Ms. Cowman
shared that the biggest challenge she faces when teaching is keeping her
students on task, maintaining their attention, and attending to the variety of
behavioral needs within her classroom. Despite this, I have seen her implement
a number of effective classroom management strategies, many of which I have also
seen used in American schools. At the
beginning of the year, the students brainstormed class rules together and voted
on the five best ones to develop their “Classroom Charter.” I have seen this
strategy of allowing the students to set their own rules in my previous
pre-practicum at a school that emphasized the responsive classroom approach. Ms.
Cowman also seats her students in four groups to promote teamwork, and she
rewards a group with a point if they are remaining on task, demonstrating
cooperation, following directions, or are on their best behavior. Each student
can also earn individual points and receive a prize once they accumulate 20
points. Ms. Cowman has found that rewarding the good instead of taking away for
the bad has been effective in making students aware of the expectations, and I
have also seen this positive reinforcement in American classrooms. Ms. Cowman’s
disciplinary approach seems different than that of several of the European
schools I have read about on this blog. If a student is being disruptive, she
gives him or her three warnings before writing a note home to parents in their
diaries. Furthermore, if a problem arises in her classroom, she takes the
student to her desk or outside her classroom to have a private discussion
rather than addressing the issue in front of the entire class and humiliating
the student. Whenever the students begin to get off task, Ms. Cowman says,
“Hands up top” and the students put their hands on their heads and reply, “That
means stop,” which is effective for getting the students’ attention and getting
them refocused. Overall, Ms. Cowman seems to have a more laidback approach than
some teachers, but although her students sometimes get rowdy, it is clear that
her students respect her and aim to meet her expectations. In contrast to
American schools, children at St. Andrew’s are given more independence and
responsibility for their learning, and therefore the expectations for students
to remain on task and complete all of their assignments are particularly high.
It has been interesting observing Ms. Cowman strike a balance between actively
keeping the students on task and allowing them to recognize what is expected of
them at any given time.
Hi Jen! I loved reading about your experiences with classroom management in Dublin, especially as I had just finished my post about the same topic in Cork! I think it's interesting that your CT seems to use more distinct strategies than mine does. I suppose this is a reflection of the differences between our classes in terms of number of students and behavioral issues. I also think it's interesting that, regardless of these differences, your students seem to respect your CT in the same way as my students and both groups have similar high levels of independence. I wonder if this is a reflection of Irish culture. Maybe respect and responsibility are more valued in Ireland than they are in America. Do you think this is mere coincidence or potentially a reflection of culture? I hope you had a great last few weeks in Ireland!
ReplyDelete