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Feb 20, 2024

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RUNNINGHEAD: Behavior Expectations/Trauma/Bullying 1 Kaitlin Bishop Grand Canyon University-510 Clinical Field Experience B: Behavior Expectations/Trauma/Bullying January 31, 2024

Behavior Expectations/Trauma/Bullying 2 Introduction I saw Mrs. Parker, a first-grade teacher that has been teaching for seven years, and my mentor, Mrs. Kilpatrick, in their classrooms. During the first hour, I was able to observe Mrs. Parker’s classroom management techniques and how she implemented them. During the second hour of observation, I interviewed my mentor teacher about her classroom engagement strategies. I wanted to see first grade implement these strategies in her classroom to see the transition from kindergarten to first grade at the end of January. I love any time I get to observe my mentor teacher where I have learned so much from her last year and this year. Interview During the conversation, my mentor shared how challenging it has been to keep her Kindergarten students motivated after all this time of teaching. My mentor teacher started out in PreK and taught that for about 7 years before going into kindergarten. She talks about how that itself was a huge adjustment for her, this year's timetable has altered, where there is a new curriculum and different things that must be taught at different times. She explained that children often try to take naps, which can lead to decreased engagement. To keep her students motivated, she would get through each lesson and have brain breaks at the end if the students stayed on task and focused. I use this as well since kindergartens do need a break where they can only sit for so long before you lose the whole class. This approach not only motivates students but also keeps them active as they learn. The students work hard to earn these brain breaks throughout the whole day. I saw this last year and this year, and I think it really keeps the students on task. Behaviors

Behavior Expectations/Trauma/Bullying 3 During the interview, my mentor shared that when school starts in August, classroom expectations are addressed and reinforced as a group. Mrs. Kilpatrick motivates her students by making her classroom activities engaging. She would love to use something else besides the behavior chart, but our school really wants us to use them. She wants to try something different next year because she does not like the behavior chart. This is why I do the bucket fillers and she love that idea to maybe start next year. We have also heard of ClassDoJo that works well for numerous teachers. She uses a behavior chart everyday so the parents can see their child’s behavior each day. I know ClassDoJo involves the parents as well and we love that since parent contact is crucial. She will use the behavior chart and our app Remind that we use for our school to communicate with the parents. If there is ever a major issue of course she said she will contact the parents and want to sit down with them to let them know what is going on. More serious things like bullying or the child constantly acting out in class. Approximately 32% of adolescents report experiencing bullying in school (O’Brian, 2011). You will meet with your parents if their academics are not on benchmark to let the parents know what you are doing at school and the things that the child is struggling with at school. Drills for traumatic events like fires, tornadoes, and lockdowns are rehearsed at least monthly. After the drill, there is a conversation to clarify the importance of these drills. Bullying Prevention/Reflection Teachers can implement many ways to avoid bullying in their classrooms. One effective method is for teachers to set an example for their students in class. Avoid making students feel inferior to you. Allow students to voice their concerns rather than shutting them down, ridiculing them when they are in front of classmates, or simply ignoring them. Another technique is to

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Behavior Expectations/Trauma/Bullying 4 closely observe students' classroom behavior. If I see bullying in my classroom, I recommend discussing the reasons and repercussions with the entire class (Irvin, 200). Use realistic and relevant graphics or films to help students realize the gravity of the situation. If the issue persists, a recommendation to the counselor is recommended, followed by a report to the principal if necessary. Children may bully others as a coping mechanism for being tormented themselves. We love to talk to our councilor about issues that our students are having and she is so amazing by coming to get the child so she can talk with them one-on-one. As an educator, prioritizing student safety should always come first. Providing students with a sense of safety and support from their teacher can reduce bullying. I really enjoyed this assignment and getting to observe my favorite teachers do their thing.

Behavior Expectations/Trauma/Bullying 5 References: Irvin, J. L., Meltzer, J., & Dukes, M. S. (2007). Taking Action on Adolescent Literacy. Retrieved from ASCD: http://www.ascd.org/publications/books/107034/chapters/StudentMotivation,- Engagement,-and-Achievement.aspx O'Brian, A. (2011). Bullying prevention: 5 tips for teachers, principals, and parents. Retrieved from https://www.edutopia.org/blog/bullying-prevention-tips-teachers-parents-anne-obrien

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