Effective Learning Environments (Reflection Journal #5)

 (I realized that I had forgotten to complete this reflection journal when I received the notification about the grade. I apologize for overlooking it. I understand that my grade will not change, but I wanted to complete the journal anyway.)

At the beginning of this chapter, Slavin discusses some things that make an effective learning environment. He comments that "good classroom managers have strategies for providing effective learning environments that include not only preventing and responding to misbehavior but also, and even more important, using class time well, creating an atmosphere that is conducive to interest and inquiry, and permitting activities that engage students' minds and imaginations" (p. 277). When a description of classroom management is listed in tasks like that, it makes good classroom management seem overwhelming and extremely difficult. 

The truth is, it can be overwhelming, especially in an elementary school setting. Thinking through all the procedures that need to be created and taught, deciding on rewards and consequences, figuring out how to use time well, how to organize the classroom space efficiently, and finding ways to keep students engaged during lessons, group time, and individual work, is a lot. The process before even meeting the students can be overwhelming. It might be easy to think that the load is only heavy at the beginning of the year, and while the classroom management load is heavier at the beginning of the year, the weight of it doesn't disappear two months into school. This is one area that requires teachers to always be "on." Yes, the load is significantly heavier at the start to pave the way for the rest of the year, but if teachers start to let things slide later in the year, the students will figure that out and the work put in early in the year can be negated. Teachers must continually review and practice procedures throughout the year, especially after breaks or near holidays.

Truthfully, this is something that I struggle with. I do well in the beginning of the year, but I have a tendency to relax later, which can cause problems with the right students. I also have trouble remembering things throughout the day, because our days are so full. If I don't have a chance to write down what has happened so I can talk about it with the student later or if they have a consequence (like a phone call home or a lap at recess or time out), I might forget. The students obviously figure this out, so it can affect the learning environment. Staying "on" with this all year long, even with good procedures and significant practice time, is difficult for me to do. I'm still trying to find systems that work well for me and my students so that this is not as much of a problem. Luckily, most students don't take advantage of this, but I have had students who did. 

I like that Slavin talked about how making good use of classroom time is about teaching students that learning is important. While this may be a viewpoint that is commonly held about classroom management and maximizing classroom time, it isn't one I've heard very often. This lays a foundation for the importance of lifelong learning and that we should use our time well for everything that is important. 

One of the common rules/expectations that Slavin listed was having students raise their hands to be recognized. I know this is common, but I'm actually trying to move away from this in my classroom. I am trying to teach my students to listen to each other and pay attention to cues that let them know when it is their turn to speak. I've found that when students raise their hands, they often don't listen to what the other students or teachers are saying, because they are focused on what they want to say. I visited a school recently that expected students to simply engage in conversation with each other in class without raising their hands. One thing they did was require the students to comment on whatever the person who spoke before them said before they were able to share their contribution to the class discussion. These students were in late elementary and middle school. My students are much younger, so those conversation skills take longer to teach. Raising their hands can be a precursor to following the rules of good conversation and being respectful, but I am still trying to teach my students how to have those conversations without raising their hands. 

Slavin noted that when correcting behavior, the "focus should be on the behavior, not on the student" (p. 291). I wholeheartedly agree. Our students constantly talk about being good or bad, or which kids are good or bad, etc. I tell them that there's no such thing as a bad kid, but there are kids who make bad decisions. While I know that's a simplistic view of human behavior, and as they get older they will discover that some people are "bad" (though I even struggle with that as an adult), I use this language because I don't want my students to feel shame or begin to believe negative things about themselves. Guilt may be a good thing after a bad choice, but I don't want my students internalizing harmful shame or beliefs. By redirecting their focus to the choice, we're focusing on their behavior and not on who they are as a person. 

I like to treat my class like a community. All of our expectations, rules, jobs, etc., are set up with the language of community and what it means to be a good community member. My students are only in 2nd grade, but I hope that by emphasizing this now, it lays a foundation for their futures as community members. Smooth and organized procedures, using time well, having respectful attitudes and conversations, working together, and everyone contributing to the creation of the classroom community helps students understand what community is and how to be a good community member. 

One of the things I know I need to work on as a teacher is more consistency with classroom management. As I mentioned earlier, I am trying to find systems that will help me stay "on" with classroom management even when I am feeling overwhelmed by the day. Slavin mentioned that intentional teachers take all the time they need to get these procedures in place, and this is something I need to work on as well. I do take a lot of time for this, but I always feel anxious about stopping before I should because "there's too much to do!" I know that focusing on procedures will help us conquer all the things on the to-do list later, but it can be difficult, especially in the beginning of the year, to balance teaching and learning procedures with getting to all the academic requirements.