EDE 4504 Routine of choice Inquiry Reflection:
Routine: Lead Ell small group
Questions for Collaborating Teacher:
How did your CT decide to perform a routine in a specific way?
Due to the my CT not knowing Spanish, she used the pictures to help her indicate to the students what she is saying. She would point to an image and then write the word on the white board, allowing the students to self check and correct their work in blue pens. She did it in this way because it is the most effective way to communicate with the students so that they still understand and little translation is needed.
Have they always done the routine in that way? Why or why not?
My CT expressed to me that these students usually go with another ELL teacher to work on these worksheets, therefore this routine is not often done by her. The students however, usually do the worksheets independently first and then correct them together as a group.
Observations:
What does your CT do to prepare students for the routine? What does she say and do?
The ELL students have a folder with pre-made worksheets in them that have pictures and the corresponding word in Spanish. To prepare the students for small group, my CT tells the students to fill out the first two worksheets on their own during their independent time while she is working with another small group. She holds up the folder and says "_______, please work on these two sheets by yourself before coming to small group." as she opens the folder and points to the sheets she wants them to work on. A student in the class translates for one student who is still confused on instruction.
What are your CT’s expectations of students during the routine? How do they communicate those to students?
My CT communicates that she expects the ELL students to try to repeat the words in English correlating to the image on the page after they appear to be timid. She states, "I am trying to say these words in Spanish for you, will you please try to say these words in English for me?"
What does your CT do and say while performing the routine?
My CT takes the lesson very slow to ensure that every student understands before she moves on. She gives each student a blue pen to correct their mistakes as she points to a picture, attempts to say it in Spanish, and then ask the students what the English word is. After a student tells her the word, she excitedly writes it on a small whiteboard for any students to correct it on their paper. She repeats phrases such as "that's correct, great job", "good job trying to pronounce that word". She also keeps a positive attitude and smile on her face throughout the lesson to encourage the students to try to pronounce the words.
What is the impact on the students? What do you hear them saying and see them doing?
I was able to see the students making any corrections to their work if they needed to and they would look to my CT's whiteboard for guidance when doing so. I also was able to hear the students attempt the English words and giggle with each other and my CT as they sounded out the words together.
How does your CT handle students who do not perform the routine appropriately?
During this routine, no students were not performing the routine appropriately. All of the students were trying their best to say the words in English and were correcting their own work as they went along as a group.
After Performance Reflection: FEAP 2a
The following week, I led that same small group through the next few pages in their folders, following what I observed from my CT the week before. I started by allowing the students 15 minutes to work independently through the next few pages in their folders and then I called them to the back table in the room where I was ready with the blue pens and white board.
What impact did your performance of the task have on your students?
After working with the students, I believe that my performance in leading the small group was successful in their educational experience and they were able to learn from the small group. I followed what the students were accustom to, therefore they felt comfortable in sharing their work with me.
Did you get your desired results? What do you think led to your success or lack of success in getting your desired results?
Yes, the students all came to the back table with their folders and the work that they had completed independently for the 15 minutes prior to meeting. I was able to keep the students engaged and communicative throughout my group work with them even though I did not know any Spanish myself. I believe that since the student's had done this routine a week prior with my CT, they already knew what to do. I noticed that pointing to the picture and asking each student what they thought the answer was, was the most effective way to get all of the students involved and understanding. After they all took a turn answering, I would write the answer on the white board and we would sound out the word together and each take a turn saying the word in English. I also asked them to teach me how to say the word in like their CT did a week prior. I feel that they really liked being able to teach me as well because they would giggle at my pronunciation; I felt this was a good way to connect with these students because we were both able to learn from each other even though we don't speak the same language and it may be harder to connect with these students during regular class time.
