Teacher Evaluations

     "Teacher Evaluation "was a term that for awhile hindered me from pursuing my dream of being a teacher. I have many friends who are educators and you always hear the worst stories.  You have the perfect lesson plan picked out and that day is the day the students act up, or the technology you want to use isn't working.   Now everything you did for the entire year is now based on this one day observation. I have seen great teachers doubt themselves due to unfair teacher evaluations. Or the situation where all of your hard work as a teacher was determined on the scores of your students high stakes assessments.

     I did my student teaching at an Anne Arundel elementary school in Fort Meade Maryland. During my student teaching for Teach-Now after every lesson I taught I was given a debriefing.  I can remember the first lesson being torture.  I had to video tape myself and I knew I was being watched, and I had to make sure that I covered all of the elements of the standard from my Teach-Now rubric.  There is an old saying that goes,"What doesn't kill you makes you stronger." My mentor gave me real honest feedback of my lessons. After I got my thick skin (lol) I appreciated  being evaluated as they helped me learn about my strengths and weaknesses.  I was able to use this feedback to better prepare my  future lessons for the students.

     I have only observed one teacher evaluation in Maryland and that was my mentor teacher's evaluation.   My mentor was given a week in advance about her evaluation.  She was able to prepare for them and knew what was expected of the principal.  He came in and observed and gave her her results later.  I wasn't privy to the results.  I have also witnessed un announced observations at charter schools I worked at in NYC.  The teacher would be in class conducting a lesson and in would walk in 2 or 3 people with laptops and they would type away and it was quite nerve racking for the teacher.  This particular school their was an observer coming in at least 2 to 3 times a week.  The assistant principal would come in every day to observe a lesson and at times would interrupt and add on to the lesson.  This created a very uncomfortable situation at that school.

     It was during my clinical that I realized the importance of teacher evaluations.  They are critical in ensuring that teachers are providing quality education to the students.  The only problem is that not every evaluation is fair.  I have seen principals criticize teachers for every little thing so much so I have witnessed certain schools lose a handful of teachers due to this.  I have also seen observations from principals where the teachers were so relaxed and the feedback was so positive and helpful that teachers really loved their job and worked harder.

     In Baltimore City Public Schools ( a district where I may be working) The teacher effectiveness evaluation falls into 2 categories:  1) Professional Growth 2) Student Growth (SLO's)

     In NYC under the current evaluation system, 60 percent of a teacher's grade is based on principal observations, while the other 40 percent is based on student test scores.  NYC is currently getting ready to revamp their evaluation criteria.  Instead of the principals conducting observations an independent evaluator would do the observation.  The basis of this is so principals won't inflate their grades.   

     There are many factors that teachers should be evaluated on.  To name a few:

• Observations
• Lesson Plans
• Student presentations/projects
• Test Scores ( to a certain extent)
• Engaged Learning environment
• Student feedback

     I personally feel that the concept of teacher evaluations are needed to help improve the educator's instructional skill, and to improve the overall school community.  It is important to know that the school has effective teachers and if not ,can work on ways to assist the teacher become more productive.  This profession is not glamorous, the hours are longer, the pay is not that great and the culture of school has changed dramatically.  Teacher evaluations should be a process to assist the teachers but at times it comes across as a punishment. They question why the turnover rate for teachers is so high.

     I am quite sure that once I become a professional teacher my factors will change on how I feel we should be evaluated.  I can only pray that  a fair but effective process is created where everyone is happy.

Works Cited:

 Components of the 2015-16 Teacher Effectiveness Evaluation. (n.d.). Retrieved June 25, 2016, from http://www.baltimorecityschools.org//site/Default.aspx?PageID=21584 

 Zimmer, A. (n.d.). Here Are Some Ideas Being Floated for Teacher Evaluations - Central Harlem - DNAinfo New York. Retrieved June 25, 2016, from https://www.dnainfo.com/new-york/20160422/central-harlem/here-are-some-ideas-being-floated-for-teacher-evaluations 

Pre Assessment for Differentiation

The unit that I would be introducing will be the common core standard RL2 CCR Determine Central Ideas of themes and text and summarize the key supporting details and ideas.  The pre assessment that I would use would be to determine if my students can identify the main characters, and setting of the story.  I would also pre assess to see if they understand the concept of beginning, middle and end of a story.

