Peavy: How Students Went To The Bathroom

There were ten children and three teachers in the class. The teachers have a structure scheduled for their class. Breakfast is the first on their list followed by an hour recess at the playground. The kids were very active and engaging in exploring their environment and interacting with children from different age groups. At the end of the recess, the teachers lined the kid-up and walked them to the toilet to void.

In a good classroom, students should feel safe and comfortable. The classroom was staffed with Ms. Caitlin the kindergarten teacher and Mrs. Doherty the teacher's assistant. The class size consisted of twenty children. The classroom held five round tables with four students per table. Having tables rather than individual desks, Ms. Caitlin encouraged a sense of community rather than allowing a child to be alone at a desk. The furniture was at an appropriate level and size for 5 and 6-year-old children. Also, there was space for children to store their work and personal belongings in cubbies. The class had four different learning center stations these included: writing/reading center, block center, math center, and the kitchen center. Bulletin boards were displayed and decorated with colorful pictures which reinforced concepts learned in the classroom. For example, the alphabet, numbers and days of the week. Student work was also visible in the classroom. In the front of the classroom, a smartboard and rug was arranged for the students to gather for lessons and play. This area was kept free from all forms of distraction. In the back of the room, extra materials were available such as pencils, erasers, crayons, glue sticks, and scissors. Overall, I believe that Ms. Caitlin provided her students with a positive, cheerful, and organized learning environment. She instilled in her students that the classroom is a

Classroom Etiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

They will only let a certain number of people go the bathroom in one class period and yell at the student if they go when they’re not supposed to or if they go at a “bad time.”

These rules are displayed throughout the school and are referred to continuously by staff and children equally. We also have class rules that have been developed by the children themselves and are a positive device for encouraging good behaviour. The children can then monitor their own behaviour as well as the behaviour of other children in the class.

She told me about her classroom rules which are mutual respect, attentive listening and appreciations no put downs. She spent the first three weeks of school going over these three rules and afterwards she had each student write their name on colored paper which is their contract, their signature on that paper means they will follow those rules throughout the year. She has another rule in her classroom called “Kelso’s Choices”. Kelso’s Choices are nine different choices they can make on how to solve their problems in class. When the students come to an issue they have to choose two of the choices on the poster before going to the teacher. Some of the choices on there include, walking away, talking it out, apologizing, telling them to stop, etc. I really liked the idea of Kelso’s Choices because it teaches them problem solving as well as social skills. Instead of being unfair or going to the teacher they have the opportunity to solve the issues and be fair towards each other.

Journal one of the Westminster College class EDU 562 Field Experience was related to observation and participation with a first grade classroom, on Monday, January 4, 2016. Upon arrival the class teacher provided instructions to assist in the set up of the classroom January calendar, make a graph of the lunch choices, and to pass out morning work for the students to complete as they arrived in the classroom. At 8:30 a.m. the teacher welcomed most of the students with excitement as they entered the room. She informed the students in detail and repeated the routine and morning arrival instructions. Once everyone arrived, the teacher rang a bell which symbolized it

So there I sat, just a few more seconds before I released liquids through my pants, and I still had to write the L.O in my notes! O.M.G maybe if the lesson was fun I wouldn’t have to go so bad and I could wait until after class. Maybe not as dramatically, but students do face these problems because of the inconvenient restrictions. What if students could make their own rules in school, of course for the soul purpose of maximizing our quality of education? If my English II Pre-ap class were more open to personal freedom and creative learning, then I would become more responsible and would look forward to attending this class. Freedoms such as controlling the way I take notes, having the privilege of going to the restroom freely, and including more fun lessons in the class. These are the few ways our learning environment could be greatly improved to bring out the full potential of all students.

During pre-planning this year my co-teacher Mr. Davies and I decided to use four of Chelonnda’s 10 procedures in our classroom. We created a Power Point presentation and went over it with our students and their parents at open house and again with our students the first week of school. Matter of fact, just to keep us all on the same page, we go back over it with the class every few months. During the first week of school we went over and practiced doing our classroom procedures multiple times. However, if students fail to enter or exit the classroom appropriately, the whole class practices or writes a reflection on classroom procedures. For example, say several students did not follow proper procedures for entering the classroom, Mr. Davies

Potty training is difficult enough as it is, but you’ll find that it can be even more challenging if done while a child is going to daycare. These tips can help potty training go smoothly when your child is away during the day.

Both exits should be used to minimize congestion. A positive recognition program should be set up to recognize the students demonstrating exemplary cafeteria behavior. Students demonstrating appropriate behavior could earn positive behavior tickets that can be turned in to their respective grade level jars in the cafeteria. Each morning on the news, students’ names can be drawn and announced for students to earn a reward. Classes could earn points for meeting cafeteria expectations, points can be posted on a chart visible in the cafeteria and a winner for each grade level could be announced monthly. The winning classes can earn a special privilege. Staff, including administrators, should review the behavioral matrix and consequences for undesired behavior. They should work together to hold each other accountable for consistency in providing consequences and rewards to students. The administration should be responsible for the coordination of placing staff, creating a new lunch schedule, and ensuring a smooth process. Training needs to occur for teachers and supervising staff and

When you drive up the driveway and go down to the barn you turn the trick off. The get out and look up at the sun rise and its bright red almost like its on fire. Also I see the horses (the boys) and Dave one of the horse whinnies and says good morning. Then I walk into the barn and the rest of them whinnies.

The rules of the game are simple and can be taught in about 20 minutes. Within five easy steps, students can be taught to play the Good Student Game. Step 1: Define student appropriate behaviors (such as listening, following directions, paying attention and trying their best). Step 2: Have students role-play examples and non-examples of good student behavior (such as “thumbs up” or “thumbs down”). Step 3: Have student’s model examples of acceptable and non-acceptable behaviors (such as talking out of turn, getting out of their seat without permission, etc). While the students are modeling such behaviors, the teacher will monitor good student behaviors (those who were doing as they were asked). Step 4: Practice playing the Good Student Game. Divide the class into two teams. Write team names on the chalkboard. If any student breaks a rule while the game is going on, the teacher makes a mark by the name of the team in which the disruptive student is a member. When the end of time (teacher instruction) is complete, the team who has the fewest marks are the winners. Step 5: Reward the team with the fewest marks, for meeting the criteria required (Tankersley, 1995).

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went

and remind the students of what they are required to do in your classroom. This can be