In several ways, this semester is similar to semesters past. Not only am I back in a fourth grade classroom, like I was fall semester of tutor year and in many prior experiences in Huntington, but the students are old enough to foster more mature discussions and capable of further independence than those in the earlier grades. However, in many ways, this semester is beginning to shed some new light on the way I previously viewed classroom management on the fourth grade level.
Although last semester's classroom management class with Dr. Hayes was extremely beneficial and got me thinking about classroom management, watching my mentor teacher lead her class from Day 1 has been invaluable. She has a plan for everything, from their entry routine to turning in assignments. I also am learning that, at a certain age, it is acceptable (and possible!) to hold students accountable for certain things within in the classroom management spectrum.
As the students enter the room in the morning, we make sure to have morning work on their desks waiting for them. They know to unpack their bags, putting their snacks, 2 pencils, and folders in their desks. They also know to begin the day with both of those pencils sharpened, as well as the appropriate opportunities to re-sharpen. I have discovered that may be one of the most important parts of having the day running smoothly because it prevents students constantly leaving their seats during class time to use the sharpener. Unlike other classrooms I have seen, the students are not permitted to leave notes and things on the teacher's desk. Upon hearing their name during lunch count, they are given the opportunity to bring any papers, notes, etc. to the teacher's desk.
Students are also asked to keep any papers in their folder in the "Return to School" section if they are not being turned in immediately. This keeps them from rummaging through their desks while we are trying to teach, as well as their papers from being destroyed before we even get to see them. If work is finished early, students are provided with a handwriting book to practice their cursive, given they have finished their other assignments. Currently, we are trying to boost their transition timing; if a transition takes longer than 2-3 minutes (or the appropriate allotment), students will have that time removed from either recess, or a desirable activity. From what we have seen so far, it has worked fabulously! No one has lost time from anything.
Not only do the management methods being executed work well, but they are teaching me a lot about how to begin a school year. I feel confident in how the rest of this year will go, and look forward to continuing to learn about classroom management strategies.
