Uzick & Quigley

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University of Houston, Downtown *

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3326

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Psychology

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Feb 20, 2024

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docx

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Name: Jared Hrozek Date: 02/13/2024 Environment, Routines, and Procedures – Uzick & Quigley 1. Having clearly defined routines and procedures in your classroom helps to maximize student learning. Give at least two examples from Ms. Uzick’s video that show evidence that she has established routines and procedures in her classroom. In Ms. Uzick's classroom, evident routines and procedures contribute to maximizing student learning. Firstly, her use of numbered assignments demonstrates a structured approach, ensuring clarity and organization in tasks. This practice enables students to understand expectations and navigate assignments efficiently. Secondly, the implementation of the "mirror reading" strategy highlights another established routine aimed at enhancing reading comprehension. By consistently employing this method, students develop a familiar approach to tackling text, reducing anxiety and fostering confidence in their reading abilities. These examples showcase Ms. Uzick's commitment to establishing routines and procedures that optimize learning by providing structure, clarity, and support for her students' academic endeavors. 2. Transitions from one activity to another in the classroom can cause disruption and off-task behavior. Describe two strategies that Ms. Uzick implements to promote smooth transitions. Ms. Uzick uses comprehensive tactics to enable seamless transitions between activities in her classroom, addressing both clarity of expectations and engagement. To begin, she develops explicit rules and expectations for various transitions, defining procedures such as group formation and movement. By continuously reinforcing these routines and providing positive feedback, she fosters a culture of accountability and cooperation among students. Ms. Uzick also uses clocks and alarms to signify the beginning and completion of each job, which helps kids improve their time management skills and stay focused. Displaying a countdown timer graphically and using auditory cues such as music or sound effects might help keep student attention and signal transitions more effectively. Ms. Uzick promotes an organized but engaging classroom climate that allows for smooth and efficient transitions between tasks.

3. Ms. Quigly designs her lesson to stimulate open communication and collaboration between her students. Explain how this can assist students with learning content. Give two examples. Ms. Quigly's approach of encouraging open conversation and collaboration among her students has numerous benefits for learning subject. To begin, she draws on a variety of views to broaden her understanding. She encourages students to talk and engage openly, which allows for the sharing of diverse perspectives and experiences, resulting in full conversations and numerous points of view. Furthermore, Ms. Quigly encourages active participation and peer learning through collaborative projects and problem-solving activities. This enables students to actively participate and learn from one another, so improving their comprehension and critical thinking skills. Overall, Ms. Quigly's approach encourages students to actively participate in the subject, resulting in a dynamic learning environment in which knowledge is actively generated through interactions, conversations, and collaborative discovery. 4. Routines and procedures in an elementary classroom will look very different than those in a high school classroom. Compare and contrast these differences using examples from the video. Routines in Ms. Uzick's third-grade class address the developmental needs of young students. Number assignments encourage active engagement and comprehension of both even and odd numbers, whereas the "mirror reading" method improves reading comprehension by making the process less intimidating. Grouping by physical locations, such as the green chair, facilitates organization and understanding for third-grade students, providing an ordered learning environment. In contrast, Ms. Quigley's High School Biology class integrates technology more fully. QR scavenger hunts and smartphone-based games like "Two Truths and a Lie" keep high school pupils engaged. Electronic attendance using clickers instills accountability. Ms. Quigley's pacing keeps students engaged by smoothly moving between activities and using multiple technologies. Reflecting on the class, she emphasizes the relevance of technology in her teaching methods. Ms. Uzick promotes nurturing and managing the physical environment for elementary students, whereas Ms. Quigley emphasizes technology integration and individual accountability for high schoolers, reflecting the different educational needs and expectations at each age level.

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