My objectives for this unit were: Students will know what/who are the main characters in the story
SWBAT identify the setting of a story.  SWBAT to successfully sequence events in order of the text.


Some students are intimidated by pre assessments and still view them as a test.  In my classroom I plan on creating a climate that it is ok not to know, its not ok not to try.  I used the Kahoot app for creating a pre-assessment.  They make fun games and I think this relaxes students and makes learning  fun. Plus it allows me to read the question for my students and it incorporates technology.  If technology allows they can play as individuals or as a team.

Here is the Pre-Assessment I created for Identifying elements of a story.

https://play.kahoot.it/#/k/721d351c-f062-4cc1-aa33-3a3f6b086b45

This link requires you to log on with a smartphone or lap top to participate. If you want to play you will need to log on with a tablet or smartphone.  You would just go to kahoot.it and enter the pin number that shows up on the screen, enter a user name and begin.  If not I have screen shot the questions that I created.  They are 5 multiple choice questions.

The use of colors and shapes for the answer made this assessment fun and the background music is cute.

These five questions will determine in my class who understands the concept of main character, who understands what a setting is and if they understand sequencing.  The words for sequencing a story are beginning, middle and end.  Since this is a kindergarten class I don't expect everyone to be able to answer these questions.  For many of my students this may be their first time in class. This pre-assessment may not be enough to break my students into group initially.  It will just determined the depth of how I many need to teach the lessons.

  I will teach another whole  group lesson and through formative assessments of question and answer and maybe a formative/summative assessments, I will be able to place my students into groups based  on differentiate needs  from there.

Here is the link to my mind map on that outlines differentiating strategies: https://www.mindmeister.com/715823704/pre-assessment-and-differentiation-strategies-nafeesah-marcellus

Just in case their are some technical difficulties here is a screen shot of my mind map.

It is important to be able to use the data from the assessments and be able to differentiate my lessons so that all of my students will be able to grasp the knowledge needed.  Every child can learn its our jobs as teachers to find out how!

High Stakes Testing

Pros and Cons of High Stakes Testing

High Stakes testing is defined as "any test used to make important decisions about students, educators, school, or districts, most commonly for the purpose of accountability- i.e., the attempt by federal, state, or local government agencies and school administrators to ensure that students are enrolled in effective schools and being taught by effective teachers."

As a future educator accountability is important.  You want to know that what you are teaching is effective.  I want to know that my students are acquiring the knowledge needed.  As a parent I love the data that informs me that the school that my children are enrolled in is a good school.  Under the No Child Left Behind Act in 2000 every state was mandated to have state mandated tests. Unfortunately with everything there are pros and cons.  The argument about High Stakes testing  now is that  there are too many test out there, and that these test are used to determine promotion.  Many teachers are now feeling pressured to teach for the test.  In some states the test scores becomes the evaluation for the teachers and many are losing their jobs as a result of this. High Stakes testing doesn't  accommodate students with special needs and ELL students.   High Stakes testing also seems to only focus on English and Math and not the other subjects.

 I have mixed feelings about High Stakes testing.  In the world of academia our children are going to have to get used to taking High Stakes exams.  They will have ACT, PSAT, SAT, GRE etc.  I just recently bought my daughter a PSAT book and she is only going into the 8th grade.  I want her to get over the anxiety that is associated with  High Stakes testing.   I had to take several PRAXIS exams recently and still have a silent stroke when you mention the name.  You hear so many things about the negative aspects of testing.  I have also seen first hand the anxiety, biased test questions,  resources not being equally distributed and errors in scoring.  So what do we do? Data is important to determine the progress of our education system.  

