EDUC 350 Field Notes- Chapter 10 Systems and Routines

In the chart below give one concrete example of when you saw each technique in action. If you did not see it then de-
scribe a situation where you believe it may have been helpful.

This technique is not practiced by Ms. Thomas, She could use this at the beginning
Threshold
of the class period to greet every student as the come in the door. This would set the
tone for the class.
In our photo class the project outline and daily goal for class is up on the board. The
Strong Start
students are expected to begin working right away after role call.

STAR/SLANT
Engineering Efficiency
Strategic Investment
We have assigned seats due to poor behavior. Kiddos seem to lose interest in the
photo unit. This could be used when Tristen was losing focus and goofing around with
Torin.
During photo students who had been working diligently were aloud to use the iPads to
take pictures in the hallway. Mr. Thomas sent 1 student to get the iPads. This process
was effective and increased efficiency.
This was utilized when attendance was taken, We took attendance 3 times. Yet it was
because kiddos were talking, this rehearsal improved the overall speed of the procedure.

This was utilized when students were throwing on the pottery wheel. This technique is
Do It Again very important in the repetition of building. It reminds me of "at bats".

Below, please explain your examples of 2 techniques and describe why you do/do not like them as some-
thing you would use in your own classroom.

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Slant/Star is not really applicable in our classroom. This would have to be implemented school-wide for the
students to understand what is expected. If this was rehearsed in my classroom it could work but I am striving
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for more of a growth, choice, workshop based environment. The "do it again" strategy will be very useful in
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my classroom. I want to focus on process with my students, and learning from doing will be paramount.
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Learning from failures is of the upmost importance as well as exploration.
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