As I look towards the start of my teaching career, there are certain elements that I envision incorporating into my classroom. With a focus on an elementary or primary classroom, it can be fun to think about how I will decorate the room, what types of plants I will have in the window, or what kinds of fieldtrips I’ll be able to organize depending on the competency of the class. However, what I intent to prioritize in order to meet students’ needs goes beyond surface level visuals. As important as a welcoming but not distracting room is, it is exceedingly important to consider the values that will be portrayed through my teaching and other actions. The vision I have for my future classroom includes meeting the physiological needs of my students, encouraging socialization of classmates, and teaching for the margins to improve the learning outcomes of all students while maintaining high expectations for all learners.
During observations, with a consideration to technology used in classrooms, there were some applications that seemed to be a positive and effective addition to lessons and other situations that seemed to be an overuse or reliance on technology.
Considering the combo of the past two lectures, the first being about gaps in students reading abilities created by the three-cueing system and the second being about the repeatedly reduced funding for schools in BC, it is a little deflating when thinking about entering into an education system dealing with both of these problems. The correcting of both problems individually requires changes within the system that can’t be made overnight. Both problems also require leaders that recognize the issues. When looking at the two problems together, it easily becomes a mountain that is too hard to climb.
While observing in a grade 2 class, a noticeable strategy for addressing the diverse needs of students was the availability of earmuffs. Although only one student chose to use them on that particular day, there were a few hung on hooks at the front of the classroom available to any students that required them. In addition to them being available, this strategy normalized the use of them. Although there were not enough for the entire class, there was enough for about a third even though many students in the class may never feel the need to use them. The visibility and accessibility of the earmuffs addressed the needs of those who needed them while provided the option to others and normalizing the use of them.
During observations, there were many different examples of classroom management. A proactive strategy I saw in a grade 1 class was pre-tearing the paper towels for when students wash their hands. I have seen students in other situations washing their hands and pumping lengths longer than they are tall so this was something I noticed right away as it addressed that behavior before it could even take place. The students all knew to take a piece from the basket rather than reaching for the dispenser.
During the psychology lecture for Foundations of Education on October 16th, one of the scenarios that was discussed was when a student starts to drag their heels and hates attending school due to learning disabilities and not learning at the same pace as other students. Their struggle to learn results in stubborn behaviour because learning is very difficult for them.