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Chapter 2: Assume the Best
This chapter relates to APS 8 Maintaining an Environment That Promotes Learning. An effective teacher creates and maintains a classroom environment that encourages and supports student learning.
There are many characteristics of a good teacher. A teacher needs to be kind, organized, patient, loving, and respectful. I find that being respectful is a very important trait. At Myrtle Beach Elementary, many cultures and countries are represented by the students. In my classroom, all of my students are from a different country and each have a different culture. As a teacher it is essential that I am respectful of all the differences of my students. I celebrate the differences in my classroom. My students will follow my lead and if I am respect of each of them, they will learn to respect each other. When respect is seen, then all of the other qualities of a teacher will shine through as well. If my students feel safe in the classroom, then learning will take place.
This chapter relates to APS 8 Maintaining an Environment That Promotes Learning. An effective teacher creates and maintains a classroom environment that encourages and supports student learning.
There are many characteristics of a good teacher. A teacher needs to be kind, organized, patient, loving, and respectful. I find that being respectful is a very important trait. At Myrtle Beach Elementary, many cultures and countries are represented by the students. In my classroom, all of my students are from a different country and each have a different culture. As a teacher it is essential that I am respectful of all the differences of my students. I celebrate the differences in my classroom. My students will follow my lead and if I am respect of each of them, they will learn to respect each other. When respect is seen, then all of the other qualities of a teacher will shine through as well. If my students feel safe in the classroom, then learning will take place.
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To continue to promote learning in my classroom I plan to use the following in my classroom:
blurt sticks- The teacher provides blurt sticks, the student looses a stick for each time they call out. If they keep the sticks then they get a prize, if they loose their blurt sticks they have a consequence.
Rewards right in front of the students.
Sticky notes and add stamps. If they fill up the entire sticky note then they get a reward. If a student does not follow the rules, then the student does not have the sticky note.
As Rick Smith states, "students test us, they want us to pass the test." As I am teaching, I constantly keep this in mind. My students want to learn how to behave in the classroom, I just need to be patient. I need to also learn about and try to understand my students.Things that I do to reach my students that chronically misbehave:
-I try to get to know what their home life is like
-I look to see what motivates them in the classroom
-I try to talk to them outside of the classroom.
-I show my students that I care by asking them about things that they enjoy
-I listen to them when they have things they would like to say.
-I ask myself "How would I act in their situation?"
-I try to talk one-on-one instead of in front of the whole class
-I model for them how to make mistakes and how to correct their mistakes
Chapter 3: Inner Authority
This chapter relates to APS 4 Establishing and Maintaining High Expectations for all Learners. The teacher establishes, communicates, and maintains high expectations for student achievement. 4.B The teacher establishes, communicates, and maintains high expectations for student participation.
After reading the chapter, I build my inner authority by having my students know the classroom procedures and rules. According to Rick Smith, "students want to succeed, and procedures are the road map to get them there." For example, my students know to wait in a line to go and gather their classroom supplies. I have created carpet seats for all of my students. My students know that our classroom procedure for going to the carpet includes sitting in their spot. I enforce my rules and procedures and hold my students accountable when they do not follow the rules. To continue to build my inner authority I will work on being flexible in my classroom, which will help to reduce my stress as well. I will also grow in my inner authority by being patient. I will have my materials all set together, I will practice the flow of my lesson to ensure that it is running smoothly. I know that my establishing my inner authority, my classroom will run more smoothly and my students will benefit.
blurt sticks- The teacher provides blurt sticks, the student looses a stick for each time they call out. If they keep the sticks then they get a prize, if they loose their blurt sticks they have a consequence.
Rewards right in front of the students.
Sticky notes and add stamps. If they fill up the entire sticky note then they get a reward. If a student does not follow the rules, then the student does not have the sticky note.
As Rick Smith states, "students test us, they want us to pass the test." As I am teaching, I constantly keep this in mind. My students want to learn how to behave in the classroom, I just need to be patient. I need to also learn about and try to understand my students.Things that I do to reach my students that chronically misbehave:
-I try to get to know what their home life is like
-I look to see what motivates them in the classroom
-I try to talk to them outside of the classroom.
-I show my students that I care by asking them about things that they enjoy
-I listen to them when they have things they would like to say.
-I ask myself "How would I act in their situation?"