I do  think that we need" High Stakes" testing in school.  It is important to know how the students are doing. Maybe we should change the name of High Stakes, that term alone causes stress.   I do not agree with how the results are used.  One exam should not determine the promotional criteria.  The teachers are the one who work with the students and they should be the ones determining pass/fail.  I have several friends and know of several students who have test anxiety. High Stakes testing doesn't know the students personally.  I also believe that adequate resources should be distributed amongst the schools.  Title 1 schools seem to suffer more.  Opting out became a huge factor parents were being told of their rights and were taking action in other states.  In NY even though we knew we had the right to opt out, most schools(my children title 1 school) were penalizing students if you didn't  come in  on the days for ELA testing.  The pressure from this debate changed the results of not passing the ELA exams. I saw students crying before the exam, asthma attacks, headaches, stomach aches etc.  Teachers were stressed out as well.  I have a lot of friends that just couldn't deal with the pressure from the administration in regards to test scores and left the teaching profession all together. After the test was taken, you didn't receive your scores until August and you had to go to the school and fight for to receive them.     Now in NYC the ELA exams are not the sole means for promotion.  There is still a lot of pressure on teachers about it because these grades determine how schools are graded and funded.   The school gets a grade and funding accordingly.  I have seen so many negative aspects and so much pressure on the teachers on getting these kids to pass that I am only getting certified for Early Childhood Education Pre-k3-3.  I am praying I don't have to teach 3rd grade any time soon.  I do not want that pressure on me.  I believe it stunts your growth as a teacher.  I don't want to teach for a test.  

I recently moved to Maryland and learned of the PARCC exams. The Partnership for assessment of readiness for college and careers (PARCC) is a group of states working together to develop a modern assessment that replaces standardized tests. It provides better feedback for teachers and parents to identify if a student needs helps or is excelling.  They use the data from these scores to meet individual student needs.  My two children are in testing grades.  In NY there is so much anxiety around ELA testing,  I was nervous for my them.  To my surprise the state of Maryland is very calm when it comes to PARCC testing.  The test is done online instead of paper.  Also the dates vary.  In NYC every public school had the math on the same three days and the English on the same three days.  In Maryland schools appeared to pick their days. They just had to have them done by a certain deadline.  There were no big meetings about testing, my children didn't come home stressed about the dates and everything went smoothly.  I love the way they create a more calming and positive environment toward the PARCC exams.  No pressure and very supportive.

I did my clinical at a Elementary School in Fort Meade Maryland.  I was in the second grade and this is not a testing grade.  However my students and the first grade students were affected by the PARCC exams.  U nfortunately the  school didn't have enough computers to test everyone at the same time.  So they had to completely change the school schedule.  Originally my students had lunch at 10:45 , recess at 11:15, and specials (music, gym, media) at 12:20.  On PARCC exam days the students had specials at 8:30am, lunch at 10:45 and recess at 1:30.  School gets out at 2:30.  So from 11:15 to 1:30 it  felt like the beginning of the zombie apocalypse.  I felt bad that although they were not a testing grade their environment became stressful to accommodate the testing grades.

I believe High Stakes testing is very important. When it comes to High Stakes testing it is important that the states ensure that these exams be free of biases and that resources be equal state to state.  I also believe that if you allow the teachers to teach the curriculum students will be  adequately prepared.  When you are fully prepared for an exam you  are comfortable.  Creating a non stressful environment for both teacher and student is key to passing exams.   It is refreshing to hear that for the many states that may put to much pressure on High Stakes exams there are many states that don't.  There needs to be data collected from those states so they can be utilized on how to improve the quality of these assessments. I am relieved to learn how comfortable Maryland makes these assessments.  Being able to compete in this 21st Century world, we need quality education.   High Stakes testing in inevitable, we just need to work on the execution. 

