FIELD EXPERIENCE Nicole Palmer EDU341 Positive Discipline
THE SCHOOL AND THE TEACHERBasin Elementary School115 years oldTwo classrooms – K-3rd and 4-6thMs. Tammy Urich K-3rd Classroom20 years of teachingSupervising teacherLibrary certificationStudents: 12 (6-Kindergarten, 4-First Grade, 2-Second Grade)
TEACHER LED INSTRUCTION Lecture Discussion• Ms. Urich meets with each • Discussions that take place grade of students in the around the front table in morning to go over reading, grade level groups are used vocabulary, spelling and most often for reading and math assignments. math.• In the afternoon the whole • Discussion is also used room meets for science, during read aloud time after social studies or art lunch and for science and (Fridays). social studies.
GROUP ACTIVITIES• Calendar/Pledge• News• Show and Tell (Fridays)• Library• Computer Lab• Music• P.E.• Art• Read Aloud Time
SEAT WORKBecause of the need for the teacher to have time to work withindividuals and groups, the students do a lot of seat work on theirown. The teacher meets with each grade at least three times eachweek to go over seat work assignments. Younger students can askolder students for help if needed.• Handwriting• Vocabulary• Spelling• Reading• Math
EFFECTIVE METHODSHaving set procedures in place• Showing two fingers to go to the restroom• Holding up a pencil if they need to sharpen• Waiting patiently and working on other work when teacher is instructions to other classesUsing proven teaching resources• text books, text sets, big books, practice workUsing a set routineClassroom Displays• Bulletin boards, word walls, letter and number strips and courtesy reminders posted around the room.Peer tutoring from older studentsWorking with partnersModeling and Scaffolding
TEACHING METHODS Master yGuided Questioning Mastery is assessed by individual work and group projects. TheThis method is most often used students do spend a lot of time atduring group discussion, or when their desks doing worksheets anda student has a question about his individual work so that the teacheror her assignment. Ms. Urich is has time to work with the othervery good at having them really grade levels.think about their work, and notjust giving them the answers Games(which some of them want her to Educational games, puzzles anddo!) books are available to students to practice skills when they have finished their desk work.
CO-TEACHINGWorking with different grade levels:Ms. Urich worked with a grade level at the front table and I worked withindividual students at the back of the room.Both of us worked with a different reading, math or science group.Working together on projects:We did two integrated science and art projects. Taking turns with leadingthe discussion and asking guided questions while assisting the studentswith their art projects on spiders, and the human skeleton. While sheshowed students a website about spiders I helped some students assembletheir spiders. While I talked about the bones in the human body, sheassisted students in putting their skeleton together.
INTERVENTIONSWarning• Students are given one or two warnings to focus or stop behaviorsHead down on desk• If behavior is very distracting, loud or very inappropriate they have to put their head down on their desk.Name on board• After other interventions have not worked the student’s name will be put on the board. This usually means that they will owe the teacher five minutes of recess time. If checks are put by the name additional time will be owed.Behavior that is harmful to others• If a student hurts another student they may lose multiple recesses and spend them in the classroom with their head down, or writing an apology note. Parents may be contacted.
OBSERVATIONS Te a c h e r MeSeemed to work : Seemed to work:• Having set procedures and a set • Following the set procedures and schedule schedule• Using a signal to use the restroom • Positive reinforcement of good and sharpen pencils behavior, constructive feedback.• Using a “just a minute” signal to let • Reminders of what should be students know she would be there happening and to focus on work. to help shortly. • Putting their head down if they• Putting their head down to stop were really getting out of control misbehavior• Losing recess time • Losing recess time.Seemed to work short term: Seemed to work short term:• Warnings • Warning more than once
Reflection:Overall I was impressed with how the school andclassroom were run. Personally I would want tofigure out a way that the students would nothave to spend so much time at their desks.However, with a multi-grade room this is verychallenging because as a teacher you need timeto spend with each grade while the others areoccupied quietly. I did notice that it was veryhard for some of the kindergarten students to sitfor that long in their seats. I did not like havingstudents put their head down, or lose recess time,I think I would make an effort to come up with amore positive discipline plan. However, this iswhat the students are used to and it wasn’t my