Positive Behavior Week 3

What does the cooperative teacher do to encourage a positive classroom community?

In a math lesson on fractions, the teacher demonstrated how to fold a paper strip in equal thirds.  Each strip of paper was cut at exactly the same size.  Then the student were asked to draw a line on the crease, then write 1/3 in each section.  Then the students were given another strip of paper the exact same size and fold it into thirds.  Then they were asked to fold that in half, creating sixths.  I was busy running from desk to desk helping the student’s line up the ends of the paper before creasing it.  One student on the front row had folded her paper into ninths.  She realized she had too many sections for sixths so she cut three of the sections off her paper and wrote, 1/6 in each.  However, this student did not realize that by cutting the paper, the portions were no longer equal fractions to the thirds paper.  She did not ridicule the child or make her feel bad for what she had done, but used her work as an example for teaching equal fractions and portions. After she demonstrated this, the student was given another piece of paper so she could redo her fractions, but she knew that the teacher was not disappointed because of the way she had communicated with the student.  She let the students know that it is okay to make mistakes and learn from them.

What does the teacher do to establish a positive relationship with each student?

The teacher that I am working with the most is very good at recognizing good behavior and will give them a “Caught Being Good” card that can be used at the school store on Wednesdays during lunch recess.  They need 5 cards to purchase anything, so the students try to earn at least one per day allowing them to visit the store each week. During their learning time, the teacher will take note of those students paying extra close attention or watch for the students who are writing on their white boards when asked.  I love that she is always looking for ways to build up the students and help them understand what they did wrong if there were wrong answers.  She also has opportunities for her students to help tutor another student.  If a student is struggling, and they are worked with one on one, or in a friendly environment by working with the math or reading aide.

What clear routines are established in the classroom?  How do they support a productive learning environment?

The third grade teacher I work with writes the schedule for the day on her whiteboard.  This allows the students to take notice of the time on the clock as they are still learning how to tell the time.  Sometimes the schedule changes because of parent teacher conferences or when the library hosts a book fair, thus changing their library time, but for most of the year, they are able to stick with a pretty structured schedule.  When the schedule is changed, some students do have a difficult time with that change and she continues to reemphasize that it was needed and that it’s okay if they didn’t bring their library book that day, because they can go to the library and look today instead. 

Due to the structured schedule, students who are staying on task are able to create self-motivated individuals.  The teacher will look at the clock and ask the students to notice the time.  What time is it class 9:00.  Then she points to the schedule on the white board and says, “It’s time for math.  Please get out your books.  What lesson does it say we are on?  Please tear out lesson 4.5 for today.”  Those students who are staying on task receive a “Caught Being Good” and those that are struggling with tearing their paper from their math book are given the help needed.  If there are students not on task, she will walk to their desk and point to what should be done while she is giving instructions to those who are ready.  This way the class can be productive and stay on task as she moves forward.  There are always students who need extra help and/or one on one assistance and they will receive that help as needed.