This summer I will be participating in
Whole Brain Teaching's Book Club. If you would like to participate, you can get
more information {HERE}. My post
today is a reflection on Chapter 4 with the directions/assignments
coming directly from the book club. I'd love to read your comments and
feedback!
You can read my previous reflections here:
Reflections on
Chapter 4:
Directions: Imagine next year is completed. You've faithfully charted your own behavior as an instructor and your students' progress. Looking back, what did you learn?
It's June 2014. I've just
finished another year in second grade, but my first fully implementing WBT
strategies. One of the first things I realized I needed to do was take a look
at myself and how my behaviors affect my classroom. I started the year by
focusing on two critical features of my behavior--controlling my tone and being
consistent with my classroom management plan.
In order to chart this
effectively, I utilized Class Dojo. Each week I would rate myself based on my
ability to control my tone and consistently follow my classroom management
plan. The data was shaky at first. I realized that I had periods of time when I
wasn't being consistent. What I also noticed was that this lack of consistency
was linked to my inability to control my tone. Imagine that! When I was
consistent with my management plan, I controlled my tone! Once I saw this
connection, I went back to basics and was able to see a change in my behavior,
which led to a change in the whole vibe of the classroom!
Once I had a firm handle on
my behavior, I moved on to focusing on student behavior. The measures that I
focused on were following directions quickly, raising hands for permission to
speak, and being ready to work at all times. Once I picked my focused measures,
I saw who my Alphas, Go-Alongs, Fence Sitters, and Challenging Students were. I
again used Class Dojo as a way to record students’ points. By using this in
combination with the Super Improvers Wall, I was able to see my students strive
for greater behavior and effort. By using these strategies and focusing first
on me, I was able to see my students all move at least one level, leaving as
Leaders, Alphas, Go-Alongs, and Fence Sitters. I was also able to see myself striving
for more. I wanted to increase my score, which increased my students' score!
Overall, the year went
smoothly. By focusing on my behavior first I was able to see where I struggled
and where I excelled. Then I was able to use this information to help guide my
students along. Also, pinpointing specific measures allowed me to provide
genuine opportunities to watch my students grow. Charting my behavior and
student behavior is a strategy I will continue to use throughout my teaching
career.
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