References:

 High-Stakes Test Definition. (2013). Retrieved June 06, 2016, from http://edglossary.org/high-stakes-testing/ 

 The Past, Present And Future Of High-Stakes Testing. (n.d.). Retrieved June 06, 2016, from http://www.npr.org/sections/ed/2015/01/22/377438689/the-past-present-and-future-of-high-stakes-testing

About. (n.d.). Retrieved June 06, 2016, from http://www.parcconline.org/about

 Prepare for PARCC (Partnership for Assessment of Readiness for College and Careers). (n.d.). Retrieved June 06, 2016, from http://marylandpublicschools.org/MSDE/programs/parcc/ 

Formative Assesments

     Assessments are used to measure how much our students have learned up to a particular point in time.  Formative Assessments are considered part of the learning process, they need not be graded as in the case of a Summative Assessment.  Whenever I hear the word Assessment fear takes over.  Many students are not comfortable with assessments, and as a future Kindergarten Teacher I want to make my assessments as worry free as possible.  I want my students to realize that these are not means to find out what they don't know as a punishment, but more of a means to help them understand the lesson better.

The Common Core Standard that I am working on is English.  K. R.L. 2, retelling the beginning, middle and end of a story by using key details.

The objective for this lesson is to teach students how to sequence the story in order of events.

SWBAT:

•  Sequence story using key vocabulary (first, last, before, after)
• Demonstrate strategies to assist him/her with recalling information

During the lesson my students and I will read many stories and use Story Boards to address the sequence.  I have 3 formative assessments that I believe will be fun and adequate to assist with this lesson.

1.  "There was an old lady who swallowed a fly" I will read the story to the kids with a big  blank story board.  Each student  will receive a decorated wooden ruler to look like the old lady,  with clothes pin that I will create.  Each ruler  will have a word labeling the animals she swallowed, and each clothespin will have an image of the animal she swallowed to coincide with the words on the stick.  As I read the story to the students we will clip the animals in order of the story.  (This provides a hands on group activity, and helps with motor skills.  This also keeps the students who have attention difficulties busy as it provides an object in their hand. )  I can make this an I do, we do, you do activity.  I will ask the students questions about the order. This will  give me a chance to see who is grasping the concept, and allow time for conversation to address any questions.  

2.  As the students return to their desk each table will be given individual work sheets like these.  They will read and cut and paste the pictures in the right order. 

3.  As a homework assignment I will give the students a copy of the book, "If you give a Mouse a Cookie".  With that they will be given these fun worksheets, to cut and paste in order.  (This will also involve the parents, who will be given instructions on how to properly prompt their students with the sequence.  Some of the students depending on ability will be giving sheets with verbal prompts to assist with the sequence, and others will be given blank sheets, where they will be able to cut and paste the sequence based on memory.

      Of course I will display the work on bulletin boards, so the students can take pride in their work.

       As an extra formative assessment in class the students and I will work on sequencing "The Three Little Pigs", where the students will work in groups.  I will have the students watch a Youtube video of my favorite childhood version of the Three Little Pigs. https://youtu.be/Olo923T2HQ4  Then the students will return to their desks and use these sequence sheets to cut and paste the order.  Some students will be able to draw the pictures to label the sequence.

Hopefully these assessments will be fun and help my students understand the lesson. This Unit was very helpful, because it gave me more creative ideas to do assessments beside typical quizzes and exit tickets.  Looking forward to learning more.

References:

 What Are Formative Assessments and Why Should We Use Them? | Scholastic.com. (n.d.). Retrieved February 01, 2016, from http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should-we-use-them

Splitting bears. (n.d.). Retrieved February 01, 2016, from http://www.learnnc.org/lp/pages/3521

Silly Symphony - The Three Little Pigs. (n.d.). Retrieved February 01, 2016, from https://youtu.be/Olo923T2HQ4 

  

Understanding and Applying Standards

  As a future Kindergarten teacher it is very important to me that I am knowledgable of the lessons I teach.  How can I expect my students to fully understand if I don't?  I want to make sure that I am not only a fun and creative teacher, but an effective teacher as well.  As a teacher I need to make sure my students are learning what is required of them to succeed.  I need to be aware of the standards and how to apply them.
     In this Module I learned a lot about Standards, Unpacking Standards, Backwards Mapping, SMART and SWBAT. I am not a teacher, and all of these terms were unfamiliar to me.  Initially I was overwhelmed, but as the lessons progressed I realized that understanding these techniques is key to assisting me with effective lesson planning.  These are the tools I need to make my classroom productive.


