Inquiry Reflection IR2

Classroom Routine Accomplished: Line students up and take to lunch

 2a. Organizes, allocates, and manages the resources of time, space, and attention
I managed the resources of time, space, and attention by first standing at the front of
the room and using an attention getting strategy to start the transition. I used the
“Rowlie” strategy used across Rowlett Academy to gain the student’s attention. I then
used the “Give me step one, step two, step three” line up strategy used by my CT. The
students are familiar with this routine so they followed my verbal cues (step one, step
two, step three). I managed the resource of time by watching and allowing enough time
for students to complete each step.

 2b. Manages individual and class behaviors through a well-planned management

system
I watched and observed all students while they went about lining up. My CT has a well-
planned management system in tact that begins with redirecting misbehavior first
through a verbal warning. I only had to verbally redirect one student to follow
instructions during this routine. He was walking out of line so I asked him to, “Please,
stay in line.” As a group all the students walked in a quiet, straight line to lunch.

 2c. Conveys high expectations to all students

The students are familiar with this routine and know the expectations their teacher has
for it so I wanted to convey those same expectations. I expected all students to follow
my instructions for the line-up routine in a timely manner. I encouraged them through
using an enthusiastic, yet firm tone and friendly gestures.

 2e. Models clear, acceptable oral and written communication skills

I clearly communicated oral directions through using the “Rowlie” attention getting
strategy and then verbally gave the “Step one, step two, step three” directions. I used
my teacher voice and redirected a student when I saw he wasn’t following the
procedure.

 2f. Maintains a climate of openness, inquiry, fairness and support

I tried to use a friendly, enthusiastic tone when I enacted this routine, but still stayed
firm with the students. I supported them when they succeeded through positive
comments like, “Great job guys!” and “Nice line!”. Other than redirecting one student
back to the line-up procedure, I did not call any specific students out in order to
maintain a climate of fairness.