What kind of teacher am I? As I talk to my own students, as well as the other MCC students and profs I keep hearing about the different archtypes of teacher management styles.
There are the 'cool' teachers that doesn't worry to much about enforcing all of the rules. The teachers that get sidetracked (I'm thinking -takes the opportunity to use teachable moments?) easily and goes into past stories. The teachers who are very strict and allow no talking, at all, during class, the pushovers, those who pace, those who sit, etc... etc... and etc...
There are the 'cool' teachers that doesn't worry to much about enforcing all of the rules. The teachers that get sidetracked (I'm thinking -takes the opportunity to use teachable moments?) easily and goes into past stories. The teachers who are very strict and allow no talking, at all, during class, the pushovers, those who pace, those who sit, etc... etc... and etc...
The list goes on and on and on. As I began to think about taking over the class I didn't actually think about this that much. I had established a relationship with most of my students and I felt I was a pretty good 'facilitator' for what was going on in the class. No problemo when I take over the class.
Then a couple of things happened. First was a really odd day with the students and an observation (by my supervisor and coop) where the students ACTUALLY got more comfortable and began testing me a little. During our debrief my coop said that the kids were acting a bit goofy with me that day but that that was a good thing since it appeared that they were more comfortable with me. For the record. I'm very glad she said that since
So, why is there a picture of a T-Rex in my image, who is Sancho, and why is he a regulator? Simple. A couple of my mentors have said that the challenge of keeping students focused is an ongoing one. T-Rex is used in a high school classroom, if you can believe it. High achieving, AP, students as well get Sancho, his name, when they misbehave or falter in following the rules. High School. I have seen it first hand, students do NOT want Sancho hanging out with them.
So, My BELL. My first day of teaching was a little chaotic. Students were excited about the change, wanting to test the new teacher, amped from the weekend and just generally middle school kids facing a new situation (I kind of remember that myself). It was fun but some students pushed a bit too far and I felt like I needed to rethink it.
The next day brought about the COW BELL. I feel kind of bad about this bell. It has been handed down to me from my French grandparents, an actual cow bell, and is kind of non-musical. All the previous night I had been thinking about my perception of the relationships with the kids and realized that I needed to offer more authority. I went in the next day and set a different tone. I employed more control. No talking when the bell is rung. When the bell is rung, attention needs to refocus on the teacher. When information is being given, or other students are talking, eyes need to be directed to those individuals.
The cow bell was a symbol like Sancho. What I found is that when students understood my expectations, the bell was just a bit of reminder to be with the class. To be honest, I like a classroom that is both fried egg and scrambled. I like order when it is beneficial and organic scramble when it propels the students towards creative learning.
Then a couple of things happened. First was a really odd day with the students and an observation (by my supervisor and coop) where the students ACTUALLY got more comfortable and began testing me a little. During our debrief my coop said that the kids were acting a bit goofy with me that day but that that was a good thing since it appeared that they were more comfortable with me. For the record. I'm very glad she said that since
So, why is there a picture of a T-Rex in my image, who is Sancho, and why is he a regulator? Simple. A couple of my mentors have said that the challenge of keeping students focused is an ongoing one. T-Rex is used in a high school classroom, if you can believe it. High achieving, AP, students as well get Sancho, his name, when they misbehave or falter in following the rules. High School. I have seen it first hand, students do NOT want Sancho hanging out with them.
So, My BELL. My first day of teaching was a little chaotic. Students were excited about the change, wanting to test the new teacher, amped from the weekend and just generally middle school kids facing a new situation (I kind of remember that myself). It was fun but some students pushed a bit too far and I felt like I needed to rethink it.
The next day brought about the COW BELL. I feel kind of bad about this bell. It has been handed down to me from my French grandparents, an actual cow bell, and is kind of non-musical. All the previous night I had been thinking about my perception of the relationships with the kids and realized that I needed to offer more authority. I went in the next day and set a different tone. I employed more control. No talking when the bell is rung. When the bell is rung, attention needs to refocus on the teacher. When information is being given, or other students are talking, eyes need to be directed to those individuals.
The cow bell was a symbol like Sancho. What I found is that when students understood my expectations, the bell was just a bit of reminder to be with the class. To be honest, I like a classroom that is both fried egg and scrambled. I like order when it is beneficial and organic scramble when it propels the students towards creative learning.