On my most recent practicum day, the class and I were asked to watch how teachers manage their classrooms. Specifically, we were asked to look into transitions. How do teachers move from one subject to another? What methods do they use to make these transitions go more smoothly? What has worked in the past and what has not? Why or Why not? In looking to answer these questions I have found a diverse array of answers. Every teacher seems to manage their class differently and for that reason, there is no ONE answer (seems to be a theme). In this check-in, I am going to write a bit about what I saw in the various classrooms that I visited on my most recent day of practicum. In doing so I hope to speak to some of the amazing classroom management strategies I witnessed.

                My first-class of the day was a kindergarten class taught by Mrs. Bonner. In this class, I learned about the value of structure in lower age levels. Upon arriving, each student flipped a bird card near the front entrance of the room. Each student knew to do this as they had been expected to do this since day one of class. The students also knew that once this task was completed, they were to line up by the sink and wash their hands before sitting down to start their day. Mrs. Bonner told me that having students “flip their birds” in the morning was a way to begin student engagement from the first second they walked through the door. Students knew that the second they got to class they had a job to do (even if it was as small as flipping a little card). Mrs. Bonner told me that flipping birds is also a great help with attendance. As each card has the name of a particular student on it, attendance is easy. From a single glance, Mrs. Bonner can see who is and is not here (or at the very least who forgot to flip their card that day).

                In this class, I also saw a wide range of activities. In the morning we learned about shapes. We examined various attributes of shapes (ie. Corners, sides) and discussed where we could find shapes in everyday life. In this lesson, I noticed that Mrs. Bonner kept the students engaged by drawing suggested objects on the board. The students laughed at the drawings and tried to give Mrs. Bonner objects that would be hard to draw. Lucky Mrs. Bonner was a good artist and managed to do an excellent job of representing most of the objects called out by the class.

                After leaving Mrs. Bonner’s class I moved on to the class of Ms. Gilbert. In Ms. Gilbert’s class, I saw how a teacher of a higher-grade level can manage the class in a way that is appropriate to their age. Of course, Ms. Gilbert was not going to treat and manage the class in the same way as Mrs. Bonner. Students in grade 3 would likely find the teaching style of a kindergarten teacher a little bit patronizing. Rather, Ms. Gilbert instructed the class in a way that catered to their growing independence. Instead of telling students to come to here with any question they may have, Ms. Gilbert instructed class members to ask each other questions and work with each other to solve problems. I was impressed by this approach as it appeared that students really were taking ownership of each other’s learning. In the computer lab, for instance, students were working to log each other into their accounts. Once one student figured it out, they would help others. This created “experts” in the class who were extremely proficient in computer login.

                Another approach that I liked was the one taken by Mr. Young. In his 6th grade class. Mr. Young employed a loose framework to his teaching. The conversation was allowed during work time and students were allowed to work at their own pace. That being said, Mr. Young was keenly aware of what each student should be working on. If a student was off task or talking about something other than their work, Mr. Young would be quick to snap them back into line. Mr. Young reminded me of a race car driver in the way that he made constant micro corrections to the course of his class. He always appeared to be turned on in his classroom.

                Much in the same way as the lower grades however Mr. Young had an underlying structure in his class. Much in the same way that students in Mrs. Bonner’s class knew to flip their birds upon entering the class, students in Mr. Young’s class knew that after lunch on Tuesdays was silent reading time. I think this underlying structure really helps with transitions given the fact that surprises are less likely. Students know what to expect and follow the routine that they are accustomed to. Although the teacher has to make constant corrections, structure sets the compass direction. Once the direction is well known the teacher needs only to do small things in terms of classroom management. Of course, this idea is idealized, however, I believe that through it a good balance can be achieved. I hope to find this balance in my teaching. If I can I believe that my life will be made significantly easier.