Monday, March 25, 2019

530 Encouraging Appropriate Behavior


CASE STUDY LEVEL A: SCENARIO 2
            For this case study, Heather would benefit from Effective Rules implementation. Heather is eager to share information, and confident in her answers; however, Heather is unaware of how to appropriately share information. At this time, Heather’s outbursts are disruptive to the class, and debilitating the learning environment for other students. A set of classroom rules would encourage Heather to display wanted behavior, and self-correct her negative behaviors.
            In order to create a more positive and safe learning environment for Heather, and the other students in the classroom, I would implement an Effect Rules strategy. Creating a classroom with ‘question answering’ rules specifically outlined with benefit Heather, and contribute to a healthy class discussion. Heather will learn what behavior is desired, as well as undesired behavior, and how to correct it. Heather will learn to self-correct her behavior, and learn to control her outbursts in class; learning that she must raise her hand and be called on to answer a question.
            In implementing this strategy, there are a few important factors to keep in mind. First, it is important to positively word the rule (instead of saying ‘don’t interrupt others,’ I would say ‘wait patiently to be called on’ etc.) Students benefit from a positive learning environment, and the set of rules needs to be clearly stated in a positive way. Second, monitoring the rules (Although Heather is the main reason for the implementation of the rules, I must ensure each and every student is following the rules.)
            Overall, I believe this strategy will be a great way to improve Heather’s outbursts, interruptions, and disruptions, while improving the classroom moral and creating a positive learning environment for all students.
 CASE STUDY LEVEL B: SCENARIO 1
            For this scenario, Doug will most benefit from a Contingent Instruction strategy. Doug has difficultly starting a task independently, and struggles with writing activities. Doug receives assistance with written expression tasks, and Doug’s teacher is encouraging Doug to 1) work independently to complete a task promptly, 2) increase the number of completed assignments.
            A Contingent Instruction strategy would best address the needs of Doug’s disability, while improving Doug’s overall work ethic. This strategy would encourage Doug to stay on task and complete assignments, while discouraging unwanted behavior. Doug would become more productive during class, and will eventually learn to self-monitor behavior.
            To implement this strategy, I would redirect Doug when needed. Since Doug is most distracted by his Legos, I would use this as an example. “Doug, now it is time to put away your Legos, and turn to page 31 in the math book.” I would repeat and modify the phrasing throughout the day, to ensure Doug is on task. As this becomes a routine, Doug will begin to follow instructions more easily, and less time will be spent redirecting Doug to get on task.
            When using this strategy, there will be a few cautions I must take to ensure Doug is in a positive learning environment. 1) using positive, immediate, and specific instructions. (ex:  Doug, please put away your Legos, and get your homework out.) This highlights the behavior I want to stop, as well as the behavior I want to start. 2) use non-judgmental statements, which do not include questions. Including questions into the instruction could add stress to Doug (he might not understand what he is doing wrong), and create a hostile classroom environment, causing Doug to shut down, and not complete his work. 3) make the statement private and individual. It will be important for me to redirect Doug one-on-one, not in front of the whole class, give Doug time to change behavior, and praise Doug when he is doing the desired instruction.
            Overall, I believe the contingent instruction strategy will most benefit Doug. This will increase Doug’s ability to complete assignments, and Doug will be able to transition tasks in a faster manner.



530 Field Observation


Abstract
            For this assignment, I had the pleasure of observing and interviewing Ms. Cierra Crampton (cierra_crampton@snowlineschools.com) who is a 6th grade social studies and science teacher at Pinon Mesa Middle School. I have also interviewed and observed Mrs. Maryann Kuiper (maryann_kuiper@snowlineschools.com) who is a 6th grade special education teacher at Pinon Mesa Middle School. I conducted the interviews and observations on March 7, 2019, at Pinon Mesa Middle School (9298 Sheepcreek Road.) The school telephone number is 760-868-3126. This paper will highlight the similarities and differences of both teachers’ classroom management styles, followed by a summarization of the accompanied interview. 
Key terms: 6th grade, interview, similarities, differences, observation, classroom management.