-I try to talk one-on-one instead of in front of the whole class
-I model for them how to make mistakes and how to correct their mistakes
Chapter 3: Inner Authority
This chapter relates to APS 4 Establishing and Maintaining High Expectations for all Learners. The teacher establishes, communicates, and maintains high expectations for student achievement. 4.B The teacher establishes, communicates, and maintains high expectations for student participation.
After reading the chapter, I build my inner authority by having my students know the classroom procedures and rules. According to Rick Smith, "students want to succeed, and procedures are the road map to get them there." For example, my students know to wait in a line to go and gather their classroom supplies. I have created carpet seats for all of my students. My students know that our classroom procedure for going to the carpet includes sitting in their spot. I enforce my rules and procedures and hold my students accountable when they do not follow the rules. To continue to build my inner authority I will work on being flexible in my classroom, which will help to reduce my stress as well. I will also grow in my inner authority by being patient. I will have my materials all set together, I will practice the flow of my lesson to ensure that it is running smoothly. I know that my establishing my inner authority, my classroom will run more smoothly and my students will benefit.
![Picture](/uploads/8/7/5/3/87539078/editor/teacher-books-2.jpg?1492203459)
Chapter 4: Ask for Help
This chapter relates to APS 10 Fulfilling Professional Responsibilities. 10.A The teacher is an advocate for the students.10.B The teacher works to achieve organizational goals in order to make the entire school a positive and productive learning environment for the students. 10.C The teacher is an effective communicator.
After reading this chapter, I have found that having a support system at school is essential. As Rick Smith states, knowing our own resources need a boost is a big step." Being a new teacher, I knew that I needed the support of other teachers to help guide me during my first year of teaching. I am very grateful to have two veteran ESOL teachers to work with this year. I have found them to be irreplaceable this year. We have planned together and have grown as a team together. They have shown me different ideas to use in the classroom. In addition, they have helped me with the ESOL paperwork and administering the ACCESS for ELLs 2.0 assessment. From day one, they have made me feel comfortable to ask them questions and for resources. They have helped to make this year less stressful.
Chapter 5: Got Stress?
This chapter relates to APS 4 Establishing and Maintaining High Expectations for all Learners. The teacher helps students assume responsibility for their own participation and learning.
Teaching is stressful at time. I have found that learning new content while teaching has been challenging. I have tried to keep in mind Rick Smith's words: She picks her priorities and focuses on them, and lets the rest go. During this school year, I have focused on skills that I have difficulty with, such as procedures. I have also learned that it is important to find ways to reduce my stress. To help manage my stress, I cook. I find that cooking a favorite meal or a new meal in the kitchen lowers my stress level. Many times, I will cook for my family and friends. Having conversations with my support system also helps me to lower my stress level. As Rick Smith states, when the students sense that their teaching feels good, then they feel good as well. I keep this in mind during my day. I know that if I handle my stress then I can teach and show my students how to handle their stress as well.
This chapter relates to APS 10 Fulfilling Professional Responsibilities. 10.A The teacher is an advocate for the students.10.B The teacher works to achieve organizational goals in order to make the entire school a positive and productive learning environment for the students. 10.C The teacher is an effective communicator.
After reading this chapter, I have found that having a support system at school is essential. As Rick Smith states, knowing our own resources need a boost is a big step." Being a new teacher, I knew that I needed the support of other teachers to help guide me during my first year of teaching. I am very grateful to have two veteran ESOL teachers to work with this year. I have found them to be irreplaceable this year. We have planned together and have grown as a team together. They have shown me different ideas to use in the classroom. In addition, they have helped me with the ESOL paperwork and administering the ACCESS for ELLs 2.0 assessment. From day one, they have made me feel comfortable to ask them questions and for resources. They have helped to make this year less stressful.
Chapter 5: Got Stress?
This chapter relates to APS 4 Establishing and Maintaining High Expectations for all Learners. The teacher helps students assume responsibility for their own participation and learning.
Teaching is stressful at time. I have found that learning new content while teaching has been challenging. I have tried to keep in mind Rick Smith's words: She picks her priorities and focuses on them, and lets the rest go. During this school year, I have focused on skills that I have difficulty with, such as procedures. I have also learned that it is important to find ways to reduce my stress. To help manage my stress, I cook. I find that cooking a favorite meal or a new meal in the kitchen lowers my stress level. Many times, I will cook for my family and friends. Having conversations with my support system also helps me to lower my stress level. As Rick Smith states, when the students sense that their teaching feels good, then they feel good as well. I keep this in mind during my day. I know that if I handle my stress then I can teach and show my students how to handle their stress as well.