Classroom Management
Every classroom within a school has its own culture, values, and rules. I focus on building a classroom community so that Spanish isn't seen as "just another class." I aim to excite my students, make them want to come to class, and eager to participate every day. The first few weeks are pivotal when it comes to establishing the community and ensuring that all students feel not only welcome, but involved. I also think that it is important to develop class rules together, so that the students and I agree about what is allowed in the classroom.
Technology
Being a teacher in this decade has a lot of unique challenges, particularly pertaining to technology. To me, it is important that the students and I agree on the technology policy in my classroom. As long as the school technology policy supports it, there are times when we will be using cell phones, iPods, iPads, etc. to enhance our learning in my classroom. But there are other times when we don't need any of these materials to be successful. I make expectations clear at the beginning of the year, and in my experience, that has resolved many of the potential issues before they ever arose.
Technology
Being a teacher in this decade has a lot of unique challenges, particularly pertaining to technology. To me, it is important that the students and I agree on the technology policy in my classroom. As long as the school technology policy supports it, there are times when we will be using cell phones, iPods, iPads, etc. to enhance our learning in my classroom. But there are other times when we don't need any of these materials to be successful. I make expectations clear at the beginning of the year, and in my experience, that has resolved many of the potential issues before they ever arose.
Classroom Routine
I only have about 45 minutes with each group of students every day -- the time flies by! I rely on classroom routines and protocol to help things run smoothly. When students come in to my classroom, they know where to turn in work, get extra copies, sharpen their pencils, check the date, find a stapler, read what we'll be doing in class, see the day's objective, and find out what the homework assignment might be. My students know that before the bell rings they are expected to be in their seat, with their "¡Ahora Mismo!" weekly bell work sheet on their desk, and be working on the assignment that is on the board. The lights are dimmed, Spanish music is playing, and students get to work before the bell as even rung. These things may seem simple, but once all of the little procedural things are out of the way, I find it much easier to manage my classroom! After we review the answers for the daily "¡Ahora Mismo!" we begin working on the day's objectives. All of the activities I plan are intended to be authentic and keep students extremely engaged. To me, classroom management becomes a breeze when students know the routine and are actively involved throughout the class.
Behavior Management
High school prepares students for success after graduation -- in the workplace, the military, at college and beyond. Part of being a world citizen is learning how to be respectful, responsible, personally accountable, and how to work with others. Students will often find themselves working with one or two other classmates in a small-group setting. We will also do activities as a whole class, and students will work individually. Each of these arrangements calls for different types of behaviors, and the students and I change our roles accordingly. If an incident arises where a student is causing disruptions, being disrespectful to others, etc. I use a four-step process. The first time an incident arises, I will talk to the student within the classroom setting and give them a verbal warning. If the behavior continues (step two), I will talk to the student briefly after class and ask them to write down what has been happening and what they will do to change it. The third time, I will repeat step two and also contact a parent or guardian to discuss the behavior. The fourth time is when I involve an administrator. I strongly believe in teacher-student relationships. This is not to say that administrator involvement is not important -- it is. But I have been able to resolve most difficult situations by simply forging a relationship with the student and this has alleviated most problems in my classroom.
I only have about 45 minutes with each group of students every day -- the time flies by! I rely on classroom routines and protocol to help things run smoothly. When students come in to my classroom, they know where to turn in work, get extra copies, sharpen their pencils, check the date, find a stapler, read what we'll be doing in class, see the day's objective, and find out what the homework assignment might be. My students know that before the bell rings they are expected to be in their seat, with their "¡Ahora Mismo!" weekly bell work sheet on their desk, and be working on the assignment that is on the board. The lights are dimmed, Spanish music is playing, and students get to work before the bell as even rung. These things may seem simple, but once all of the little procedural things are out of the way, I find it much easier to manage my classroom! After we review the answers for the daily "¡Ahora Mismo!" we begin working on the day's objectives. All of the activities I plan are intended to be authentic and keep students extremely engaged. To me, classroom management becomes a breeze when students know the routine and are actively involved throughout the class.
Behavior Management
High school prepares students for success after graduation -- in the workplace, the military, at college and beyond. Part of being a world citizen is learning how to be respectful, responsible, personally accountable, and how to work with others. Students will often find themselves working with one or two other classmates in a small-group setting. We will also do activities as a whole class, and students will work individually. Each of these arrangements calls for different types of behaviors, and the students and I change our roles accordingly. If an incident arises where a student is causing disruptions, being disrespectful to others, etc. I use a four-step process. The first time an incident arises, I will talk to the student within the classroom setting and give them a verbal warning. If the behavior continues (step two), I will talk to the student briefly after class and ask them to write down what has been happening and what they will do to change it. The third time, I will repeat step two and also contact a parent or guardian to discuss the behavior. The fourth time is when I involve an administrator. I strongly believe in teacher-student relationships. This is not to say that administrator involvement is not important -- it is. But I have been able to resolve most difficult situations by simply forging a relationship with the student and this has alleviated most problems in my classroom.