> >on your rules. I'd appreciate any feedback :o)
> >
> >Sarah
> >
> >
> >
>
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