How did the developmental level of your students impact how you planned the task or the results that you observed?: FEAP 2f
Based on the text, Classroom Spaces That Work, it states that 9 year old students tend to be "worrier['s], anxious, [and] negative"(Clayton & Forton, 2001, p. 32). Knowing this information and seeing that the students did tent to be anxious and shy in their group a week prior, I wanted to lesson anxiety by making sure that I didn't put any student on the spot and didn't call on any specific student or go in a circle. I also made sure that each student was able to easily view my white board so they could self correct if they were to feel uncomfortable with me correcting their work for them. Lastly, I gave many encouraging words throughout the lesson when it came to them sounding out the words in English so they felt comfortable and safe enough to try the words on their own.
Explain big ideas:
According to the text Managing Diverse Classrooms: How to Build on Students' Cultural Strengths, it states that in the United States schools systems value more individualism; whereas, many immigrant families tend to value collectivism (Rothstein-Fisch & Trumbull, 2008, p. 35). The text states, "children from collectivistic families are socialized to work toward group rather than individual goals" (p. 35). Later in the text it states, "Small-group collaborative work is a staple of Bridging Cultures classrooms...it is compatible with bridging students' culture-based strengths" (p.126). Based on this text, having the ELL Spanish speaking students work together in a small group is helpful for their learning experience based on their collectivism valued culture. According to the text, Principles of Classroom Management: A professional Decision-Making Model, the ages of these students align with the "concrete operational stage" of their cognitive development; therefore, these students need "step-by-step" instruction (Levin & Nolan, 2021, ch. 3). Throughout the routine, the students were given structure and step by step instruction such as 1. complete the work independently, 2. answer the question in small group, 3.correct the work if needed, 4. try to pronounce the word in English. That being said, when the CT and I performed the routine in a group and followed step-by-step instruction, these things made it so that the students were able to remain engaged and understand the our instruction throughout the lesson.
What I Learned:
What were the most important things you learned by engaging in this routine?
The most important thing I learned by leading a small group was...well, how to lead a small group. Prior to working with these students, I had never worked with a group of students independently before. Not only that but, I had never worked with any students who didn't share a common language with me. Therefore, I learned how to manage and navigate a group of students who spoke a language that I didn't know. I also learned that it is much easier to work with ELL students when I have many pictures to help direct my words so no student is left behind or confused. Lastly and most importantly, I learned how to say "I hate frogs" in Spanish!
What went well? Why? What didn’t go as well? Why?
I believe the lesson as a whole went well because I followed exactly how my CT did it a week prior, therefore the students already knew what they were in for and there were no surprises or confusion. However, I think in the future I would check in with the students after 15 minutes before we meet to make sure that nobody needed more time. There was one student that did not get to finish the last page in his packet so he did it with us as a group but I was unsure if he was actually retaining what we were doing or just writing down what I put on the white board just to complete the worksheet.
In what ways did this task meet/or not meet the developmental needs of your students? Why?
Much like when the CT did the routine with the students, I gave the students step-by-step instruction which aligns with the developmental needs of a nine or ten year old student (Levin & Nolan, ch. 3).
How will you engage in the management routine differently next time?
I honestly don't know if there will be a next time now that their ELL teacher is back and working with the students but if there ever is an instance where I get to work with this group again, ideally I would like to be able to have the students be able to have more confidence in their English speaking so I would like to go over letter sounds and break down each word so the students and I can sound them out together. This way the students understand why the word is spelt the way it is rather than me saying the word and them repeating it.
New questions/wonderings:
I wonder how a teacher would be able to take this small group teaching with ELL students and branch it out to whole group instruction. During class, these students tend to be lost when I walk around and I notice it helps when I point to things for them so they know where they should be reading or writing but even then, I wonder if they are actually grasping any comprehension of material. Maybe by including more pictures throughout the lesson, incorporating more Spanish and English words, or providing the worksheets in Spanish, the comprehension of the lesson would increase and the confusion would decrease. Would it be logical or realistic to only teach these students in a small group setting if that is the best way they learn?
Student Work:
How did your CT decide to perform a routine in a specific way?
Due to the my CT not knowing Spanish, she used the pictures to help her indicate to the students what she is saying. She would point to an image and then write the word on the white board, allowing the students to self check and correct their work in blue pens. She did it in this way because it is the most effective way to communicate with the students so that they still understand and little translation is needed.
