Samuel Chung EDS 190

Reflection of Interactive Modeling and 3-2-1 Reflection In my fourth grade class, I implemented an Interactive Modeling of what I called Grizzly Hands. This is because they are the Grapevine Grizzlies and I thought the title was creative. This was my way of getting students attention by standing in front of the class with my hands raised, curved like bear claws. I implemented this as soon as students came into the classroom. Here are my reflections based on the seven steps of Interactive Modeling: 1- I instructed the students that the purpose of my Grizzly Hands were so that I could get their attention when needed. I also mentioned about how the class can sometimes get rowdy, which is why I need them to be quiet at times. Im unsure as to whether or not that latter part was necessary 2- I modeled the action as soon as I had everybodys attention. I tried to make eye contact with a student at each table 3- I asked what students noticed, and some answers included youre roaring and Youre sending your spirit. After prompts on my part on asking whether or not noise was coming out and asking what my hands werent doing, we moved on 4- I asked Jairo beforehand to be my volunteer when the time came. He modeled the behavior perfectly 5- I asked the class once again to tell me what they noticed. Students answered back about the silence, the hands in the air, and how eyes were on me 6- I told the class that they all have a chance to do it now, but that they had to wait for me to signal it first. I had them pretend to do work, and implemented the signal after a bit of time. Some students were watching me the whole time while others got distracted. This was helpful as classmates prompted the distracted peers to look up and do the signal 7- I provided feedback by reaffirming the qualities that I was looking for: silence, eyes on me, and hands off of papers and pencils. I look forward to using this signal from here on out, but I wonder how they will do the following week, when they havent had exposure to it in several days. 3-2-1 3 Big Ideas Visuals such as anchor charts are helpful reminders to guide students to recall appropriate behavior during transitions. Teachers must consider student perspectives and take into account their development (Chapter 3) We need to model for students that supplies are valuable, which can translate to the valuing of their work with these supplies. (Chapter 4) Regardless of what we're modeling, teachers must constantly reinforce and point out positive and successful behavior to encourage students to continue doing so

2 Questions Is there a need for IM if there are only select students that are unable to transition or use supplies? What is a helpful suggestion if supplies are not highly valued in the rest of the school?

1 Application It's not enough to employ the IM, but to constantly and consistently reinforce it to the class when it is evident.