MS. CRAMPTON’S OBSERVATION
            I was fortunate enough to observe Ms. Crampton’s 6th grade science class. This is Ms. Crampton’s first year as a full-time educator. Her class consists of 32 students: 20 male and 12 female. There are 9 special needs students present and 10 ELL students.  
Ms. Crampton met the class at the door, welcoming each individual student by name. Once inside the classroom, students knew to get out their binder reminders, and write the agenda of the day (which was written on a white board in the front of the class.) Ms. Crampton started the class off with a short video detailing photosynthesis. Students were asked to write their own definition of photosynthesis in their science journals, and were granted permission to work with partner. Ms. Crampton moved on through the lesson, handing out worksheets for students to complete in small groups. She continuously rotated throughout the room checking for understanding, and redirecting students as needed. Towards the end of the period, the class went over the worksheet as a whole group. Volunteers were chosen to share answers, and participation was encouraged. Ms. Crampton answered remaining questions students had, and assigned students a Quizlet exit ticket to complete for participation points for the day.
 Students, for the most part, were on task, and quickly changed behavior when addressed. Verbal praise was present throughout the observation, and table points were awarded to various groups. The students and Ms. Crampton had a mutual respect for each other, and the overall feeling I took from the class was ‘welcoming.’
MS. CRAMPTON’S INTERVIEW
            Ms. Crampton began teaching this school year at Pinon Mesa, and before that, she served as a certificated substitute in the Snowline Joint Unified School District. In regards to question one, Cierra has utilized various resources provided through the school district, school site, as well as teacher’s resources on campus (Mrs. Kuiper being one of those teachers providing support.) Ms. Crampton has relied heavily on experienced teachers at Pinon Mesa, and owes much of her success this year to those who have lent a helping hand. Ms. Crampton’s classroom management plan consists of posted expectations, rules, guidelines, positive behavior and negative behavior consequences. Ms. Crampton says she refers students to these posters when needed, offering students an opportunity to redirect their behavior. The negative consequences are as follows: 1) verbal warning 2) name on board 3) paragraphs, and if behavior continues students are issued referrals. Positive behavior consequences include: class points, table points, Mesa Money, earning music on Chromebooks, and other various prizes available at the time. Ms. Crampton’s most common behavioral issues in her classes include talking out of turn, refusal to work, and talking back to the teacher. She handles these behaviors by conferencing with the student outside to find the reasoning behind the behavior, councilors, or Dean’s; however, there has only been one situation in which the Dean was needed. In providing necessary support to ELL students, as well as accommodating students linguistic/cultural diversities, Cierra front loads new vocabulary, introducing the vocabulary before the class starts a new unit, or supplementing as needed throughout the lesson. She also uses graphic organizers as a visual learning element, utilizes small group discussions, and Google translate. Pinon Mesa is on a 4 period schedule, each period lasting 74 minutes. Each teacher is given a collaboration/prep period based on their grade level (all 6th grade teachers have the same prep period.) At this time, teachers meet in their PLC (Professional Learning Community) teams. Cierra believes that this a great opportunity for teachers to collaborate, share ideas, and discuss any concerns they have regarding course content. Her advice for first year teachers is to be consistent with consequences, and to be stern with behavioral issues. Above all, model expectations with students, and review class expectations often. In order to relieve stress levels, Ms. Crampton urges new teachers to leave school at school, enjoy time away from work, and start fresh each school day. In answering my question, would you suggest easing in or come in strong with rules and expectations, Ms. Crampton suggests easing into procedures and expectations, and to first build relationshi8ps with students. Overall, I found the interview and observation helpful and insightful, and I have learned of new teaching strategies that I can use in my own classroom.
MRS. KUIPER’S INTERVIEW
            Mrs. Kuiper is a 11 year teacher for Snowline School District. She is currently a special education teacher for the 6th grade, but also possesses a multiple subject teaching credential, and has taught as a general education teacher.
            Her classroom consists of 23 students: 16 males, and 7 female. All 23 students have a learning disability of some sort, and there are 10 ELL students in the class.
            The students lined up outside, Mrs. Kuiper greeted them at the door, and let them inside. The students went to their seats, and wrote down their agendas in their binder reminders. Today, there was a new student, who Mrs. Kuiper introduced to the class. Three students passed out the class’ Maniac Magee packet, two students passed out the books. Mrs. Kuiper pulled up the PowerPoint for the corresponding vocabulary (chapters 7-12.) Students volunteered to read, and the class read chapters 10-12 as a whole group. The class identified the vocabulary words from the book, participants received a raffle ticket for find the word and page number. Mrs. Kuiper led a whole group discussion of what is happening currently in the book, and answered any questions students had. In small groups, each group created a character traits poster of their character, using evidence from the text.
            I would describe Mrs. Kuiper’s class as relaxing. The students were allowed to take off shoes if desired. Chairs had bouncy bands for students who preferred this type of seating, and students self-monitor when a sensory walk is needed. The students showed respect for Mrs. Kuiper, and were directed to the behavior expectations poster when unwanted behavior was present, and given an opportunity to correct their behavior.
MRS. KUIPER’S INTERVIEW
            Maryann Kuiper first started at Snowline School District as the Assistant Principal’s Secretary. Mrs. Kuiper attended school after long hours of work, and received her Masters in Special Education, with a credential in multiple subjects.