Have they always done the routine in that way? Why or why not?
My CT expressed to me that these students usually go with another ELL teacher to work on these worksheets, therefore this routine is not often done by her. The students however, usually do the worksheets independently first and then correct them together as a group.
Observations:
What does your CT do to prepare students for the routine? What does she say and do?
The ELL students have a folder with pre-made worksheets in them that have pictures and the corresponding word in Spanish. To prepare the students for small group, my CT tells the students to fill out the first two worksheets on their own during their independent time while she is working with another small group. She holds up the folder and says "_______, please work on these two sheets by yourself before coming to small group." as she opens the folder and points to the sheets she wants them to work on. A student in the class translates for one student who is still confused on instruction.
What are your CT’s expectations of students during the routine? How do they communicate those to students?
My CT communicates that she expects the ELL students to try to repeat the words in English correlating to the image on the page after they appear to be timid. She states, "I am trying to say these words in Spanish for you, will you please try to say these words in English for me?"
What does your CT do and say while performing the routine?
My CT takes the lesson very slow to ensure that every student understands before she moves on. She gives each student a blue pen to correct their mistakes as she points to a picture, attempts to say it in Spanish, and then ask the students what the English word is. After a student tells her the word, she excitedly writes it on a small whiteboard for any students to correct it on their paper. She repeats phrases such as "that's correct, great job", "good job trying to pronounce that word". She also keeps a positive attitude and smile on her face throughout the lesson to encourage the students to try to pronounce the words.
What is the impact on the students? What do you hear them saying and see them doing?
I was able to see the students making any corrections to their work if they needed to and they would look to my CT's whiteboard for guidance when doing so. I also was able to hear the students attempt the English words and giggle with each other and my CT as they sounded out the words together.
How does your CT handle students who do not perform the routine appropriately?
During this routine, no students were not performing the routine appropriately. All of the students were trying their best to say the words in English and were correcting their own work as they went along as a group.
After Performance Reflection: FEAP 2a
The following week, I led that same small group through the next few pages in their folders, following what I observed from my CT the week before. I started by allowing the students 15 minutes to work independently through the next few pages in their folders and then I called them to the back table in the room where I was ready with the blue pens and white board.
What impact did your performance of the task have on your students?
After working with the students, I believe that my performance in leading the small group was successful in their educational experience and they were able to learn from the small group. I followed what the students were accustom to, therefore they felt comfortable in sharing their work with me.
Did you get your desired results? What do you think led to your success or lack of success in getting your desired results?
Yes, the students all came to the back table with their folders and the work that they had completed independently for the 15 minutes prior to meeting. I was able to keep the students engaged and communicative throughout my group work with them even though I did not know any Spanish myself. I believe that since the student's had done this routine a week prior with my CT, they already knew what to do. I noticed that pointing to the picture and asking each student what they thought the answer was, was the most effective way to get all of the students involved and understanding. After they all took a turn answering, I would write the answer on the white board and we would sound out the word together and each take a turn saying the word in English. I also asked them to teach me how to say the word in like their CT did a week prior. I feel that they really liked being able to teach me as well because they would giggle at my pronunciation; I felt this was a good way to connect with these students because we were both able to learn from each other even though we don't speak the same language and it may be harder to connect with these students during regular class time.
How did the developmental level of your students impact how you planned the task or the results that you observed?: FEAP 2f
Based on the text, Classroom Spaces That Work, it states that 9 year old students tend to be "worrier['s], anxious, [and] negative"(Clayton & Forton, 2001, p. 32). Knowing this information and seeing that the students did tent to be anxious and shy in their group a week prior, I wanted to lesson anxiety by making sure that I didn't put any student on the spot and didn't call on any specific student or go in a circle. I also made sure that each student was able to easily view my white board so they could self correct if they were to feel uncomfortable with me correcting their work for them. Lastly, I gave many encouraging words throughout the lesson when it came to them sounding out the words in English so they felt comfortable and safe enough to try the words on their own.
