Classroom Management-Routines and Procedures Essay

The take noteing in-class compriseivities atomic number 18 in the specialized argona K-8. The commencement ceremony in-class application is the use of centers. In this application student be fit to pick their center that they would like to participate in. Students be given a 20-minute center time that is split into two 10-minute sessions. This wholeows the students to stay interested in the use. Types of centers that the students can choose from are Reading Center, Write the Room, Money Center, guile Center, Listening Center, Pattern Block Center, Puppet Center, Computer Center, or poesy Center. While students are seated, the instructor reminds the students of center procedures. The chelaren have previously been instructed how to apply each center. The instructor impart choose a stick with the tykes name on it, to determine who gets to pick first and in that respect after. They are reminded that no more than 2-3 people can be at each center, and because of this shou ld be thinking of an early(a) center in graphic symbol the center they first choose is full. Students bequeath go on in on that point seats until everyone has picked a center. The babyren will hear a bell and are asked to stop what they are doing, clean up their center, and go to their desk where the teacher will now assign them to a disparate center.During this activity one of my behavioural prognosiss will be that students are quiet during their center time. Quiet doesnt mean that the student cant talk, only they must rustling to their fellow center members if they need too. Center time is still training time and I want each student to respect that. Students are told that should they break that rule, a warning will be given and thusly if broken again, they will have to go to their seat until it is time to heterotaxy centers. The second packed behavior is that the students stay at his/her center, until they are told to switch. The students are non permitted to roam a round the room and visit with schoolfellows at other centers. It is important to maintain a structured, well-balanced classroom environment where students birth over my behavioral expectations from activity to activity.The second in-class activity is the dawn get together board. This activity is done first thing every morning. During this activity we debate what our schedule for the day will be, take our lunch count, practice our years of the week, months of the year, what the temperature for that day is, daily smart board activities, and numerous other repetitive activities we do on a daily basis. This activity requires students to be on the floor in front of the meeting board facing me. The morning meeting board requires individual student answers and a high direct of engagement. Students are required to sit in an assigned seating battleground on the floor and remain there until meeting board is over.During this activity one of my behavioral expectation is that there is no talking. Children are non allowed to talk, as it is a distraction to the learning process. Children are told that they are non allowed to talk unless their name is called to answer a question or a group response is needed. The no talking rule, fixes the need for a child to blurt fall out the answer when it is not their turn. The side by side(p) behavioral expectation is that students will keep their hands and feet to themselves. It is very tempting to distract your classmate while seated on the floor close to each other. By implementing this expectation, students are learning self-control and the skill of accountability. Students are expected to be able to stay in their assigned area and engage in the activity with little or no distractions.There are many opportunities to take students on the adventure of learning outside the classroom. The first activity is a school wide assembly that would require K-12 students to meet in the gymnasium. The assembly is in an environment that is energetic and fun. The students listen to music by the band, watch or participate in a fun activity with older students, and listen to administration lecture astir(predicate) upcoming events and other important information. This atmosphere will bring out many different behaviors from my students. It is important that I allow them to have a fun, positive nonplus but with expectations on how they need to behave.My first expectation is that the students will remain in their seats and not move around. With the energy that this assembly will bring, students will need to stay seated so that they are not distracting the other students or those who are putting on the assembly. Students will excessively be expected to not visit or talk with their classmates during the assembly, as it is a classroom rule to sit quietly while others are speaking. Setting these expectations and explaining why I have them is important for the student to understand.The abutting out-of-class activity is a battleground trip to a pumpkin piece of music. This field trip is a fun, hands on learning experience. The pumpkin patch has a petting zoo, zip line, corn maze, tractor rides, train rides, face painting, wheel tractor racetrack, and many engaging activities. This activity can also bring out an array of different behaviors in children, which the teacher must be evocative of. On field trips there are teacher helpers like volunteers/parents, who go along to help keep a watchful eye on the students. Students are split into small groups and are teamed up with a teacher helper.Teacher helpers are given instructions as to what I expect from my students. One of my behavioral expectations is that the students remain in their group at all times. Students are told that they will not be able to roam about the pumpkin patch without their group and their teacher helper. They are told that the teacher helper will be the one who decides when to move on to the next activity. My next behavioral expectation is that the students respect the property of the pumpkin patch and those who take a shit there. This is already one of our classroom rules and they will be expected to follow it even though we are not in school.A teacher must try to al expressions be one step earlier of their students when it comes to how students will behave in situations. It is extremely important that students always cheat what is expected of them. A teacher may continually have the child recite the rules over and over, but that doesnt mean they understand what it means. A teacher may think that the classroom rules are clear and concise, but to a few students they many not be. The first way a teacher can evaluate what her students understand about those expectations, is through discussion.The teacher must state the rule and because explain what it means. The teachers explanation should provide examples and scenarios that the student can understand. Allowing the children to give examples that they can unite to, can also help evaluate their understand of the expectation. Another way to evaluate is through role-playing. Children are given scenarios on how to break the rules or follow the rules and then they act it out. The class audience can then determine what rule is broken and how it could have been prevented. The students may also act out how it looks to follow the rule. The teacher can then explain what consequence would be given if rules are not followed. This is fun for the students and allows the teacher to tick off who is or doesnt understand the expectations.