     The first activity explained "Standards and Unpacking them."  Standards are guidepost for teachers.  They are used as tool to focus on what students are expected to learn.  Each state Department of Education creates standards for schools within the state. It was refreshing to know how to find the Standards.   Once I realized what the  standards were ,it bought me back to the Common Core and the No Child Left Behind Act.  I have not had a chance to experience this a teacher but as a mother of two I have.  There are many Pros and Cons to having a State Standard.  I have felt that many schools have developed a "Teach for the Test", philosophy.  These test only focus on Reading and Math and not enough on the other subjects such as Art, Science, and History.  I understand the plight of the instructor because they are given concise instructions on how and what to teach.  This "cookie cutter" method I feel stunts creativity.  I don't believe it allows enough techniques for differentiated learning.  The only pro I see is that it allows students who may have to move to another state the opportunity not to be lost with the curriculum, since everyone should be basically learning the same thing.    Learning to "Unpack a Standard", allowed me the opportunity to breakdown what was expected of me, from finding the nouns and verbs in the standard and locating the Big Idea.  This way I was crystal clear on the expectations. I just moved to Maryland this August, I am originally from New York.   This also allowed me to go and view the State of Maryland Standards for Kindergarten.  I was very surprised at  how much Kindergarten has changed in regards to the standards.  I feel that Kindergarten is becoming more  of a first grade class.  


     The next activity I was introduced to was "Backwards Mapping".  Backwards mapping is a process educators use to achieve specific learning goals.  It begins with the objective and then proceeds backwards creating lessons to reach the goals.  This method ensures that students are meeting their academic goal.   At first I had to really think about this, backwards mapping. Then I realized this is what I practice in my everyday life.  When I have an appointment I think of what time is my appointment? Where is it?, What time should I walk out the door? What time should  I be ready to walk out the door?  Using this strategy gave me time to analyze the standard, identify and  use my nouns, verbs, and Big Idea to develop activities to prepare my students for the lesson.  I learned a lot from my fellow cohort members and my instructor.  I am not familiar with all of the terminology of teaching, and I learned that the use of a graphic organizer can be very helpful when teaching my future Kindergarten class the Parts of a story.  
     I also received some insight on how to elaborate and clearly define my Objectives.  Which leads me into learning about SMART.  Specific, Measurable, Attainable, Relevant,  and Time-Bound. These are the criteria used to maximize that your goals are reached.  I had to learn to clarify my objectives with SWBAT ( Students will be able to).  It is important to make sure your Objective is clear so you can really apply the SWBAT.  This lesson to me was a little harder than anticipated.  I had to learn to be very detailed in my objectives.  I watched the required video and the instructor made it quite clear on how to make your objective understandable.

    It took me awhile to truly grasp the concept.  After reviewing the comments from my instructor and fellow cohorts I actually resubmitted my 3rd assignment.  It is really important that I understand this lesson.  Understanding the key nouns and variety of  verbs to effectively describe my learning goals, is essential so that my future students can be productive learners.  As a career changer this Module is intimidating, but this is when I have to take on the attitude that I want my future students to take; that is to never give up!  I will keep on trying until I get it.  I look forward to learning much more from this Module.  This Module will further prepare me to becoming the great teacher I plan to be.  

 Backward Design Definition. (2013). Retrieved January 25, 2016, from http://edglossary.org/backward-design/

SWBAT: Communicating Learning Goals. (n.d.). Retrieved January 25, 2016, from https://www.teachingchannel.org/videos/making-lesson-objectives-clear 

 Why are standards important? | GreatKids. (n.d.). Retrieved January 25, 2016, from http://www.greatschools.org/gk/articles/why-are-standards-important/

 . (n.d.). Retrieved January 25, 2016, from http://www.educ.ualberta.ca/staff/olenka.bilash/best of bilash/SMART goals.html 

Backwards Mapping

       I plan on receiving my certification in Early Childhood Education.  I want to become a Kindergarten Teacher in the state of Maryland.  It is important to me that my lessons plans are very effective for Kindergarten is the foundation for the world of academia.  I want my students to learn and have fun while doing it.  

