Chapter 9 A Day with Angela and Her first Graders
Angela is a first grade teacher who is a great reading teacher according to the observations and descriptions of what is happening in her classroom. The authors describe what she is doing and what her students are doing as well as the dialogue that occurs throughout the literacy block. The various aspects of apprenticeship in literacy are in action in her classroom. Her ideal classroom runs very smooth and efficiently as the children know their expectations and focus on their activities.
Her classroom would be the ideal of every teacher but I could not help thinking about what could go wrong. The scenarios did not depict what happens when children are not working in their zone of proximal development and they get distracted and begin to distract others in their centers. The knowledgeable planning comes from the observations of where children are at in terms of ability as well as the expectations. I am sure that transitional moves that require planning could occur the very next day for some groups or individuals so being prepared and having the time to create and/or prepare activities/lessons is essential. And of course teacher time means staying after work or taking it home for the evening. Another situation I could see occurring is dealing with the student who does not come to school to learn but for social interaction or to play. This student would have a hard time doing independent work without the teacher constantly monitoring progress. I don’t want to be too negative but I think even with the best planned classroom these types of scenarios could occur. So back to the premise of creating an organized and predictable environment that builds on instructional routines that promotes independency in children. I think teachers should strive to have the best classroom everyday and work at building literacy in children on a daily basis.
Are classroom teachers able to have this ideal classroom everyday? If yes, can you share some suggestions?
I agree that even the best planned classrooms could have disruptive students and behaviors. One of my constant concerns in my adult reading class is: are my students on the task they are supposed to do? It happens a lot that when they are assigned independent work, they could wander off to check their phones or simply daydream. I often feel that they are adult learners and they do not need my constant monitoring and checking, but I am wrong.
ReplyDeleteI have tried positive reinforcement in various ways with my adult learners. I would quietly talk to a student about their on task behavior and announce in a little bit louder voice how I was glad to see what questions they had or how they worked hard to get a concept or whatever they were doing. This usually gets other students on task.
ReplyDeleteTeacher proximity also works as I walk around to see who is on task.
I also write little notes to address their learning behavior mostly positive but critical criticism as well on their work.
This is probably what I would do with upper elementary school as well.
I think teachers can try to have nothing but the ideal classroom everyday, but I am not sure that there are ideal classrooms for everyday...
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