Since September 2013, I have transitioned from being a
classroom aide to an assistant teacher and then suddenly from the assistant
teacher to the lead teacher. Due to the circumstances, I began to quickly
understand how important classroom management is. Classroom management encompasses
so much from making transitions educational to managing behaviors. I remember
how at the August 2013 professional development workshops for my school, I
steered clear of the behavior management workshops deeming them “boring” and
not as pertinent to learn than content specific workshops such as an inquiry
science workshop. When I began the school year as an assistant teacher, I
realized how misguided I was. I am beginning to understand why classroom management and behavior management is a topic that requires discussion and feedback from your colleagues and peers.
From my personal
experience, I have learned that a teacher must first be able to connect with
and engage their students. The initial connection may not necessarily have to
be on an academic level either. The children must first know that you care but
also know that just because you care, it does not mean that they can run amuck
and do as they please. The most effective way, I have found to manage children
is by just talking to them and listening to their interests. Once you have
found a way to engage them in conversation, you can find ways to connect what
you have learned in to something more academic. When I taught about the topic
of transportation, I pointed out how a child built bridges but they kept
falling over. And based on my knowledge that the boys in my room love bridges
and vehicles, I was able to point out specific examples of their structures and
how we might make the bridge stay up.
Something as simple as even
including the children in stories I read is an effective way to include and engage. I may read The Three Little Pigs and choose three children who have been
responsive to directions that day and read their names in place of “the first
little piggy”, “the second little piggy”
and “the third little piggy”. And when there is the line of “Not on the hairs
on my chinny chin chin”, I have them say the words. I even include the wolf and
have that child say, “I’ll huff and I’ll puff and I’ll blow your house down!”
On an even more seemingly minor
instance, I just might hug the student who looks sad and acknowledge that they
seem like they just needed a hug. I believe classroom management begins with
respect and trust between the child and the teacher. Although, it is easily
written about, respect and trust can be difficult to establish and may take
some time.
In the GO project, I have learned
that although many of these kids come from “rougher” home situations, they
still want to have conversations with people. They want to be seen as capable
beings. Once a topic of interest is reached, the kids become animated and have
a lot to say. They are more apt to share their thoughts and opinions.
Despite reaching common ground with
children, there are some who still have a hard time controlling their emotions
and behaviors. This is one of the biggest challenges that I face. Many times, I
approach the children who have difficulty with their behaviors calmly and
patiently. There are those who respond to this and those who look to outsmart
the teacher who has this approach. They are agreeable and quick to apologize
but no real behavior change occurs. When this happens, I attempt a negotiation
tactic where I make them deals. I either use the positive or negative
reinforcement approach (you will get stickers or you will need to finish your
work when everyone else is having free time). My other approach is to get loud
and stern. However neither approach is effective when the consequences/outcome
have no value to the children.
Throughout the GO project, I have
seen children who are consistently punished with no recess, but the behaviors
continue. It seems to me that the children do not fear going without recess.
When the situation comes to the point where the child does not fear or mind the
repercussion of having recess taken away, I become worried and feel helpless.
To me this is a sign that the child is heading for bigger trouble as they age.
There is a child like that in my class at the GO project and it is very
disconcerting. Kindergarteners should not have so much anger and indifference.
Our cooperating teacher is the one
who takes the extremely stern role with him and it seems to work. While my
fellow co-student teacher and I take the calm approach, all of our efforts do
not seem to have a long-term effect. We theorized that he may be looking for
negative attention, but as the weeks have passed, I truly believe that he has
not found a method for releasing his emotions that work for him. This is an
issue that concerns me. It is tough to be a teacher who cannot get through to
his/her students.
I tried to talk to the child and
provide positive praise as often as I can, but the outbursts seem to be occurring
more frequently. When we try to discuss his behavior with him, he often says, "Go away", "I don't want to talk to you" or "I don't want you to be be near me." During the beginning of the fourth week of GO, we discussed these concerns with the grandmother of the child. She commented that the behavior difference from week one to week four as “oh,
that is just him getting comfortable.” I do not doubt the unconditional love of
the grandmother, but I am concerned about how to help this child cope with his
emotions. He is extremely reactive. He acts before he thinks when he is
socially overwhelmed, especially when he is angry. When he is happy, he is great
to be around. I have discussed this child with my teaching team at GO and this
has helped to gain insight on all the sides of this child. Despite this, we all
have our good days and our bad days with him. We have another week to continue
to show this child that we care and help him find ways to manage his outbursts,
but it continues to be a struggle.
As my role as a teacher, social
emotional development and behavior management has become more of my focus with
children. As an educator early childhood, I hope that with proper guidance and
learning in the early stages, that the children I encounter find acceptable and
positive outlets to release their emotions. I also hope to gain more strategies
and insight as to how to deal with children who have difficult behaviors. I
feel exasperated, but I do not want to give up hope that the children who need
help managing their emotions and behaviors will find an acceptable way to do
so. On a positive note, there are twelve other students in our room who are
showing improvements in their academics and their social emotional development.
I do not believe one ever fully learns how to deal with all the different
personalities and possible “difficult behaviors”, but it is important to not
give up and continue to adjust and adapt to each individual’s personality. An
educator I know has the belief that, “Once you connect with a child, they will
follow you anywhere.” I hope she is right.
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