EDU276 Lesson 8
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School
Rio Salado Community College *
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Course
276
Subject
Communications
Date
Feb 20, 2024
Type
Pages
3
Uploaded by CommodoreSalamander4097
1) "The First Days of School" by Harry Wong and "Tools for Teaching" by Fred Jones are two
influential textbooks in the field of education. They both offer valuable insights and strategies for
teachers. Wong's book primarily focuses on the importance of creating clear and consistent
classroom procedures and routines during the initial days and weeks of the school year. This
emphasis on classroom management provides a solid foundation for effective teaching, with
practical strategies that are easy to implement. The book does have a narrow focus on the early
days of school that may limit its applicability beyond this period, and its one-size-fits-all
approach may not address the diverse needs of different classrooms.
On the other hand, Jones' "Tools for Teaching" takes a more comprehensive approach to
classroom management and instruction, providing many flexible strategies that can be adapted to
different teaching contexts. Jones emphasizes proactive techniques to prevent misbehavior and
promotes tools that work throughout the school year. This flexibility is a strength, allowing
teachers to select the most suitable tools for their specific situations. However, the number of
strategies can be overwhelming, particularly for new teachers, and some techniques may require
a significant investment of time and effort.
During my field experience observations, I've had the opportunity to see the teacher effectively
apply strategies from both Harry Wong's "The First Days of School" and Fred Jones' "Tools for
Teaching." In line with Wong's principles, the teacher I observe consistently establishes clear
routines and expectations within the classroom. In addition to Wong's strategies, I observe the
implementation of techniques from Jones' "Tools for Teaching." For example, the teacher
employs nonverbal cues to quietly manage disruptive behavior. In instances where a student is
speaking during a lesson, the teacher makes eye contact and uses a hand signal to remind the
student to maintain quiet and attentive behavior. The teacher demonstrates active supervision by
moving around the classroom while students are engaged in assignments. This proactive
approach allows for immediate support and encouragement when needed, creating a positive
learning environment. A guided practice has also been applied to enhance student understanding
and engagement, the teacher reads passages aloud and encourages students to work
collaboratively in identifying literary elements or challenging vocabulary words.
A combination of both approaches can be beneficial. Establishing clear routines and procedures,
inspired by Wong's methods, can create structure and consistency. Incorporating Jones' proactive
strategies to prevent behavioral issues and promote student engagement can enhance classroom
management. Adaptability and an understanding of students' diverse needs, drawn from Jones'
approach, are also key to effective teaching. The choice of which concepts to use will depend on
teaching context, students, and personal teaching style.
2a) One aspect that stood out to me was the classroom's visible make-up policy, which provided
a well-structured and direct guide for students in case of absences. This policy left no room for
doubt or confusion and outlined clear steps that students needed to follow, such as copying the
daily log from a classmate, collecting handouts from a designated area, and scheduling make-up
quizzes or tests. The teacher also set specific deadlines for completing missed work, ensuring a
consistent approach.
This policy serves several valuable purposes. It holds students accountable for their missed
assignments and leaves no room for students to make excuses. Additionally, it promotes
transparency and minimizes the potential for misunderstandings or conflicts between teachers
and students. Most importantly, it instills a sense of responsibility while ensuring that all students
are treated fairly.
2b)
The aha-moment was in example #4, within the discipline plan section, when the teacher
noticed students creating "unauthorized" molecules, deviating from the given task. Instead of
immediately reprimanding them, she used humor to address the situation, creating a light-hearted
atmosphere and turning it into a teachable moment, prompting students to recall the type of
molecule they created.
This approach highlighted the teacher's effective classroom management, fostering a positive
learning environment, encouraging critical thinking, autonomy, and creativity among the
students. It demonstrated her skill in taking off-task behavior and turning it into valuable
educational experiences, contributing to students' personal growth and enhancing their
educational journey.
2c) The integration of humor and banter within the classroom is an asset that educators should
recognize and use to their advantage. Humor creates an inclusive, engaging, and effective
learning environment by reducing anxiety and cultivating trust between teachers and students,
fostering active engagement, enhancing memory retention, and promoting creativity and critical
thinking. Humor has a unique ability to transform disciplinary situations into valuable teaching
moments, facilitating personal growth and the development of responsible decision-making
skills.
3) K: In Chapter 17 of "Tools for Teaching" by Fred Jones, I already knew that achieving
compliance in the classroom is not merely about enforcing rules; it's about cultivating a holistic
learning environment. It is built upon the foundation of positive teacher-student relationships,
where students feel respected and valued. Effective communication plays an important role,
ensuring that students not only understand classroom expectations but also have the opportunity
to voice their thoughts and concerns, fostering a healthy classroom dialogue. By creating an
inviting and engaging classroom environment, students are motivated to participate eagerly,
moving beyond superficial compliance. The ultimate goal is to create authentic engagement,
where students actively participate in their learning and genuinely look forward to coming to
class, contributing to a more positive and productive learning experience.
W:
I would like to learn more about the visual and auditory cues that Fred Jones talks about in
Chapter 17. He describes a "body language poker game" that happens between teachers and
disruptive students in the classroom. How might pseudoscience look different for 3rd graders
compared to 10th graders? Do the same ideas work for both groups, or do we need to use
different approaches? My thinking is that the approach is different for younger and older students
because of their age and understanding. The way the issue is handled is likely to differ based on
their level of development.
L: I learned that observing student body language in the classroom is of great importance. By
assessing non-verbal cues, teachers can determine whether students are genuinely engaged or
disinterested, experiencing anxiety, or engaging in misbehavior. This understanding enables
educators to adapt their teaching approach, offer support where needed, and intervene early in
case of any issues, ultimately creating a more responsive, empathetic, and effective classroom
that fosters student well-being.
D: I can maintain a composed and firm demeanor in the classroom, following Fred Jones' advice.
This helps students feel emotionally safe, knowing my responses are consistent and fair. It also
shows them how to manage their emotions and handle challenges calmly. By being calm and
firm, I can reduce emotional outbursts and power struggles, making the classroom a place where
emotional intelligence and respectful interactions are promoted.
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