            Mrs. Kuiper has used resources available from Pinon Mesa, as well as other resources teachers have shared with her. She believes creating a positive, inclusive learning environment is necessary to educate young students. Her expectations are posted in the classroom, and she spends time in the early start of the year modeling, practicing and reviewing expectations and procedures. She offers positive rewards for students who are on task: raffle tickets for the treasure box, Mesa Money, praise, and positive reinforcements. Mrs. Kuiper says her struggle has been staying consistent with positive and negative consequences to behavior. The behavioral issues most present in her class are talking out of turn, avoiding work, and since she has many ADHD students, distracting behavior can affect a large majority of the class. In order to correct this behavior, Mrs. Kuiper tells students to stop this, and start that as a way or redirecting attention. When a student is having a hard time refocusing behavior, students may go on sensory walks around the campus to relieve energy, and come back to class with a refreshed brain. Mrs. Kuiper keeps a calm demeanor, and gives students adequate time to de-escalate their behavior. Mrs. Kuiper has several strategies in play for ELL students, such as, vocabulary dictionaries, PowerPoints with vocabulary, dictionary definitions with student friendly terms, along with pictures, peer talks, and Google translate. Mrs. Kuiper explained that these methods have been beneficial to her ELL students. Maryann collaborates with other teachers in the school through email, phone calls, and PLC meetings. However, she believes an improvement for collaboration would be for general education teachers to reach out to special education teachers for resources that would benefit special education students who are being main streamed. Mrs. Kuiper also suggested that special education teachers be given more time to work on IEPs, testing, and other special education tasks, as these must be done during collaboration periods, and special education teachers often miss PLC meetings. At this time, there is a lack of communication between special education and regular education teachers, which is hindering special needs students’ educations. Mrs. Kuiper explained that new teachers should create a list of expectations, with three simple rules, and model these expectations for the class. Teachers should continue to model, practice, and readdress rules as often as needed. When asked what a new teacher should do to lessen their stress levels, Mrs. Kuiper suggested teachers to create a list of three things they need to accomplish per day, create a list system, and find an activity to do for yourself each day (taking the dog for a walk, painting, yoga, etc.) Lastly, when asked whether a teacher should start the school year strong with expectations, or easy in to expectations, Mrs. Kuiper said it is best to start strong. She explained that you can also easy up on strictness, but it will be hard to gain control over the class vice versa.
            I enjoyed the interview and observation with Mrs. Kuiper, who also happens to be my mother, and am thankful to follow in her footsteps. She has great classroom management techniques, and creates long lasting relationships with students.
REFLECTING ON ADVICE/BEHAVIOR ISSUES
            Since Ms. Crampton is partner teaching with Mrs. Kuiper, many of the students were the same in both classes. In that sense, their classroom rules, expectations, and procedures were quite similar. It was interesting to see how the students interacted with each teacher, the levels of respect, and the various classroom management methods.
            One major difference I noticed was the level of expectations enforcement. Mrs. Kuiper was stricter with expectations, and Ms. Crampton had a more free flowing class environment. A reason for this differentiation could be that special education students require more firm, outline behaviors. However, the students shared the same behaviors in both classrooms: distracting behavior was present, and students avoided work throughout the periods. Both teachers directed students to the expectation posters, wrote names on the board, and Mrs. Kuiper assigned paragraphs to those who were consistently off task. Mrs. Kuiper’s students were more talkative, and had more behavioral issues throughout the period (again, a majority of students have ADHD and distract easily.) This is when sensory walks came into play, and students who self-monitor when breaks were needed. Ms. Crampton did not use sensory walks, and students would fall more off task.
            Overall, I can see that both teachers share several commonalities in the teaching strategies. Students had the same behavioral issues in both classes, and most of the time, behavior was redirected in the same way. Both teachers also offered positive rewards to students on task, raffle tickets (Mrs. Kuiper) and class points/table points (Ms. Crampton) engaged students in learning and reinforced positive behavior. Their interview answers correlated with answers from other teachers I have interviewed both formally and informally, and I believe a majority of teachers have the same ideologies when it comes down to classroom management.
MY OWN CLASSROOM
            From the observations and interviews, I have learned teaching strategies that I would like to implement into my own classroom. Creating a behavior expectations chart, as well as developing class rules will be my first steps to ensuring classroom management is under control. I have a better understanding of how I would like to implement these expectations, creating consistency and a level of strictness, but not creating a stressful learning environment for students. Student will be aware of positive and negative consequences to their behavior, and this will be reviewed frequently throughout the school year. On page 61 of Wong & Wong’s book, the procedure steps include students entering the classroom, hanging their backpacks, and getting materials ready. This is a routine I would like students to use in my own classroom in the future. It’s consistent, routine, and keeps distractions to a minimum. When having difficult students, or students with behavioral issues, I would like to follow the same sort of consequences as Ms. Crampton and Mrs. Kuiper shared, a verbal warning, a written warning, paragraphs, and then more extreme situations resulting in referrals. I would like to give student ample time to self-correct behavior, and de-escalate the situation as much as possible. On page 8 of Wong & Wong’s book, the difference between classroom management and discipline is outlined, I think this information is valuable for new teachers entering the classroom. It will be important for me to keep in mind that I don’t need to have rules for every behavior students have, but learn to manage the behavior behind the student. Behavior issues will need to be handled in a timely manner, but letting students self-regulate their behavior will be beneficial to the classroom, and create independent scholars.
CONCLUSION
            This assignment was eye-opening and refreshing. It isn’t often that I get to observe other teachers or interview a teacher on their reasoning behind their classroom management. I enjoyed this activity and look forward to conferencing with other teachers once I am a full-time teacher. I believe teachers have advice, guidance, and resources to offer each other, and am excited to continue to learn information from my colleagues.