     The standard I chose from the Common Core Standard is RL2 CCR Determine Central Ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.  I chose this standard because I am a avid reader, and I love reading. It was instilled in me by my parents and then furthered by my Kindergarten teacher.  Reading is an essential learning tool and a major part of life.  Reading is also so much fun.  If children learn to identify the parts of a story ( main idea, setting, character, plots, problems, solutions) they will better comprehend what they are reading.  This makes reading so much more enjoyable and effective.  This also helps them become great writers.

The three proficiencies that students should achieve are:

1. Students should be able to Identify the elements of a story
2. Identify key details in the literary text
3. Retell story events in logical sequence

Based on these proficiencies the assessments that I would use are:

1. Plenty of worksheets ( exit tickets to make sure they understand who characters are, what the setting is, the main idea and problem.  They will also be given worksheets to assess they know the sequence of a story.)
2. Retelling me the 5 parts of a story. I would ask the class as a group to recite them as well as ask them individually.  (Oral assessment)
3. Students will be able to chose any character from a story and create their own setting and plot and events. ( Written assessment)

Some activities that I would use to help are reading several stories to them outlaid and asking questions to prompt them to know who, what, wheres of the story.  This will be assisted with a visual board.  The students will have several example of this, until I can assess that as a group they understand.

I will also use worksheets that they can draw and label characters and the sequence of events.  Story maps. 

Another activity I would use is to have the students create their own stories with the parts, and present it as a Show and Tell project.  This way I will be able to assess the students orally and check their work to see if they understand the lesson.  It will also give them a chance to showcase their creativity.  

Applying Classroom Rules and Procedures!

    As a future kindergarten teacher it is important to have my students understand what is expected of them.  Kindergarten is the foundation of learning in school and aside from learning the ABC's and 123's, there is a lot to learn in regards to social skills.  Respect, following directions, bathroom etiquette, recess etiquette, play centers, lining up, transitioning, nap time, dismissal etiquette.....  The list can go on and on.  Just like great grades deem positive reinforcement and rewards, great behavior should also be rewarded.  Not only is important to have the rules and procedures clearly illustrated throughout the classroom, I as a teacher need to make sure that I reinforce these rules and procedures with good and bad consequences.  The consequences via good or bad have to be consistent. So that all of my students clearly understand the tone of the classroom.  This will also help me make sure that my classroom runs as smoothly as possible.

POSITIVE REINFORCEMENT

    " Students’ accomplishments can be rewarded not only with high grades, but also with verbal praise, public recognition (hanging examples of good work for public display, describing accomplishments in the school newspaper), symbolic rewards (stars, happy faces, stickers), extra privileges or activity choices, or material rewards (snacks, prizes)." (p. 127) 

     In my classroom positive behavior and great grades will always get rewarded.  I would reward the individual, the group and the entire class.  Rewarding students can be tricky because you have to create a balance with material things vs. verbal praise.  Students have to take pride in both.  I will always give out high fives, and say positive things such as "Great job, Or I love the way you are thinking.  I will just make sure to reiterate what they did to my positive phrase.  There are also chants that I will use for good jobs.  The infamous "Good Job chant.  (" You know you did a good job, so say you did a good job.  Good job (3x clap) good job (3x clap) G- double  O- D -J-O-B Good Job Good Job!") There are tons of positive chants that I will use, and many of these incorporate movement so this will be great for my students. TI will also get involve parents, taking pictures of a student doing great work and emailing it to the parent helps.  Also good phone calls/texts/emails to parents are helpful. I can also opt by sending home cards that show their child did well today.  

