"Fires" Reflection

When I first started reading the textbook, I came into some conflict with the student responses. I thought that some of the answers to their responses would be impractical. However, as I learned more about classroom management and differentiation, I realized that you can be really flexible while also staying on task and practical. Through the use of technology and the allowance of student creativity and autonomy, students can feel like they're much more "in control" of their education. I can say that over the course of the semester, my overall attitude changed to a much more learner-based perspective.

Room Arrangement Assignment

Room I

Room II

Comparison based on the “Five Keys to Good Room Management” (page 2-3 of Classroom Management)

• Use a room arrangement consistent with your instructional goals and activities: Both rooms are strong setups for central presentations, yet Room I is better suited for group-based activities whereas Room II is better suited for class discussion and presentations that require a lot of room (i.e. a skit).

• Keep high-traffic areas free of congestion: In both rooms, high-traffic areas are mostly free. However, Room II may have a choke point between the teacher's desk and the top-right student desk.

• Be sure students are easily seen by the teacher: With Room I, all the students have their back to the teacher. However, with Room II, two-thirds of the students are facing the teacher. The teacher can monitor student activity well with either room, but Room II has a slight edge.

• Keep frequently used teaching materials and student supplies readily available: In both setups, the supplies are easy for students to access. However, Room II frees up the back of the room with the relocation of the teacher's desk, allowing students to have greater movement when getting materials and supplies.

• Be certain students can easily see instructional presentations and displays: In this case, both setups work well if the teacher is presenting from the podium or front of the room, or using the blackboard. However, Room II is superior for classroom discussion as it allows all students to see each other without twisting around or craning their necks and there is no “front” or “back” of the room, necessarily.

Chapter 10: "Going Beyond the Classroom"

The part of the chapter that jumped out at me was the suggestion to design projects that involve experts or outside personnel resources (page 177).

This is an excellent way to engage students and get them out of bookwork academic routine. Also, this can get students thinking about career options. Something like this that "shakes up" the routine of school can really help to motivate students and get them to truly think.

Chapter 9: "When Things Go Wrong"

The part of the chapter that stuck out for me, was the part where students gave suggestions and commentary for when a teacher lost control of the class. Some of the things addressed were not being afraid to apologize, not taking a bad day too hard, and not trying to judge success by whether or not students like you.

The part about students "liking" the teacher is a complicated topic. Do you have to create a positive relationship to learn, or does a positive relationship result from learning? I certainly am not going to lose sleep at night over whether I'm my students favorite teacher--as this is not the point of teaching. What I am wondering is to what degree does a teacher focus on this aspect of student-teacher relations.

Chapter 8: "Teaching Teenagers Who Are Still Learning English"

The key feature of this chapter seems to be that teachers should draw out from English-language-learners what they already know. According to the book on page 147, this ranges from knowing where the student is from to their outside-of-school interests and activities to their language proficiency and other languages known.

This is a good strategy to help "ELL" students learn. If you want to be able to relate material to them, to understand where they are coming from and the way they learn (specifically as an ELL student), you must teach to their strengths and characteristics.

Chapter 7: "Teaching Difficult Academic Material"

The aspects of the chapter jumped out at me as especially important. First, the students' suggestion to link the material to what they already know. Second, the idea of approaching the topic from different ways. These are found on pages 124 and 125.

This chapter is the student perspective on something that we teachers are constantly thinking about and trying to achieve: student understanding. Both of the ideas I mention above are fundamental factors in teaching for understanding. Students must be able to connect what they are learning to what they already know, and their own lives, if they are to be engaged. Second, trying different approaches will appeal to more student backgrounds and more learning styles. This is part of being a dynamic and responsive teacher.

Chapter 6: "Motivation and Boredom"

The part of the chapter that jumped out at me was where passionate teachers were considered to be a major factor in what motivates kids (page 103). The students interviewed said that when a teacher's passion for the subject shows, it has a positive effect on the class.

This is something that I like to hear, especially since it is so easy to get caught up with classroom management and educational terminology and teaching styles. While these things are all important, I like to remind myself of how my love for the content is one of the main reasons I want to teach. It is my job to care about the stuff I'm teaching.