As I have spent more time in the elementary grade classrooms, I have noticed a drastic change in classroom management strategies from that of my middle school experience. Students are motivated by many different things than middle schoolers, and are distracted by many other outside forces so the focus of management must be different. As well as being able to identify these things, I have been able to see several great strategies that work so well with the first grade students.
THE NEED FOR CLASSROOM MANAGEMENT
Obviously, first graders are in a largely different developmental stage than middle schoolers and so first, the motives for students to do well in school are extremely different. Rather than determining their definition of right and wrong as middle school age kids are, these kids are being told what is right and wrong and follow these directions in order to please the adults, whether that is teachers or parents. They simply know they shouldn’t be doing something and respond to different things in order to follow these directions. First graders also respond to different punishments or incentives than the middle school kids do. Things such as treats, shout-outs towards them in front of the whole school or class and simply special circumstances for only them based on their behavior are things that these aged kids respond very well to. They also respond really well to input or information that will be given to their parents about behavior or performance. All of these things led to the behavioral management strategies that I have seen used in my classroom, and many of them work super well.
THE SCOREBOARD
One thing that Miss James uses to manage whole class behavior is a system called the Scoreboard. She said that not every teacher in the school uses it or likes it, however it is a system that she thought works super well and that she uses everyday in her classroom. Essentially, it is a system that is made to get the students attention quick and fast, and make sure the kids are constantly listening to instruction. First, she uses a phrase to get the students attention such as Beulah’s “BEU” in which students respond “ICU,” or clapping and asking students to repeat the pattern. When she does this, she expects that the students respond quick and that each student does it. If the students respond quick, she gives them a “smiley,” and the students get to have a one second party for themselves (and let me tell you it is the cutest thing you will ever see). If the students have some trouble with it, they get a “frowny,” which is also called a mighty groan, where the students make a frustrated noise as a class. The goal is that by recess they do not have more “frownies” than “smilies,” and if they have more “frownies,” they have to take time from recess to practice. The kids respond really well to it and are extremely encouraged by it, especially after they get to do a one second party. I have seen it really change the dynamic in the classroom and I think it is an awesome system.
CLASS DOJO
Another thing that is one of the best things created for teachers of younger kids is an app for classroom management called ClassDojo. ClassDojo is available on the phone or computer so teachers can use it wherever they need and has multiple purposes. It is a great way to manage the kids because they are able to lose points and gain points based on their behaviors. They can earn or lose these points for a variety of reasons and you can track what reasons the kids are losing or gaining these points. It is amazing to see the way the room changes when they hear the sound of someone losing points. The instantly get quiet and work diligently. This system really works. This app also targets another motive that students have, that being their parents. This allows for a direct line of contact to parents and gives parents access to all of the points they are getting and receiving, which is definitely another motive for the students with this resource. If I end up teaching younger grades this would definitely be something I would deem really valuable. Even if you didn’t use it for classroom management, you could always use it to keep track of assignments or things the students are doing.
Of course, there are many other things that Miss James uses to keep the student’s attention and make sure students are following directions. However, these two strategies are some of the most unique things I have seen being used in the classroom, and I think the have a lot of value within her classroom. They also offer so many ways that I can control my class in the future. I have really enjoyed seeing these things.
Teaching Portfolio 