Karly DeMain

TED 570
Team 40
Lens #2
In my classroom, I use a variety of classroom management techniques. My favorite is the
quiet power and tapping students on the shoulder while I am teaching to remind them to stay on
task. I believe my students need extra patience when dealing with behavior expectations due to a
variety of factors. I have a few students with high anxiety and anger management issues. If I
approach a situation in the wrong way, it could result in the student feeling worse and being
unable to participate in the lessons for a long period of time. I find that my second grade students
are reasonable and want to behave within my expectations for them, they may just need subtle
reminders to do so. For my students who are more sensitive, I stand near them and wait for a
moment in my lesson when I can speak calmly and quietly to them. I use specific language and
lay out clear expectations, often saying things like, “I’ve noticed you are doing X, and I would
like you to do Y for me instead, would you be able to do that for me? Thank you.” My students
are typically very receptive to this type of language. If this reminder does not help change this
behavior I typically issue a more public reminder to show the class that that behavior or lack of
participation is not what I expect.

One thing I have noticed in another class is the use of behavioral cards. I like to keep this
idea in the back of my mind, but I do not think my class needs to use this strategy to remain on
task (at least for the moment). The classroom I observed that does use this strategy, has a few
students that have strong attitudes and needs the visual tool to remind them when they have
reached their limit for misbehaving.

One tip I heard from the 1st grade teachers was that many of my students love to be
helpers, so I decided to implement a “check on your neighbor” system from day one. I ask my
students to check on their neighbors very regularly for things like having their names on their
paper, are they on the right page, are their pointing to the correct problem, and to ask for help to
spell words. I think having this type of culture in my classroom encourages students to help each
other remain on task and meet behavior expectations. I see many of my students engaged when I
ask them to check on the people sitting next to them. I am also hoping the regular
communication will help my more shy students, who often have trouble speaking up in
pair-share situations.