Standard 6
Demonstrates competence in classroom management.
a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
After our whole group math lessons, the students move into small group or partner work. One the first day of school students and I brainstormed what the rules of playing with a partner would be and we discussed what the room would look, sound, and feel like. The students and I also discussed how we felt when a partner was not following the rules or if they were being sore winners and or sore losers.This video shows two students working quietly together on a game called "Domimo Top It". Each student has to add up the number of dots on their domino, then the student that has the larger number get to keep both dominos. The students and I modeled winning and losing at this game and how to hand over a domino to the person who deserves it.
This year has been more difficult than my last group with teaching partner work. I have to be more conscious of explicitly teaching behavior and modeling the right way to play. I take extra time out in order to help students learn how to monitor their own actions and behaviors. I also take additional time in order to help students learn how to appropriately interact with peers, as well as how to solve issues when they do arise.
(2017) I have continued to use a lot of partner work or partner game play with our math instruction. It takes time to model expectations and discuss ways to be a good partner. In our class we have "Group Rules" Group stands for: Get along, respect others, on task, use quiet voices, and participate. I have taught students these rules and we often review them before going into group or partner work. Students need to know how to work well with others as a life long skill. I believe it is very important to take time and teach social skills to students and using these skills during our math time is a perfect application.b. Establishes, communicates, models, and maintains standards of responsible student behavior.
(2012) In our classroom we practice something called "Daily Five" established by Gail Boushey and Joan Moser. Students partake in read to self, listen to reading, read to someone, write to self and word work. From the beginning of the year and through out the year, before students start each center, we review as a class the rules and expectations. I will model the good and bad behaviors, and have students model the good behaviors. This helps students remember their expectations and helps hold them accountable in their own eyes and in their peers eyes. This is one of the posters we use to discuss what students should do at a center. These expectations are also posted in the area of the room most fit. 
(2017) ClassDojo is my go to this year for communicating and discussing positive behavior in our classroom. I love that I am able to add skills to work on and students can be rewarded for these skills. Students were having a hard time in class working collaboratively and wanting to tattle on each other. This told me we needed to stop and focus on that skill. I normally have students sitting together in groups or pods with their desks together to help collaboration easily take place. I added a "Working together" skill on Dojo and when I saw that student groups were working well together I was able to use those moments to reward students and discuss what was going well with the the class. Each table group had a tub of note cards. This is for team collaboration on different challenge questions. I would challenge groups to work together after a mini lesson. I didn't necessarily reward groups for correct responses, but instead I rewarded them for working together, or all students participating in the conversation. I saw a huge improvement over the week in groups getting along and working together.I also communicated how we were going to work on this skill with the parents on the "Class Story" on our class page. This way parents know when they see that skill pop up for their student, they will know why they were rewarded and can talk about it as well.
c. Develops and implements classroom procedures and routines that support high expectations for student learning.
d. Uses instructional time effectively to maximize student achievement
I will continue to use book boxes in the future in order help store students books and I will teach students how to efficiently use them in order to help them be more organized and to help use their time wisely.
e. Creates a safe and purposeful learning environment
This was a very helpful social story and I saw some improvement in the students behavior. I showed the presentation and after created different situations where I then asked the students what they would do. We also acted out different scenarios in order to help the students who have a difficult problem with this issue. In the future I would be willing to create more social stories in order to help teach and reinforce different issues that arise.
(2016) One area I feel I have improved on over my first few years of teaching, is creating a organized learning environment. I want students to know what to do and the routines so we can focus more on the learning. Through trial and error I have learned that it is so important to teach and spend time on routines rather than skipping over them, or as soon as issues begin to occur stop and address them so that the routine and flow can continue to progress.
(2017) I believe student teacher relationships are very important for students to feel safe and encourages students to want to learn. Students learn best from a teacher they respect and connect with. I love having students eat in the classroom with me on Friday's. I have set this as a reward for positive behavior in our classroom. Students enjoy this time and I am able to get to know the students outside of academics. We are able to discuss things that they want to talk about and I always learn something new about them!
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