Explain big ideas:
According to the text Managing Diverse Classrooms: How to Build on Students' Cultural Strengths, it states that in the United States schools systems value more individualism; whereas, many immigrant families tend to value collectivism (Rothstein-Fisch & Trumbull, 2008, p. 35). The text states, "children from collectivistic families are socialized to work toward group rather than individual goals" (p. 35). Later in the text it states, "Small-group collaborative work is a staple of Bridging Cultures classrooms...it is compatible with bridging students' culture-based strengths" (p.126). Based on this text, having the ELL Spanish speaking students work together in a small group is helpful for their learning experience based on their collectivism valued culture. According to the text, Principles of Classroom Management: A professional Decision-Making Model, the ages of these students align with the "concrete operational stage" of their cognitive development; therefore, these students need "step-by-step" instruction (Levin & Nolan, 2021, ch. 3). Throughout the routine, the students were given structure and step by step instruction such as 1. complete the work independently, 2. answer the question in small group, 3.correct the work if needed, 4. try to pronounce the word in English. That being said, when the CT and I performed the routine in a group and followed step-by-step instruction, these things made it so that the students were able to remain engaged and understand the our instruction throughout the lesson.
What I Learned:
What were the most important things you learned by engaging in this routine?
The most important thing I learned by leading a small group was...well, how to lead a small group. Prior to working with these students, I had never worked with a group of students independently before. Not only that but, I had never worked with any students who didn't share a common language with me. Therefore, I learned how to manage and navigate a group of students who spoke a language that I didn't know. I also learned that it is much easier to work with ELL students when I have many pictures to help direct my words so no student is left behind or confused. Lastly and most importantly, I learned how to say "I hate frogs" in Spanish!
What went well? Why? What didn’t go as well? Why?
I believe the lesson as a whole went well because I followed exactly how my CT did it a week prior, therefore the students already knew what they were in for and there were no surprises or confusion. However, I think in the future I would check in with the students after 15 minutes before we meet to make sure that nobody needed more time. There was one student that did not get to finish the last page in his packet so he did it with us as a group but I was unsure if he was actually retaining what we were doing or just writing down what I put on the white board just to complete the worksheet.
In what ways did this task meet/or not meet the developmental needs of your students? Why?
Much like when the CT did the routine with the students, I gave the students step-by-step instruction which aligns with the developmental needs of a nine or ten year old student (Levin & Nolan, ch. 3).
How will you engage in the management routine differently next time?
I honestly don't know if there will be a next time now that their ELL teacher is back and working with the students but if there ever is an instance where I get to work with this group again, ideally I would like to be able to have the students be able to have more confidence in their English speaking so I would like to go over letter sounds and break down each word so the students and I can sound them out together. This way the students understand why the word is spelt the way it is rather than me saying the word and them repeating it.
New questions/wonderings:
I wonder how a teacher would be able to take this small group teaching with ELL students and branch it out to whole group instruction. During class, these students tend to be lost when I walk around and I notice it helps when I point to things for them so they know where they should be reading or writing but even then, I wonder if they are actually grasping any comprehension of material. Maybe by including more pictures throughout the lesson, incorporating more Spanish and English words, or providing the worksheets in Spanish, the comprehension of the lesson would increase and the confusion would decrease. Would it be logical or realistic to only teach these students in a small group setting if that is the best way they learn?
