Applying Classroom Rules and Procedures

---Yanhua Wang

Teachers and students must create discipline plans including rules with clear and effective consequences. The rules should be agreed upon and understood by everyone in the class. It should be understood that when rules are broken, consequences will be applied fairly and consistently. In my classroom, I will explain in detail of classroom rules and the result. Action will be taken for punishment or rewards. Students will be given the opportunity to rectify  for the first one or two misbehavior. According to my experience, I will take actions towards two kinds of behavior.  I named the behavior as positive behavior and negative behavior.

I consider answering question actively, listening to other quietly,attending teamwork forwardly and helping other friendly as positive behavior; and sleeping during class, talking without a permit, not listening to instructions and keep bothering other students as negative behavior. I will have all the rules posted on the wall to make sure students have no excuse for breaking the rules. For students who are behaving excellently, I will liberally give them rewards. Leo Nikolayevich Tolstoy once said: Happy families are alike, the unhappy family is unhappy in its own way. I apply this famous saying in classroom management as “Excellent Performance is alike, bad performance appears in its own way.”

For well-behaved students I will have them bring home a reward card or a pass for a reasonable request like no homework for one time, not doing a project for one time. I have a student performance sheet hanging behind the classroom door. If a student is doing well in the class, I will put a sticker after his or her name.  For every sticker he or she collects, he or she can change them for a pass. It’s a very good example for other students because they also want to get the reward. James is a student in my class. He likes Chinese cultures very much, so he chose Mandarin Chinese as the second language. He is smart and hard working. I extremely like his attitude toward learning this subject. He not only attended class activities actively but also respected me and his classmates. He got many stickers in the last semester and he only used a pass for not doing homework for one time.

students are breaking the rules or not following procedures in many different ways. They may fall asleep, keep talking or not be willing to attend group activities. Chris had talent in learning languages. But as time passed I found out that he no longer actively answered questions as he used to do before. The worse was he didn’t hand in his homework on time. I talked with him alone, trying to figure out what happened to him. He told me that learning Chinese Characters was really hard for him. He felt like he was not able to catch up forever. I promised him that I could help him whenever he wanted. I used more teaching strategies to attract his attention. Chris was an introverted person. He liked to be encouraged, especially liked to be praised in public. I recognized that what he needed was an encouragement. So for every progress he made, I would tell him immediately with a big smile that he was doing a good job or he is the best. From then on he was doing better and better. After the final exam, he came to thank me for helping him build up his confidence.  

Classroom Behavior Process

High-Performance Learning environments

---Yanhua Wang

Academic Expectations:

If I were asked to choose the best video, I would say the Roller Coaster Physics impressed me the most. No matter the video or the plan is very organized and methodic. The students listened to the instruction first, then worked in a group to discuss how to carry the project out. The individual sketch was the first step to making it possible. Finally, they were offered the materials to carry out the project. The teacher gave students time and space to finish the project. She was not staying away to do nothing but giving direction anytime the students needed. She also asked questions to further explain the theory of the project. Each group had finished the project. The students also tried to lower the budget, and they did it. The teacher surely holds high-performance expectations for students.

Video two is about 3rd-grade Chinese math. As a Chinese I am very confused by the scenario because in the video a Chinese teacher with Taiwan accent was teaching kids(foreigners?) Multiplication formulas. The kids were reciting the Multiplication formulas under the teacher’s guidance. Most of the kids raised their hands to answer the questions. Academic expectations can be achieved for most of the students. But some students may lose interest in this teacher-centered style education. So the teacher should use more teaching strategies to attract students’ long-term attentions in the class.

Whole brain teaching, a new teaching strategy is used by lots of teachers and the effect is quite obvious. But in this video, I feel like that I can’t even catch up with the steps. Most importantly, I don’t get the point of why doing this? What’s the objective of this lesson? I have too much doubt of the lesson so that I don’t think the teacher can hold high expectation for students.

Behavior expectations:

In the video Roller Coaster Physics, everything went on smoothly and naturally. It’s like every other lesson in every day. The students were required to work in the group, so no one had an excuse to stay away. They followed the instruction, finished every part of time.

The video 3rd Grade Chinese Math reminded me of my childhood when the math teacher taught us Multiplication formulas. The students listened earnestly. They did whatever the teacher said. Classroom management was much easier in this way.

The class in Whole Brain Teaching was tight and impassioned. Even though there were several instructions, the students still followed them properly.

Norms and Procedures:

The norms and rules of the class are clear. There was a restriction in using the equipment and materials. For example, each group could only have 2 marbles. The class was separated mainly in three parts: instruction, planning, and performance. The students listened, discussed sketched, computer outlined and performed step by step. The teacher seemed to understand the students well that the project is neither too hard nor too easy for the students. Besides, there was a budget limitation for the students. Once they spent too much the teacher would remind them of their budget.

In the 3rd Grade Chinese Math video, the teacher first reviewed Multiplication formulas and then did some exercise to enhance the knowledge for the students. I like the way that when they were going to next step, they counted the number rhythmically and clapped their hands.

When a teacher has to cheer students up, then Whole Brain Teaching would be a good way. As I said above, the rhythm of this whole brain teaching was going so fast that I couldn’t help thinking about if the students could remember something.

The three teaching strategies all have very good sides that I can learn from. I am teaching grade 9 students Mandarin Chinese. Students in my class came from Russia, Irish, India, Mexico and Paraguay. How to create a learning environment with high expectations for my students is always a priority when I prepare lesson plans. First, I will set up the rules in the class, but not too many instructions as that in the Whole Brain Teaching. Regarding the many cultural backgrounds in the class, I will ask students to talk about something interesting concerning their cultures. Two to three games will be used in the class, so I don’t have to spend much time in explaining the playing rules to students. I hope that one day my class can be as organized and high effective as  Donna Migdol’s  classroom.