Monday, March 4, 2019

ITL 530 Safe Schools Project


https://www.powtoon.com/online-presentation/e79cYihoXcj/?mode=movie#/
INTRODUCTION   
Cyberbullying is an epidemic that continues to sweep across the nation, and other parts of the world. Though there have been organizations and agencies created to lessen the amount of cyberbullying attacks, the issue still remains. For this assignment, I have chosen to focus my presentation on cyberbullying: what can be done in the school to help lower the amount of students being cyberbullied, as well as informing students on what cyberbullying is.
POWTOON EXPLAINATION
The first slide details what cyberbullying is, listing examples for students. This is important, as students may be unaware that they are being cyberbullied, or that they might be the cyberbully. Students gain knowledge on cyberbullying, and will be better suited to identify when cyberbullying is occurring in the future.
            The second slide explains the effects of cyberbullying. Anxiety, depression, and suicide are the listed long lasting effects of cyberbullying. It is important for students to understand they are not alone, and to seek help if they feel they are a victim of cyberbullying. I’ve included this slide to inform students who may be cyberbullies that their actions have long lasting effects on their peers.
            The third slide informs students of current cyberbullying statistics. This shows students that they are not alone in this fight, and that there are other students experiencing the same trauma, and that reporting the incident is the most beneficial action. As outlined in the slide, only 1 out of 10 students report the online abuse they face, meaning 9 students are suffering without an adult aware of the situation. I’ve added this statistic in hopes of encouraging students to reach out to an adult if they are being bullied online.
            The fourth slide is a link to Amanda Todd’s story. Amanda Todd was a teenager who committed suicide due to cyberbullying. This story puts a face behind the victims of cyberbullying, and enlightens students on Amanda Todd’s story. This video shows students how vicious cyberbullying can be, and urges them to seek help in this type of situation.
            The fifth slide gives students an opportunity to create a cyberbully skit. Students showcase a cyberbully attack, and what the victim can do in this situation. Students will become more aware of cyberbullying, and can identify how to respond to the situation.
            The sixth slide showcases ways we can put a stop to cyberbullying. Students, parents, and teachers must work together to create a world without cyberbullying. I’ve included only a few tips and strategies students can use to reduce the amount of cyberbully attacks. These strategies could help save a student’s life in the future.
            The seventh slide is a pledge that students will take after viewing the Powtoon. Students will vow to report cyberbullying, as well as vowing to not participate in cyberbullying of other students. Students will be excited to keep up their vow, and cyberbullying meetings will be held throughout the school year.
CONCLUSION
            The idea behind the Powtoon is to inform students of the dangers of cyberbullying, and showing students they are not alone in the struggle. The main take away from this Powtoon is for students to seek help in these situations, while showing the long lasting effects of cyberbullying. I also want possible cyberbullies to be aware of their actions, and how their attacks affect the lives of their peers. Above all, I want students to be aware of cyberbullying, urging students to be kind to one another, both in person and online. I hope to offer information, while keeping students engaged and interested in the topic. This is why I’ve included an opportunity for students to create a skit in a small group. I believe students will gain insight into cyberbullying, and that this presentation will have a positive affect on student’s lives.

