Blog Post #3 - Positive Classroom Environments with Miss Gledhill

The first question that I have chosen to address is how my teacher encourages positive classroom environment? Firstly, I'd like the accredit the fact that I'm sure she does more than what I've taken note of and witnessed; she is the most competent lady in my opinion. One thing that I've seen is her tally of each row. Whenever there is a transition going on, she always stands in the front of the classroom and quietly counts down from 5. She starts with clear instruction and then counts. Once time is up she waits a few more seconds because silence is really powerful. Students who are still bustling around realize that the class is waiting on them. Miss Gledhill then turns to the board and awards a tally to the row who was ready to go first. I think this has proven effective because it encourages timely, well approached transitions from one activity to the other. Another thing that I've noticed is a happy atmosphere. The moment I walked into her classroom, I honestly felt happy. She has made such a warm classroom environment with her personal touches, use of color, display of student work and a vibe of organization. I really feel like this encourages positive behavior. Students understand that things in the classroom have there place and time, so in turn they apply that to themselves.

The second question I'll be answering is what are her clear routines? Because I am only there for two hours at a time I feel as though I can only say so much, while I am sure that there is so much more to her routines. The first thing that came to my mind was her schedule. It's posted on the white board at the beginning of the day and stays there all day. This allows students to refer to it throughout the day if they are ever curious about what's next. I've always arrived to her classroom when she starts reading time. Student reading groups are invited to her table where they read aloud with her and discuss what they are reading, while meanwhile others are individually working at their desks on spelling exercises. I feel like this epitomizes a clear routine because it happens everyday and students know exactly what is expected of them. It's something that both Miss Gledhill and her students can count on. I think this supports a positive classroom environment because it provides accountability. Students are held responsible for what they accomplish on their own, while other students can count on some small group interventions to get some extra attention from Miss Gledhill.

Lastly, how does Miss Gledhill recognize student skills? Something that I've seen her do is call on students when she needs extra help. This is exciting to her students! She always calls on people who have been working hard and deserve a, "break", so to say from their work because she knows that she can count on them to get right back to it when they complete her task. Another way that she recognizes student skills is during discussions. If somebody answers her questions in a really great way, she invites them to repeat themselves once more loudly for the class to really her. I think that this is engaging and encourages positive comments. Students really seem to perk up when somebody repeats themselves and then they even want to say something along that line of performance.Then the last thing that I want to add, is Miss Gledhill's display of student work. I get to see and help with a lot of writing exercises and I've taken note of how seriously Miss Gledhill takes them. She always encourages students' best work because she will display what they finish. I've noticed how students go up to her and ask her to review what they've finished, but if there is something for them to fix they happily skip back to their desk and try again. Although it sounds to good to be true, I feel like Miss Gledhill's expectations have circled around positively. Students take their time to do their best because they know that their best work and skills matter and will be displayed for everyone to see.

Blog Post #2

To formally introduce, the teacher that I have been working with is Ms. Dallas Gledhill at Provo Peaks Elementary School. I've thoroughly enjoyed working with her thus far because she has been so cooperative and mindful of me in her classroom.
For the sake of this post, I've taken note of the way that she includes different kinds of learners. The lessons that I've participated in were accompanied with displays on the board or papers in front of the students. This allows students to refer to what they're discussing throughout the lesson. This technique accommodates visual learners. Most all of her teaching is done orally, when applicable, with some student involvement. Her lectures are short and fun and especially easy to listen to. These techniques especially include auditory learners. I did not notice a whole lot of inclusion for kinesthetic learners. After class she explained to me that it can be tricky to always include that style into every lesson plan. She explained that she has math manipulatives that her class always has access to, but nobody ever takes advantage of them. Future plans to include kinesthetic learners will be done through their upcoming science topics, but they aren't that far along into the curriculum yet.
 I noticed that behaviorism was involved in the classroom. Rules are posted in the front of the classroom. Stickers are used to reinforce good behavior and losing stickers is a consequence of bad behavior. I think that this reinforcer is a great and simple way to keep on top of students. I believe that fourth graders are totally aware of the behavior that they chose to portray, so strict rules are totally fitting. I love the stickers; I really think that they are fun because good behavior earns a really cool collection of stickers!