Student Work:
Source:
Clayton, Marylnn, and Mary Beth Forton. Classroom Spaces That Work. Northeast Foundation for Children, 2001. Canvas EDE 4504: Module #5, https://usflearn.instructure.com/courses/1733322/files/139248184/download? verifier=O2bnSDnYyEvtKvHpeJSrb9mLdvr6dChbNL2a1JBU&wrap=1
Levin, James, and James F. Nolan. Principles of Classroom Management: A Professional Decision-Making Model. Pearson Education, Inc, 2021. Pearson Plus E-Textbook, https://plus.pearson.com
Rothstein-Fisch, Carrie, and Elise Trumbull. Managing Diverse Classrooms : How to Build on Students' Cultural Strengths, Association for Supervision & Curriculum Development, 2008. ProQuest Ebook Central,
https://ebookcentral.proquest.com/lib/usf/detail.action?docID=329883
Clayton, Marylnn, and Mary Beth Forton. Classroom Spaces That Work. Northeast Foundation for Children, 2001. Canvas EDE 4504: Module #5, https://usflearn.instructure.com/courses/1733322/files/139248184/download? verifier=O2bnSDnYyEvtKvHpeJSrb9mLdvr6dChbNL2a1JBU&wrap=1
Levin, James, and James F. Nolan. Principles of Classroom Management: A Professional Decision-Making Model. Pearson Education, Inc, 2021. Pearson Plus E-Textbook, https://plus.pearson.com
Rothstein-Fisch, Carrie, and Elise Trumbull. Managing Diverse Classrooms : How to Build on Students' Cultural Strengths, Association for Supervision & Curriculum Development, 2008. ProQuest Ebook Central,
https://ebookcentral.proquest.com/lib/usf/detail.action?docID=329883
Level 1 Supervisor Observation Reflection:
Routine: Line students up and bring to specials
Observations Before Routine:
In my internship classroom, there is no set way that the students are lined for specials, lunch, dismissal, etc. My CT usually just has them complete the task that they are currently doing and then she will tell them to line up when they are done. At the beginning of the year, my CT expressed that she doesn't necessarily use "set rules" in her classroom so the student's are not required to have a set voice level while lining up, however, as a school the students are expected to have appropriate hallway behavior which includes: walking in a straight line, voice level zero, hands to themselves, and walking not running. My CT's reasoning for the lack of "set rules" is that these students are people and they should be allowed to talk during transitions such as lining up because it will minimize their want and need to talk during instruction.
There isn't much preparation that goes into lining the students up. On a typical day my CT will say "put your writing materials away, take out your reading materials, and when you're done, line up at the door". The students will put their materials away, take out the new materials and all line up at the door until my CT gives them direction to start walking, in which the first person will start walking and pause at the end of the hallway before continuing. When the students are taking too long to perform the task before lining up, the CT will tell them to leave it or she may start counting down from 10 to encourage them to speed up and get in line.
My Performance:
One thing I noticed prior to planning for this routine was that the students, although expected to show appropriate hallway behavior, struggled with transitioning from the classroom where they were allowed to talk, to the voice level zero in the hallway. Therefore, I wanted to try something new for the students and line them up silently and calmly to see if that energy transferred into the hallway. Before lining the students up, I first asked them what appropriate hallway behavior looks and sounds like, having a student model (FEAP 2b). I then called them by table to line up at the door at a voice level zero based on who was showing me they were quiet and ready to line up.
I began by telling the students that I was having a competition with another teacher friend about who's class can show the best hallway behavior (FEAP 2c) . I think this is what led to a successful line-up and transition out into the hallway and all the way to specials. This aligns with the text, Classroom Spaces That Work which states that nine year olds are "highly competitive" (Clayton & Forton, 2001, p. 32). I also complimented the classroom multiple times throughout the routine to let them know that they were doing well and encouraging them to continue the good hallway behavior (FEAP 2b).
Throughout the routine, I gave many non-verbal reminders as well as compliments to these students on their performance because this was new to them and I wanted them to know how much of an amazing job they were doing in order to continue this in the future. I learned that this group of students seems to be motivated by compliments and validation prior to doing this routine, therefore I felt that they would respond well with lots of positive encouragement throughout the line-up routine (FEAP 2f). Clayton & Forton state that students in this age group are likely to be "worrier[s], anxious, [and] negative" (2001, p. 32). Giving the students verbal encouragement on a new task they are doing is a way for me as the teacher to easy any of their possible worries because they are not wondering if they are doing what they are supposed to, they know they are meeting the expectations that I set.
