Cloey Thorpe

ED 590-02
Book Study Section 2

Before Reading:
1. I believe the biggest way to create structure in the classroom is to start it day 1. I will
introduce how the day works, how moving to and from different subject’s work, and the
different procedures we will use. Making sure all students are following it will allow for
everyone to see it as fair and equal. Consistently following it will allow students to see it
as the only way the class works. We will see what comes next and what to prepare for.
2. Thinking back, all of the teachers I had followed a schedule throughout the day. As
students, we were able to know what we needed to do or where to go. We were able to
see what was coming next and be prepared for it. The predictability allowed us to feel
content in our classes. I had some teachers say, “you will never see me yell” and I had
others that did raise their voice when the class wasn’t following what was expected of
them. I remember the class where the teacher said he wouldn’t yell was always very
calm. While the other class had a lot more energy. Students can easily see when a
teaching is frustrated. They can hear it in their tone and see it in their body and their
face. It can change the whole mood of the classroom. This can then change the mood of
the students and their level of focus. Staying calm in all settings will allow everyone to
succeed in a better way.

During Reading:
1. The steps the author gives are: 1) explain the task you want students to complete, 2)
model how you want it completed, 3) have a few students model or explain how you
want it completed, 4) have the task completed in small groups (may be skipped
depending on the task and the students’ level of independence), and 5) have the task
completed as a whole class (after success). Before reading I discussed how a teacher
should explain everything and follow it consistently. How they should introduce the
topic of what to do while moving to and from different subjects. These steps lay out
how to explain different procedures within the classroom. I have seen this work a
number of times. In my undergrad classes and during any observation, I have seen the
process of I do, we do, you do. Where I do it to model it, then we do it together, then
the student does it on their own or with a group. Breaking down individual steps
definitely helps a student know exactly what is expected of them each time they need to
complete the activity.

After Reading:
1. “What if” situations are scary to think about. Behavior management is something I get
nervous about when thinking of my future classroom. You never want to do the wrong
thing, but it’s inevitable that you will. I believe I will be able to prepare for them by
writing out different scenarios and then writing how I would solve each one. Also, like
the book said to do, I will look into the protocols of the school I am at and see what they
suggest doing. It makes me want to know the protocols for each building. In one, I was
handed a walkie talkie, since I had a student that typically needed more support. In
other schools, I have been told to call 0 or the office on the phone and ask for support.
Some information I would like to seek out is on sub plans some teachers leave notes
about students who may have “what if” behaviors or other behaviors. This has
happened a few times and it had been very helpful in preparing myself for specific
behaviors that may happen. Not knowing the students can make that behavior
management hard. Another thing I would want to seek out is how to get immediate help
if needed. Again, there have been many schools that give me that information when I
walk in.