Michael Strange | Teaching Portfolio

Classroom Environment

Classroom Management

Classroom management has been the main focus that my coordinating teacher and I have focused on for the majority of my time so far in student teaching. I have tried different methods in an attempt to find "my voice" and feel that it is finally coming to fruition.

Initially I mimicked what my cooperating teacher did during my first few weeks of observation. Some of the techniques I have kept and some I have altered. One thing I've kept is the first thing the students do when the bell rings. Class begins with a warmup activity during which I am able to take care of attendance, talk to individual students about make up work or other issues, and prepare the students psychologically for the lesson. After we review the warm up we review the homework and collect it. I normally have a student collect the homework while I provide a wrap up of the previous day which leads into the days lesson. Once the student collecting the homework has sat down I give a brief preview of what we are doing that day and the rest of the week. Then the lesson begins.

This beginning of class is routine, although the rest of the class is usually different from day to day. I think this provides the students with a stable transition into math class and provides an environment conducive to new learning.

Over the past few weeks I have been experimenting with a new reward system. For certain challenge problems and group activities I have been awarding "Rallians", named after my cooperating teacher Mr. Rall. These Rallians can be turned in for 5 points on a homework assignment. It is a modest reward but the kids have really responded to it. I think that it may the novelty of it more than the actual value of it.

For consequences I have followed my cooperating teacher's rules. For certain infractions such as being tardy four times the students have certain consequences, like lunch detention. I have followed his lead in this regard because that is what his kids have seen since the beginning of the year. However, when I have my own class I intend to try something else. For certain infractions the students will be given a "yellow card" (similar to soccer). On this card they will have to write what they did wrong and why it is wrong and then return it to me. If they go ten days without another card then I throw it away. If however they receive a second yellow card in that time span then we have a student-teacher conference. If a third yellow card is received within five days of the second then I call home or request a parent-conference. The next infraction within two weeks results in a red card and a referral. Of course there will be a nuclear option where the student skips all yellow cards and goes straight to a red for major infractions.

I believe this system will work for two reasons. First, it has the student acknowledge what they did wrong and why it's wrong. My goal is for them to learn to take responsibility for their actions. Secondly, it allows students to make a mistake without severe consequences. I know that everyone has a bad day and I don't want to punish a student for it. So if a student is having a tough day and makes a mistake in class then they just have to be careful for a week and half to start with a blank slate. That is my plan for discipline.

Manage Behavior

Managing student behavior has been one of the most challenging aspects of student teaching. From having students talking while I or another student is talking to getting up and walking around, behavior management has been a sticky subject for me. I have tried to model my style after my cooperating teacher which is a soft spoken yet firm manner. For instance, when the talking in class gets out of hand I stand back and in a low voice say "class can I have your attention." I repeat this a few times until student begin to quite down and pay attention. When the entire class is quite then we carry on with the lesson. It works, but often times I found my temper rising and on some days I left school so upset at my inability to keep the class under control.

Recently a classmate of mine at UTEP showed me a clip on something called Whole Brain Teaching. In this method of instruction is what they refer to as Class-Yes. I tried it in class and the results were phenomenal. I intend to continue using it and we will see if it has staying power. The way I introduced it was as a game. I told the class we were going to play a parrot game. When I said "Class" they respond with "Yes", but they have to say "Yes" they same way I say "Class". I said "Class" in a low voice, in a high voice, with inflection, monotone, etc. and they responded with the appropriate "Yes." Then I said "Classity Class Class" and they responded "Yessity Yes Yes" and then laughed about it. I told them that from then on, whenever I say "Class" they say "Yes". For the rest of the lesson, whenever talking began to rise I would say "Class" and immediately they responded "Yes" and all eyes came to me along with attention and I immediately continued. It was amazing. No more trying to get this student's attention while losing that one and one-on-one confrontations. It was very effective and I hope that it remains that way.

I have had a few incidents that have required more than a verbal correction. In one instance it was an inappropriate comment and I immediately told the offending student to remove themselves to the hall and wait for me. This gave me a minute or two to calm the situation and get the class to a point where I could step outside. I told the student what I expected and what I didn't expect and then asked them what they did wrong. The student acknowledged it and apologized and we both returned to class without further incident. I feel that such is necessary in certain instances where the action must be stopped immediately either for safety or the stability of the classroom environment.