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  • ♪[theme music]

  • >>teacher: So school's going to start next week and I have already been anxious for

  • the last week and a half. I've had the butterflies. Um we always assume that new

  • teachers are the ones that going through that but it doesn't matter-I mean I've

  • already been teaching-this is my twelfth year. And I still get the jitteriness, I still

  • get the anxiousness. I still can't sleep the night before. Um, it's-it's very normal

  • to-to still be nervous. So when it comes to classroom management and discipline, I like

  • to make sure my students know that this classroom is a welcoming environment but

  • at the same time that a there's going to be expectations and strategies that they have

  • to follow.

  • I always like having them something to do as they come in the room so that it gives

  • me time to take attendance or if I have a parent that needs to talk to me. Um, this

  • is isn't what I usually have them do. Um, that takes a little bit longer but I figured

  • this is something they know what to do as soon as they come in.

  • Alexandria, do you want to do me a favor actually? Do you want to be my caboose?

  • My caboose is a very important job. My caboose is the one to make sure that she

  • is at the end of the line making sure that nobody gets lost between now and the time

  • we get to class. So you need to make sure that everybody stays in line. So go ahead and

  • take that job behind Adris please. So my first day I-I really don't waste any time.

  • I think I needed to let students know that we're back to business right away. So when

  • I needed them to stand in that line I had to show them you know this is your square,

  • you need to stand here. So I had to show them you know where their square was and

  • what I meant by putting their two feet in there and that kind of thing so they exactly

  • knew what my expectation was. This is how you're going to come in every morning when

  • we get to class. And if you're too close to her you can always leave a little room and

  • that's perfectly okay...So when students come in right away, I want to set just the

  • tone of what my expectations are immediately. So that's why I start with my

  • rules. And the two rules that I emphasize the most on is I really like to teach students

  • to-to be respectful. I think that's something that we need to-students need

  • to know from you know a young age. So I focused a lot on them using you know being

  • respectful and using the words please and using the words thank you. Rule number three

  • and this is actually going to go into one of our school wide rules which is to respect

  • others, respect yourself, and respect your school. And later I am going to go into a

  • little more detail about what it means to be respectful. Um, a big very important

  • word for me in this classroom is right here: say please. If you are asking someone

  • to let you borrow their eraser or their pencil or any material, you say may I please

  • borrow your pencil? May I please borrow your eraser? So the word please for me is

  • very important because you are being respectful to that person. So that is part

  • of my classroom rule. So routines and procedures are-are crucial. Um, basically

  • the way that I do it for me and I know it works differently for everybody, but for me

  • it's, I take whatever it is I expect for them and I have to make sure that I model

  • everything. So there's, I model it, we practice, we re correct or pre correct

  • and then model again and continue to practice. So there's routines and procedures

  • for everything even for the most minute thing. I can't assume that students already

  • know how to do things.

  • Another thing that you're going to want to ask me for permission is to get a new pencil.

  • Now sometimes I understand that pencils do break, but guess what? We're still

  • using not the big fat pencils but we're using the medium sized pencils. These are very

  • hard to break. But if it does break, you take your pencil and you lift it up in the air

  • like this. You wait for me until I give you direction, and tell you yes, you may grab

  • a new pencil. Notice what I'm doing right now, I'm shaking my head, right? I'm nodding

  • I'm telling you, yes, you may grab a new pencil. If I give you permission to grab a new

  • pencil, you quietly get out of your seat, you carefully walk to this corner of the room.

  • In this corner of the room we have two different containers. One container says

  • unsharpened. The other container says sharpened. So if you need a new pencil,

  • you just quickly, notice how I said quickly, you take the pencil that broke, you

  • put it in there and you quickly grab another pencil and you get back to your seat

  • Now your pencils do have your number on them. The reason why I did that this year is

  • because I've had a lot of students chew their pencils, who break their pencils, who

  • destroy their pencils. Well guess what, I will know who did that because it has your

  • number on it. So if I see that number two is chewed on, who's number two? Albert. So

  • I'll go up to Albert and say, Albert, Are we being responsible with this pencil because

  • it's all chewed up.

  • Your pencils have your number for that reason.

  • I need you to take one hand and lift up all of the books and materials that you need

  • except for the test blocker. So grab from the white board and lift it up

  • and slide your hand in there.

  • Then with your other hand you're just going to grab that test blocker and you're going

  • pull the test blocker out. I know it's going to be hard for right now but you are

  • going to get so good at this that youre going to be like what, I can't believe I

  • couldn't do it the first day of school.

  • Okay, I see a few people that have already done it. Once you have done it just go ahead

  • and put them on your table flat.

  • I'm sorry, I'm still hearing people talking.

  • Give me a thumb up if your test blocker is already on your desk.

  • Perfect.

  • So we're going to try that again. When I say, go, you're going to get your test

  • blocker ready. Go.

  • Perfect. I love the way that uh Albert has it up and his hands are still on his desk

  • clasped together.

  • So PBiS, with PBiS you have to maintain the five to one ratio. I mean it's very easy

  • sometimes to want to call out the things that you're seeing that students are not

  • doing. You have to remember that students will model from the positives. And it's very

  • as soon as I say, oh I really like the way that so and so is sitting up straight, you

  • see all the little bodies you know straighten up. Positives work and I notice that they

  • work better than the negatives, but I try to remind myself, I need to keep it positive

  • so that everybody follows what I want to see and I don't want them to copy

  • what I don't want them to see. We're probably not going to finish it all, I'm

  • just going to have you get started on it. Okay, Luis go ahead and walk us in please.

  • Excuse me. Thank you. I love the way you guys are coming in with a voice level zero

  • which is our expectation. So today was Friday of the first week and I had had a

  • previous conversation with the librarian and I asked her, I said, you know I know today

  • is our day that we would normally come to the library. We're not going to come in to

  • check books, but I do want students to kind of know that we're going to have routines

  • and procedures in the library. And I know they've been here in the past but they

  • forget, so I wanted to go through the library expectations while we were there

  • so that they had that expectation ready so that next week when we go, I don't spend

  • so much time on the routines and procedures, we spend more time on getting

  • our books. And don't forget I always have my phone with me and my phone has the

  • Dojo app so I will be able to give points if I see that people are following that

  • expectation and I will be able to take away points if people are not following that

  • expectation. Some teachers believe that we only teach the routines and procedures once

  • and the kids are going to get it. We need to take the time to teach them now, and yes

  • it will take time, but it saves me time in the long run. If I can get them to learn

  • those routines and procedures now, I'm not going to be spending such a long time to

  • re teach. So if I can get it down now, later on it's just a very quick reminder and

  • I can just get them back into shape, so in the long run, it is saving me time.

  • ♪[theme music]

♪[theme music]

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A2 初級

2年生の第1週目の授業の進め方・手順・ルールについて (Teaching Procedures, Routines, and Rules During the First Week of School in Second Grade)

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    Pedroli Li に公開 2021 年 01 月 14 日
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