Monday, February 18, 2019

518 Presentation Link

https://docs.google.com/presentation/d/1_fF1sB7TVj9yuatoYIjVosVPPk7bgkz-34C122D38jI/edit#slide=id.p

Sunday, February 10, 2019

518 Field Observation


CLASSROOM COMPOSITE
            For this assignment, I had the pleasure of observing Ms. Crampton, a first year 6th grade science/social studies teacher at Pinon Mesa Middle School. Her class is made up of 34 students. 8 special needs students, 3 ELL students, and 1 student who is currently going through an adoption process. Before the observation, I was able to sit down with Ms. Crampton to discuss the goals for this class period, and the student’s current knowledge of the subject. The students had previously been studying cells, and different components of the cells. Prior to this class period, students had taken notes highlighting key terms and vocabulary, and learning about the parts of the microscope and how to use it. Students had a basic understanding of a cell and it’s function, and this lesson would expand their knowledge. This strategy would connect the student’s prior learned knowledge of cells to new information, and create a well-rounded understanding of cells and their functions.
LESSON STRUCTURE (ENGAGEMENT)
When class started, students came in to a song playing on the projector, which explained the parts and functions of a cell. This would be considered a whole group activity. This was engaging for students, and they thoroughly enjoyed the song. Then, students used Chromebooks to explore pictures of cells, clicking on the parts of cells to learn more information. Students were given the option to work in pairs, small groups, or independently. Again, students were engaged, and were excited to learn more about the cell. The last half of class, students went to the science lab, and used microscope to looks at various slides of cells.  For this activity, students were split into groups of four, and worked cohesively to study slides of animal/plant cells.  Ms. Crampton reminded students of acceptable behavior while in the lab, to ensure a positive, safe learning environment. While in the lab, Ms. Crampton asked students multiple higher order questions, such as, “why is this function important for the cell?, what would happen if this part was absent?, what type of cell is this, and how do you know?” etc.
MONITORING STUDENT LEARNING (CLASSROOM MANAGEMENT)
Each part of the lesson flowed nicely, transitions into the next components were smooth, and Ms. Crampton maintained great classroom management. She used the “5… 4… 3… 2… 1…” method of gaining volume control while students were working, and redirected students who were loosing focus on the task at hand. In the last 10 minutes of class, students were prompted to answer questions on Kahoot, which served as the exit ticket of the day. Students were asked what new information they learned about cells, how can you classify an animal/plant cell, etc. Ms. Crampton circulated throughout the room continuously, monitoring student use on the Chromebooks, redirecting as necessary. She also answered any and all questions students had, referring back to notes and prior knowledge, and having students think out the answers to their own questions, scaffolding when needed.
CONNECTION TO NEW WAYS OF TEACHING
            Ms. Crampton’s lesson plan incorporated many elements of Hutner and Sampon’s article, “New Ways of Teaching and Observing Science Class.” First, before introducing new content, Ms. Crampton played a song with video about cells. This corresponds with #3, in that students engage in an activity, before diving in to new content. The song offered as a refresher of previous knowledge, and eased in to the next steps of the lesson (ABC approach). Next, students participated in the practice of science. Students performed an investigation of plant/animal cells, and analyzed their findings. This gave students the ability to think critically and creatively about cells, and develop knowledge they didn’t previously have. Lastly, Ms. Crampton’s lesson gave students ‘a need to learn’. Students were asked how can we know the difference between a plant and animal cell, and why is it important to know the difference. This was a driving question that students were challenged to find the answer for.
CONCLUSION
            Overall, this was a successful science lesson observation. I have learned how to incorporate the 5 E’s into a lesson, and make learning fun for students. I am also more confident in knowing how to prepare a lesson in the future. This was a fun and exciting lesson to observe, and I could tell the students enjoyed the lesson as well.




Hutner, T. & Sampson, V. New Ways of Teaching and Observing Science Class. May 2015.
            https://s3.us-east-1.amazonaws.com. 12 February 2019.