In my internship classroom, there is no set way that the students are lined for specials, lunch, dismissal, etc. My CT usually just has them complete the task that they are currently doing and then she will tell them to line up when they are done. At the beginning of the year, my CT expressed that she doesn't necessarily use "set rules" in her classroom so the student's are not required to have a set voice level while lining up, however, as a school the students are expected to have appropriate hallway behavior which includes: walking in a straight line, voice level zero, hands to themselves, and walking not running. My CT's reasoning for the lack of "set rules" is that these students are people and they should be allowed to talk during transitions such as lining up because it will minimize their want and need to talk during instruction.
There isn't much preparation that goes into lining the students up. On a typical day my CT will say "put your writing materials away, take out your reading materials, and when you're done, line up at the door". The students will put their materials away, take out the new materials and all line up at the door until my CT gives them direction to start walking, in which the first person will start walking and pause at the end of the hallway before continuing. When the students are taking too long to perform the task before lining up, the CT will tell them to leave it or she may start counting down from 10 to encourage them to speed up and get in line.
My Performance:
One thing I noticed prior to planning for this routine was that the students, although expected to show appropriate hallway behavior, struggled with transitioning from the classroom where they were allowed to talk, to the voice level zero in the hallway. Therefore, I wanted to try something new for the students and line them up silently and calmly to see if that energy transferred into the hallway. Before lining the students up, I first asked them what appropriate hallway behavior looks and sounds like, having a student model (FEAP 2b). I then called them by table to line up at the door at a voice level zero based on who was showing me they were quiet and ready to line up.
I began by telling the students that I was having a competition with another teacher friend about who's class can show the best hallway behavior (FEAP 2c) . I think this is what led to a successful line-up and transition out into the hallway and all the way to specials. This aligns with the text, Classroom Spaces That Work which states that nine year olds are "highly competitive" (Clayton & Forton, 2001, p. 32). I also complimented the classroom multiple times throughout the routine to let them know that they were doing well and encouraging them to continue the good hallway behavior (FEAP 2b).
Throughout the routine, I gave many non-verbal reminders as well as compliments to these students on their performance because this was new to them and I wanted them to know how much of an amazing job they were doing in order to continue this in the future. I learned that this group of students seems to be motivated by compliments and validation prior to doing this routine, therefore I felt that they would respond well with lots of positive encouragement throughout the line-up routine (FEAP 2f). Clayton & Forton state that students in this age group are likely to be "worrier[s], anxious, [and] negative" (2001, p. 32). Giving the students verbal encouragement on a new task they are doing is a way for me as the teacher to easy any of their possible worries because they are not wondering if they are doing what they are supposed to, they know they are meeting the expectations that I set.
What I Learned:
From this routine, I learned many things I would like to implement in my own classroom. I believe that reviewing and modeling appropriate hallway behavior before entering the hallway was a huge help because this is something that the students are not used to. I also believe that incorporating that competition really motivated them, therefore if I ever teach fourth grade again in the future, I think I would incorporate this tactic again but instead I would actually have another class that they were able to compete against and possibly give them the chance to earn something as a class.
When it came to picking tables to line up I said, "I will choose the best table to line up". I struggled after saying that because all of the students were doing exactly as I told theme, therefore I had to pick randomly. In my post conference with my supervisor, I asked how I could have gone about wording this differently so student's who were chosen last did not feel that they were doing anything wrong to be chosen last. She stated that in the future, I can word it as, "I will line up the quietest table" and if all of the students are quiet I could say, "everyone is being so quiet, I am going have to choose randomly because you are all doing so great with your voice level zero".
When reflecting on my performance, I noticed that it was hard for me to have eyes on the whole classroom. I asked my supervisor what her best advise would be for being able to see all students at once and she stated that standing towards the middle of the line will help and when it comes to doorways, I should stand at the door so I have eyes on those who are in the front and back. I was happy to hear this advice because I did happen to do that in the doorway that led outside to get to specials (photo included above). In the future, I would like to stand towards the middle of the line at all times not just in this instance, to ensure that I am always able to see all of my students.
I wonder if I were to make this a procedure in my future classroom, how often would I have to have someone model appropriate hallway behavior before we exit the room. I noticed that lining the student's up the way I did was not exactly time efficient which is why I understand the way my CT does it. If I focus on this routine intently at the beginning of the year, and set expectations from the start, would it reduce the amount of time spent lining up in the future?
