I.

Observation 3:

Classroom Management

II. Grade:

First Grade

III. Students:

10 girls, 9 boys

IV. Setting:

Classroom at the Berkeley Heights YMCA

20 Students, ages 6-7, three head teachers

V. Pre- Observation:

The purpose of this observation was to analyze classroom management and routines, and

how it affects the students. Maintaining a routine and following a schedule is vital to

keeping. Also, managing misbehavior is vital to a smooth running classroom. Discipline

and rules are essential to the success of every student. Prior to this observation, I

researched effective classroom management and how to handle misbehavior in the

classroom. Eleven year veteran teacher Angela Watson gives strategies to use in the

classroom in her article 5 Pro-Active Strategies for Positive Behavior Management.

VI. Data:

The teachers in the classroom I observed followed a daily schedule consisting of: putting

backpacks away, line up, wash hands, snack time, craft or activity, reading, homework,

line up, playground time, and free time. Schedules are determined and agreed upon by the

teachers in each classroom and change depending on the class. This schedule is very

flexible depending on the weather, the students behavior, among many other factors. The

routine of the classroom is consistently followed by the teachers and students. At first, the

first graders struggled to follow the routine and transitions from one activity to another

took a long time. Recently, I have seen the students follow the routine based on memory.

For example, some students started to line up or clean up toys and books without being

reminded. This shows the students understanding and ability to adapt to routine. Timing

can be challenging in the classroom. When snack time or homework runs longer than

expected, the teachers take this into account for the next activity. The teachers have the

power over the class routine, but every activity is approved by the YMCA Early

Childhood Center Director.

Misbehavior is a daily occurrence, similar to any classroom. Each child is treated equally

for misbehavior and not following the rules. Consequences and strategies for misbehavior

in the classroom include time outs from recess or free time, moving students seats or

place in line, or calling in the director to speak with a student. The students are given

verbal warnings each time they misbehave. If a student continues to misbehave and is

warned multiple times, he or she will face the appropriate consequences. The head

teacher of the class, Courtney, speaks individually to each misbehaving student. By

sitting down the child privately and addressing the situation, the child can gain a better
 understanding of why their actions are not acceptable, This has proven to be effective in

the classroom at deterring students from misbehaving. For example, one student named

Emma, continuously hung upside down from the playground, which is not allowed and is

a risk for serious injury. Emma was warned multiple times over the span of two days.

After the behavior continued Courtney sat Emma down and explained to her why this

behavior is unacceptable and the reason for her consequences.

VII. Analysis:

In my opinion, the schedule works very well for the students and teachers. The teachers

have the ability to change and adjust the schedule as they please. Since it is an aftercare

program from approximately three to six p.m., the schedule is relatively limited because

of time. The way conflicts and misbehavior are managed in the first grade classroom

work well. According to Angela Watson, teacher and author of 5 Pro- Active Strategies

for Positive Behavior Reinforcement, Every incident should be handled on a case-by-

case basis, because each child and situation is different. However, there should be a

common thread running throughout and all kids should see a clear connection between

what they do and the resulting consequences (Watson, 2011). The strategies the teachers

in the classroom have taught are similar Watson's methods. Recently, the YMCA has

started a reward system using cards that represent each of the YMCAs core values;

caring, honesty, responsibility, and respect. These cards encourage good behavior and

attention of the students. According to Watson regarding behavior, I believe that the

most effective whole-class plans are based on positive reinforcement for appropriate

student behavior. This is in direct contrast to punitive child discipline systems that use the

descending levels model and provide increasing consequences or punishment for

 misbehavior (Watson, 2011). Positive reinforcement motivates children to behave

appropriately. Ultimately, students want their teachers praise and approval. I have

already observed changes in students because of their desire to earn a card. As their

teachers, we want to see improvement in behavior in the overall child, not just a kind act.

VII. Recommendations:

Overall, I think the way the classroom is managed and scheduling is very effective. The

routine works well with the students and helps them with understanding schedules. The

way Courtney handles misbehavior is fair and very beneficial to the students. She treats

every student with equal respect and has confidence in every child. However, some of the

other teachers, who are in high school, resort to yelling and negativity. For example,

some of the teachers have negative attitudes and talk down to students. Children easily

pick up on this, which affects their behavior. This attitude may be due to their maturity,

frustration, or lack of training. These types of negative discipline and behavior

management do not teach students anything. Children learn proactively through positive

reinforcement and guidance.

VIII. Post Observation:

Adapting to the classroom rules and schedules was slightly difficult for me at first.

Because a majority of the students knew I was a new volunteer, they did not listen to my

instruction often. The students assumed I did not know the rules and that they could

misbehave around me. Some students would even try to convince me that they could do

certain things, when they cannot. For example, when lining up to wash their hands, some

students would say that three students were allowed to use the bathroom at once.
 However, it is a rule known by staff and students that only two students are allowed in the

bathroom. Ive found that by standing my ground and guidance from other teachers has

been very helpful. Finding my voice and working with the students showed them I was

not there to mess around. Giving warnings and calling students out on misbehavior led to

the students respect. Now, the students treat me with the same respect as the other

teachers. This experience helped me find my disposition as a future educator.

X. Citations:

Effective Classroom Management Ideas for the 1st Grade. (2013, January 28).

Hopkins, G. (2010). Ten Teacher-Tested Tips.

Watson, A. (2011). 5 Pro-Active Strategies for Positive Behavior Management.

Date Completed: Fall 2016
Date Submitted: Spring 2017
Title of Artifact: Observation Three: Classroom Management
Standard: Standard Eleven Ethical Practice-The teachers acts in accordance with legal and
ethical responsibilities and uses integrity and fairness to promote the success of all students.

I am placing my artifact, Observation Three: Classroom Management, under Standard Eleven:

Ethical Practice as evidence of continued mastery towards effectively and fairly treating students
and managing a classroom. From my observation, I saw the teachers treat every student equally
in regards to behavior management. However, some of the less experienced staff yell or have a
negative attitude with students. In the recommendations of my observation, I mention that
negativity and yelling has no place in the classroom. This shows my understanding of classroom
management and that positivity is essential for behavior management.