Classroom Management 1

Field Report #1: Classroom Management

Ashley Hill

Tarrant County College

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Northwest Independent School District in Justin, Texas was the location of the required

field experience. Mrs. Hall's 5th-grade math class at Clara Love Elementary School conducted

the first session of classroom observations. Mrs. Hall teaches three separate fifth-grade math

lessons, each lasting approximately an hour and alternating with other subjects.

Physical Space

The classroom of Mrs. Hall is situated on the western side of the building within the

designated fifth grade hall. Adjacent to the entrance of her classroom, there is a table decorated

with flower embellishments, while the class schedule is prominently displayed on the wall in the

immediate vicinity of the aforementioned table. Upon entering Mrs. Hall's classroom, it is

observed that the overhead lights are not on, however a notable number of about 15 to 20 lamps

are actively providing illumination throughout the entirety of the classroom. The bulletin boards

covering the walls had been covered with light blue and black paper, free of any content

except for flower poster cutouts positioned in the upper corners. The wall displayed a limited

number of posters pertaining to decimals and their accurate positioning. The room had a sizable

rear window adorned with open white curtains and embellished with two suspended plants. A

row of bookshelves, filled with a collection of reading materials, was positioned in front of the

window along the rear wall. Above the bookshelves, there were other plants and a small

collection of books. Computers are absent from the classroom setting since students are equipped

with individual Chromebooks, which they carry with them to every lesson. The sole kind of

multimedia present inside the classroom setting was a projector.

Each student in the classroom is assigned an individual desk, which are arranged in

groups of four. Foot fidgets are present on a range of 2 to 3 desks. The instructor possesses a
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personal desk situated in the rear of the classroom, adjacent to the entrance. Additionally, the

classroom is equipped with a floor desk located centrally, as well as a lengthy individual desk

positioned against the front wall, intended to accommodate a single student. The space remains

illuminated solely by lamps, since the main lights are switched out, resulting in a calm and

soothing environment. The general design of the interior is characterized by a neutral aesthetic,

which avoids excessive visual stimulation. The cleanliness of the classroom is quite

commendable. A meticulously arranged and tranquil setting.

Discipline System

There is a lack of visual rules displayed within Mrs. Hall's classroom. During the

instructional period, certain circumstances emerged that clearly indicated student's familiarity

with the rules regulating the classroom and the subsequent repercussions. The imposed rules

included maintaining a modest speaking level, exhibiting courteous behavior, demonstrating

effective time management skills, and refraining from engaging in disrespectful conduct. While

it is possible that other restrictions existed, they were not observed to on that particular day.

Additionally, a reward system was implemented to incentivize students who adhered to

classroom regulations and fulfilled their academic responsibilities. Mrs. Hall employed verbal

reinforcement as a means of acknowledging and expressing gratitude towards students within the

classroom setting. This reinforcement took the form of public appreciation, wherein she would

praise students for their preparedness in tackling subsequent problems or for indicating their

readiness to go to the next task by means of a thumbs-up gesture. All of these factors were

recognized and addressed by the collaborative efforts of the entire class. The incentive system

used by Mrs. Hall was effective as evidenced by the observation that when she expressed vocal
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appreciation towards one or two kids, it resulted in a subsequent adoption of similar behavior by

other students.

In one of the sessions, a student promptly requested permission to utilize the toilet upon

arrival. The instructor granted the student permission to leave the class on one occasion,

explicitly stating that it would be the sole instance throughout the duration of the class. The

student acknowledged this agreement, then afterwards, after a lapse of 30 minutes, requested to

leave once more. Mrs. Hall promptly reminded the students of their prior departure. The

individual expressed that they consumed a substantial amount of water earlier and thus

experienced a pressing need to relieve himself. In response, Mrs. Hall granted permission for

them to do so. However, considering the duration of their leave, they would be obligated to repay

the time. This would result in a reduction in recess time. The student expressed dissatisfaction

upon returning to the classroom and participating in the class. Following the conclusion of the

period, she privately engaged in a one-on-one conversation with him, addressing topics such as

decision-making, displaying respect, and effectively managing time. The one repercussion that

Mrs. Hall seems to have implemented was the requirement to repay a debt of time.

The student’s conduct was observed by Mrs. Hall as she continuously circulated

throughout the classroom for the whole duration of the class time. This approach facilitated the

maintenance of student focus and enabled her to monitor their active participation in the tasks.

Additionally, it served to ensure that the groups were exhibiting appropriate behavior. A group of

4 male individuals was seen laughing and playing, while also exhibiting a noticeable stall in

progress with regards to the assigned task in comparison to their peers within the class. Mrs.

Hall engaged in a conversation with the boys, effectively communicating her awareness of their

non-compliance with the established rules and emphasizing the necessity for a member of the
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group to assume a leadership role. This approach was implemented to foster mutual

accountability within the groups, ensuring compliance with the established standards and

instructions. Mrs. Hall effectively addresses instances of misconduct among her students,

resulting in positive outcomes across all three of her math classrooms.

Routines and Procedures

At the beginning of each class, Mrs. Hall expects that the students will enter the

classroom, assume their respective seats, maintain silence, and prepare themselves to receive

instructions pertaining to the materials required for the day's task. Upon the start of her class,

when students promptly ask about using the restroom or going to their lockers, Mrs.

Hall sincerely shares to them the forthcoming transition to middle school, in which they will be

allocated only four minutes to navigate between classes, attend to their lockers, and take

advantage of the restroom facilities. Therefore, she points out how important it is for them to

develop a heightened sense of time-based responsibility. At the conclusion of each instructional

session, Mrs. Hall instructs the students to tidy their respective workspaces, submit their math

journals, and form a line at the door, signaling their preparedness for transitioning between

courses.

When submitting assignments, students have the option to either electronically submit via

iReady or physically hand in any individual paper assignments. In an interactive classroom

setting, when a student completes a problem during a group assignment, they raise their hand

with a 'thumbs up' gesture. This indicates to Mrs. Hall that the individual has completed the

current question and is prepared to go to the subsequent one at her discretion. In the context of

transitioning between assignments, addressing brief tasks, or engaging in additional review, Mrs.
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Hall employs a timer device. This timer might appear as a visual display including a countdown

visible to the entire class, or as an auditory signal that alerts them upon completion. The students

are expected to complete the assigned task within the designated time frame, as shown by the

timer.

In the event that a student needs assistance from Mrs. Hall or seeks permission to exit the

classroom, it is mandatory for them to raise their hand. Then, upon being acknowledged, the

student may proceed to articulate their question or request. Mrs. Hall strictly prohibits students

from engaging in impulsive or disruptive verbal outbursts during class.

Impressions

Mrs. Hall has clearly invested a great deal of time and effort in teaching her students

about classroom protocols and procedures, as her class operates smoothly. Mrs. Hall utilized a

variety of techniques to minimize disruptions during the lesson. I enjoyed how her room was

very calming and not overstimulating with lighting and wall decorations. I believe that the

tranquil environment assisted the students in remaining attentive during the lecture and in their

behavior. Even though Mrs. Hall didn't have rules posted in her room, her students plainly knew

what the guidelines were and what was expected of them. I can tell that the students held Mrs.

Hall in high regard and enjoyed being in her class. She treated the students with the same respect

she expected from them toward her and their classmates.