Source:
Clayton, Marylnn, and Mary Beth Forton. Classroom Spaces That Work. Northeast Foundation for Children, 2001. Canvas EDE 4504: Module #5, https://usflearn.instructure.com/courses/1733322/files/139248184/download? verifier=O2bnSDnYyEvtKvHpeJSrb9mLdvr6dChbNL2a1JBU&wrap=1
From this routine, I learned many things I would like to implement in my own classroom. I believe that reviewing and modeling appropriate hallway behavior before entering the hallway was a huge help because this is something that the students are not used to. I also believe that incorporating that competition really motivated them, therefore if I ever teach fourth grade again in the future, I think I would incorporate this tactic again but instead I would actually have another class that they were able to compete against and possibly give them the chance to earn something as a class.
When it came to picking tables to line up I said, "I will choose the best table to line up". I struggled after saying that because all of the students were doing exactly as I told theme, therefore I had to pick randomly. In my post conference with my supervisor, I asked how I could have gone about wording this differently so student's who were chosen last did not feel that they were doing anything wrong to be chosen last. She stated that in the future, I can word it as, "I will line up the quietest table" and if all of the students are quiet I could say, "everyone is being so quiet, I am going have to choose randomly because you are all doing so great with your voice level zero".
When reflecting on my performance, I noticed that it was hard for me to have eyes on the whole classroom. I asked my supervisor what her best advise would be for being able to see all students at once and she stated that standing towards the middle of the line will help and when it comes to doorways, I should stand at the door so I have eyes on those who are in the front and back. I was happy to hear this advice because I did happen to do that in the doorway that led outside to get to specials (photo included above). In the future, I would like to stand towards the middle of the line at all times not just in this instance, to ensure that I am always able to see all of my students.
I wonder if I were to make this a procedure in my future classroom, how often would I have to have someone model appropriate hallway behavior before we exit the room. I noticed that lining the student's up the way I did was not exactly time efficient which is why I understand the way my CT does it. If I focus on this routine intently at the beginning of the year, and set expectations from the start, would it reduce the amount of time spent lining up in the future?
Source:
Clayton, Marylnn, and Mary Beth Forton. Classroom Spaces That Work. Northeast Foundation for Children, 2001. Canvas EDE 4504: Module #5, https://usflearn.instructure.com/courses/1733322/files/139248184/download? verifier=O2bnSDnYyEvtKvHpeJSrb9mLdvr6dChbNL2a1JBU&wrap=1
EDE 4504 Morning Meeting Reflection:
Observations Before Routine:
The morning meeting in my CT's classroom is from 7:40-7:50/7:55am roughly. She begins by having the students bring their chairs to form a circle in the middle of the room around the middle table. The first morning meeting I observed, my CT started off the meeting with a greeting by having the students say "Good morning, my name is ___" to help me learn each student's name. After each student greeted me, she had them share to the whole group what makes someone a good friend. This was developmentally appropriate because students at this age tend to argue when in group settings, therefore sharing these ideas with each other can help build community and reduce any arguments during small group work (Clayton & Forton, 2001, p. 32). She then moved into a quick activity where the students had to line up alphabetically at a voice level zero and try to problem solve where they belong in the line without talking. From there she had the students go back to their desk and she did not have a morning message. In other morning meetings I have observed, my CT has skipped the greeting section, and from what I have observed she has never had a morning message. I have also observed meetings where the students stay at their seats and the class has a whole group sharing/ discussion about an issue within the classroom environment. Therefore, my CT does not always perform the morning meeting routine the same way, she adjust it to the needs of the students and the classroom.
To prepare the students for the morning meeting, my CT set a clear expectation to the students who are not sharing that they should be quiet and make eye contact with the student that is sharing. For the most part the student's followed the expectations with the need of a few verbal and non-verbal interventions from my CT.
