Step 1: Discussed in part 1 of part 4.

Step 2:

 What does your CT do to prepare students for the routine? What does she say and do?
She says it is time for lunch and asks students to get their lunch boxes. She explains the rules of
the line every day, which are described in the third question.
 What are your CT’s expectations of students during the routine? How do they communicate
those to students?
My CT says what she expects to the students. She starts with asking them to get their bubbles
and bunny tails and tells them she wants them to be quiet in line. She enforces these
expectations by making sure that students are doing them and giving consequences and
compliments for undesired and desired behavior. She also asks them to go to the hallway doors
and stop, and the cafeteria doors and stop.
 What does your CT do and say while performing the routine?
My CT counts from 5 to 1 which signals to students that they need to quiet down. She says she
will call the quietest table. She reminds students to get their bubbles and bunny tails (mouth
filled with air and hands behind backs). She then calls students up by table. She compliments
students on good behavior and if students are noisy, she asks the whole group to be quiet, then
she calls individual names. If students keep talking, she takes away green slips or gives orange
ones. She reminds them again that there is no talking in line, and she asks them to go to the
hallway doors and stop. Then she asks them to go to the cafeteria doors and stop. She lets
them into the cafeteria, and they go to their tables.
 What is the impact on the students? What do you hear them saying and see them doing?
Students tend to be quiet, but they are in kindergarten, so they often get a bit noisy. If their
behavior is corrected, they follow what is said. They also respond well to getting complimented,
or seeing others get complimented.
 How does your CT handle students who do not perform the routine appropriately?
My CT will ask the class first to avoid calling out students, but then she will if they continue to
talk or misbehave and take away green slips or give orange slips.

Step 3:

All links below should be accessible if you are logged into Word under your USF account. These three
documents show my plan for the lesson, my reflection on the video with notes, and my supervisor’s
notes on the video. The plan describes everything as it happened, and the other two documents note
particular events that happened and feedback I received.

Plan: USF L1 Management Routine Plan - Fall 2020.docx

Video reflection form: Video Reflection Form.docx

Feedback: Grace D. SO#1 .docx

Step 4:

1) My CT asks the students to line up quietly and get their bubble (mouth full of air to keep quiet)
and bunny tails (hands behind their back). She dismisses groups by table based on their
 behavior. If they need anything (backpack, binder, water bottle, lunch box) they are instructed
to grab those things and then go to the line. She goes over rules (no talking, get bubble, get
bunny tails) every day. She suggested I remind the entire class to get their bubbles and
compliment positive behavior. She said that she has to go over the rules and expectations every
day because they will not follow them, even though they are over halfway through the school
year.
2)
 What impact did your performance of the task have on your students?
Students talked at some points, but they were not very noisy. The students made it to lunch on
time. Students listened to me when I would initially say something but would often continue to
talk or run anyways.
 Did you get your desired results? What do you think led to your success or lack of success in
getting your desired results?
No, I did not have as much impact on behavior as I wanted to. I feel like I do not have access to
consequences as much as I need to for true behavior management. I was also very
overwhelmed and nervous during this routine, so I forgot to give more words of
encouragement, which is a highly effective way to help students understand expectations and
be motivated to follow rules.
 How did the developmental level of your students impact how you planned the task or the
results that you observed?
Since they are in kindergarten, they are expected to get distracted and forget rules, or not
realize that they are misbehaving until they are called out. Therefore, I modeled the bunny tail
and bubble, and I repeated the rules twice.
 Include photos or other evidence in your discussion.

 Explain big ideas from any of your courses that are connected to the observation and
performance of the routine. Provide bibliographic information for any references you cited in
this blog using APA, 6th Edition.
 One big idea related to this routine is from EDP 3273 and it is about motivation. We also talked
about it in EDE 4504 as it is a behavior management strategy. Complimenting students can help
motivate other students to do good to get the same praise. This is a form of extrinsic motivation
because students are being motivated to display desirable behavior by something that is not
themselves. If used correctly, extrinsic motivation can be a good motivator for students, and it
can go along with intrinsic motivation. After doing this observation, I focused on giving praise to
tables and students who were doing a good job. I saw a significant difference in the students
and the class was very quiet and well behaved.
Durwin, C. C., & Reese-Weber, M. (2020). Interactive: EdPsych Modules Interactive

eBook (4th ed.). SAGE Publications.

3)
 What were the most important things you learned by engaging in this routine?
I feel like this routine, with feedback from both my CT (informal, after we were done and on the
other occasions, I have lined up students) and my supervisor, I now know a lot more about the
areas I struggle in, and I have specific ways I can improve. This has helped me set goals for my
classroom management skills and eventually led me to seeing just how well words of
encouragement can help change student behavior to more desired behavior.
 What went well? Why? What didn’t go as well? Why?
I did use some words of encouragement, which is a start. The students were mostly quiet and
arrived at the cafeteria on time. One student was jumping, and some students were talking a
lot. I could have managed the class better, and I feel like the main place I messed up was not
being strict enough from the beginning and not giving enough compliments when I lined them
up.
 In what ways did this task meet/or not meet the developmental needs of your students?
Why?
I was not able to enforce the expectations due to not feeling comfortable with the
consequences, and I did not give enough specific praise to manage behavior that way, so it is not
surprising that I did not meet the developmental needs of my students in terms of helping them
produce desirable behavior.
 How will you engage in the management routine differently next time?
My supervisor gave me some specific feedback about restating expectations more than I did,
using more specific, consistent praise, and to work on addressing off topic behaviors. I have
already enacted some of this advice, so it is not exactly the future, but I have used a lot more
consistent praise and I go over the expectations multiple times. By using compliments and
stating expectations more, there is significantly less off task behavior. By working on the first
two pieces of advice, I solved the third one. In the future, I plan to continue to practice these
skills, and I want to be more comfortable with giving out consequences.
 New questions/wonderings I have include...
How can I learn to use consequences to help manage behavior if words of encouragement do
not work? Currently, I do not completely know how to, or feel comfortable with, using the
consequence system because I do not feel like I understand it enough. Praise goes a long way,
but consequences are needed too.
Step 4:

 FEAP 2a: Organizes, allocates, and manages the resources of time, space, and attention

Lining students up takes time and organization, as well as allocation/designation of students

that hold doors, lead the line, etc. Some students may need more attention (a student falls,
students may argue, students may lose focus and need redirection) than others and that should
be accounted for in lining students up. This FEAP also addresses a clean transition which can
apply to transitioning from inside the classroom to outside the classroom.

 FEAP 2b: Manages individual and class behaviors through a well-planned management system

Lining students up is a management system because you are helping them use self-control and
self-awareness for positive behavior in the line. There are consequences for misbehavior, and
praise to help students be motivated to have the desired behavior based on praise from the
teacher.

 FEAP 2c: Conveys high expectations to all students

The process of lining students up has a lot of expectations that students have to follow. I
communicated the expectations for lining up and for students to stop at the hallway and
cafeteria doors. There is one student who does not speak very much English, and he started
talking so I said his name to get his attention, and then I held a finger up to my mouth, which he
understands as a sign to be quiet.

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

Lining students up requires talking in a clear, understandable voice and clearly communicating
what is expected. This models acceptable oral communication skills. Written communication
skills are not addressed when lining students up.