Lesson+2+Post

They are intertwined because when you have an engaging, interesting well organized lesson with a lot of activities especially activities that use the different modalities there will be less classroom management issues. Also, establishing routines, providing structure and being consistent helps to alleviate many classroom management issues as well.
 * Lesson #2 6/28/2011 **
 * In what ways are good instruction and good classroom management intertwined? Use examples from the video. **

She has an agenda on the board everyday and she calls on students randomly which keeps them more attentive. She has them prepare for class by doing homework related to the next day’s activity. She walks around the room to make sure students are on task and at the end of the day she has the students submit data which she looks at each night.
 * In what ways does Kellie hold her students accountable for their learning? **

I write an agenda on the board with the goals, but what I think I can add is the classwork portion so that they know what type of activities we will be doing to get them to that day’s goal. I also liked her 3 “strikes” for dealing with disruptive students. First, stop teaching and remind the student what he should be doing, talk to the student individually and finally out of the class. However, I don’t typically send them to the principal’s office because I prefer to deal with the disruption myself.
 * How can you adapt Kellie’s routines into your own daily practice? **

__Reviewing homework__ – the first day of school, I assign a homework assignment. The next day I model in Spanish how to take out the homework assignment, stamp the homework, review the homework and then pass in the homework. We do this everyday or everyday we have homework. By the end of the first month students are saying “pásenmela” which mean pass it to me in Spanish.
 * Review five routines that you have implemented in your classroom. For each routine, tell how you implemented it, and how you reinforce it on a continuing basis. **

__Starting the class__ – I have the targets written on the left side of the board. Everyday I start by reading the targets and what I expect the students to learn and how they will be expected to show me. I implement it by starting the first day of school and what it means and reinforce it by referring to it everyday.

__Notetaking__ – I don’t use the textbook to teach from so the students are required to keep a notebook everyday. Everytime we start a new concept, a new notebook is written on the board. Below is a sample entry. The students are required to write the notebook number (NB#), the date (it has them practicing the date formula from day 1), the target is in purple which corresponds to the target on the agenda, the question in Spanish and what is means and how to answer the question. NB #1 el 11 de agosto @ Ask someone his/her name and tell your name.

¿Cómo te llamas? What’s your name?

Me llamo My name is We start on the first day of class. At the end of each chapter, I collect the notebooks and they are graded and returned.

__Charlemos__ – After reading the targets for the day, the next routine is charlemos or chat time. I ask the students questions in Spanish that review the learning from the day before or previous learning. The students receive a chat ticket each time they speak to me in Spanish during charlemos. During this time, I call on volunteers and also call on random students. I supply the students with a small envelope to keep their tickets in. At the end of charlemos on Fridays, the students add up their tickets and on the envelope record the date and the number of charlemos tickets. I collect the envelopes and record their chat tickets in the gradebook. We start this the second day of school and we do it everyday.

__Partner activities__ – when we are ready to do partner activities, students have 4 minutes to find a partner and then come to see me to get the paper that they need to complete the activity. The first time we do a partner activity, I explain the procedure in English to make sure everyone understands. Before every activity, I remind the students that they have 4 minutes to find a partner and begin the activity. Sometimes I have to remind them in English this routine several times during the year.

Forming relationships with students is very important, but the relationships need to be the correct type of relationships. I don’t think that it is correct to be friends with students. Just recently, I set up a Facebook account and before I could fix the security features a student found me on Facebook. I don’t really want to communicate with students on Facebook and really don’t want to see what they are doing on Facebook, so I had to delete her.
 * The articles, “How to Relate to Your Students and Knowing Your Students,” “Letting Your Students Know You,” and Pages 5-10 in the // Professional Teachers Handbook // present different points of view about forming positive relationships. What are your thoughts on the types of relationships possible between teacher and student? **

I like to get to know my students and I do share some personal information with my students about my family especially because I have 1 son still in high school and 1 in college. I think sharing some personal information does make me seem more like a human being to them. I do feel like I can be a mentor to students, but I don’t feel like I should be a counselor. I think that is the counselor’s job since they were trained to deal with counseling issues. Some students come in to eat lunch in my room. I think mostly because they feel it is a safe environment and it doesn’t really bother me as I’m usually using my lunch to prep for another class.