  

     Positive reinforcement doesn't always have to be material things, but in kindergarten I feel it helps to have them. I hope to be able to use an owl theme for my first Kindergarten class.  I will have a mascot owl name "Owl-lie"!  Every time the class as a group does something great( transition quietly, walking in the hall quietly, lunchroom etiquette, or if a teacher or staff member comments on their good behavior) they will earn Owl-lie points.  These points will earn an reward on a weekly basis.  I will have a chart with stickers of "Owl-lie" and the goal will be to earn 10 points per school week to get a special treat.   I will offer some options for the prize of the week.  These options can be from a special cartoon on Friday, a dance party, glow stick party, special snack( Dunkin' Donuts munchkins... my favorite), whatever.  The students on Monday will decide on what the reward will be for Friday. 

      I also plan to have my students seated in groups with every group given a name ( I hope to name each group after a positive word, or color. it depends) When given group assignments if the group is doing well I will have a sticker chart for each table and they will be pasted on the chart accordingly.  I will also make sure that in my class when someone does a great job that we as a class praise them.  Promoting encouraging behavior is a goal as well.  

  

     For students that do exceptionally well throughout the day they will earn points that will grant them a prize on Friday. I can either create a chart or use an app called Class Dojo to keep track. I will have a drawer with little toys (pencils, erasers, rubber animals.) Items that you can find at Oriental Trading, that little people love. I will also have bigger items such as books, or coloring books.   The students will have the option to cash in their points for these small items or save their points for the bigger prize.  This will also serve as a lesson in spending and saving!  I plan on making every aspect in my class a learning experience.  

CONSEQUENCES

     Let's face it, for as much I would love to have the well behaved classroom I have to be realistic.  We are all human and we all have good days and bad days.  I am dealing with little people who are just learning how to control their bladders let alone their emotions.  It will be my job to reinforce the good behavior that I want in the classroom.  If you don't follow the rules there will be consequences just like in life.

     In my classroom the rules of good behavior will be stated every day, as just a reminder of what is to be expected. If I notice the class as a whole is not listening, then maybe I need to change the way I am teaching.  Is my lesson engaging enough? Once I have addressed that I will use the following tactics.  Every student will start off with a verbal warning.  If it's carpet time and someone is calling out I will state it.  "Tracy, no calling out during carpet time.  If you have a question or want to add to the conversation please raise a strong silent hand."  Or if a student is using a tool incorrectly they will no longer be allowed to use item and will be given something else to do.  I will always explain to the student why I am taking away anything from them. I believe with younger children you have to remind them of the correct procedure when correcting them. There may be times when I may just need to pull a student to the side and just figure out if they need help with something.  Some children may need a little one on one reinforcement.   For some of my students who may have IEP's and may legitimately have problems with sitting still, I will offer fidgets. Little textured toys that keeps little people hands  occupied and helps them to sit still and focus.  As a teacher it is important that I know my students and have eyes and ears on all of them to notice behavior that is inappropriate.  I don't always like sending students out of the classroom, so I will do all that I can to handle non-productive behaviors in the classroom.  

     Another tactic I will use is the time out corner ( or cool out corner)  I will have a designated station that will have a comfy chair, some postings on how to relax, some stuff animals, tissue, timer and a mirror.  It helps sometimes when kids can see their own faces Some time you may need a minute or two to gather your thoughts.  In the beginning of the school year the students will be instructed on how to use this center. We will do role play on how to use the cool out corner.  At times depending on the situation and if I have assistance like a para, some students will be able to step out the classroom for a body break, or a brief walk down the hall to gather their thoughts to return.  There will be times when a student will have to be sent out of the classroom.  I will not allow any students to cause any bodily harm to his/herself, or to another student.  This is when the proper staff will have to be notified as well as a call to the parents.   Every child will be sent home with a reflection sheet to discuss how their day was and the parents will be responsible for signing it.  This way we can also keep track of any patterns of inappropriate behavior.  

     These are just some tactics that I plan to use to reward and reinforce positive behavior in my classroom.  I am still learning so I look forward to learning about any other helpful tactics to have a safe, positive and engaging class.  

   Here is a flow chart of some of the tactics:

Here is the link:  https://www.lucidchart.com/invitations/accept/5f6e5a57-7c6f-47fc-8a4e-1254173e618d