The morning meeting in my CT's classroom is from 7:40-7:50/7:55am roughly. She begins by having the students bring their chairs to form a circle in the middle of the room around the middle table. The first morning meeting I observed, my CT started off the meeting with a greeting by having the students say "Good morning, my name is ___" to help me learn each student's name. After each student greeted me, she had them share to the whole group what makes someone a good friend. This was developmentally appropriate because students at this age tend to argue when in group settings, therefore sharing these ideas with each other can help build community and reduce any arguments during small group work (Clayton & Forton, 2001, p. 32). She then moved into a quick activity where the students had to line up alphabetically at a voice level zero and try to problem solve where they belong in the line without talking. From there she had the students go back to their desk and she did not have a morning message. In other morning meetings I have observed, my CT has skipped the greeting section, and from what I have observed she has never had a morning message. I have also observed meetings where the students stay at their seats and the class has a whole group sharing/ discussion about an issue within the classroom environment. Therefore, my CT does not always perform the morning meeting routine the same way, she adjust it to the needs of the students and the classroom.
To prepare the students for the morning meeting, my CT set a clear expectation to the students who are not sharing that they should be quiet and make eye contact with the student that is sharing. For the most part the student's followed the expectations with the need of a few verbal and non-verbal interventions from my CT.
My Group Performance:
When my group and I performed the morning meeting in EDE4504, we wanted to try some new things that the groups prior to us had not done but also incorporate the things that we thought went well from prior groups. We began the morning meeting by teaching an attention getter and explained the intent behind it was to give our classmates something new that they could use in the field but to also explain to them that that was how we would be getting their attention throughout the meeting if necessary. By organizing this to be at the beginning of the morning meeting, we are verbally and physically modeling and setting high expectations for the rest of the morning meeting that our peers (students) should listen and respond to this as a non-verbal signal to stop what they are doing and listen for the next directions. Therefore, the beginning of the morning meeting represents FEAPs 2b, 2c, and 2e. We only had to use this attention getter one time throughout the meeting when the student's voice levels were above the expected level; when used, the students responded well to the attention getter, stopped talking and looked to me for the next directions. Therefore, the attention getter was a success in this situation and our peers are now able to bring this new tool into their own classrooms.
We then went into our agenda for the meeting. We intentionally included an agenda to reduce any anxiety that student's may have in the classroom. By knowing exactly what they are about to be doing, they may feel less anxious while performing the task.
Before we began the morning greeting, we called student's up by birth month to ensure that the same students were not standing next to someone they may typically stand next to at their tables. We also made sure to announce the birth months out of order to keep the students engaged and ensure that they were paying attention to what month was being called rather than knowing exactly when they would be called up if we were to go in calendar order. FEAP 2a was represented when calling the students up in small groups based on birth month rather than all at once because we were organizing and managing time, space, and attention. If the students all got up at once and went to the circle, it may have been less time effective and too crowded; possibly leading to collisions in an elementary classroom setting.
During the sharing portion of the morning meeting, students were able to tell how they felt their observation had gone and at the end of every student's designated sharing time, there was time allotted for the other students to give any feedback, advice, or support to their peers. This represents FEAP 2f because this sharing activity allowed for students to be able to open up about how they feel their observations went, and ask their peers any questions or get/give support to each other if needed. Since everyone in the classroom had to experience the observation cycle the week or even day prior, we believed this was a perfect way to have the student's verbally reflect how they were feeling and have others to relate to or connect to.
What I Learned:
During and after performing the morning meeting I learned some adjustment's I could have made to make the meeting run even better. During the activity portion of the morning meeting, I decided about halfway through that I needed to make an adjustment to the activity to help the class control their talking. During the activity, the students had to find classmates in the same given category using a voice level 1. I noticed that when the students found their categories, they continued to talk in their group and it was hard for me to see when the group of student's was complete or if they were still finding their group. After about three categories, I asked the students to put a thumbs up when they find their category to let me know when they were ready. This moved the activity along more quickly and efficiently. I learned that it is okay and sometimes necessary to make adjustments to fit the classroom needs. Although several attempts were made verbally and visually on the slide deck to remain at either a voice level 0 or 1, the student's struggled to remain at the expected voice level. I believe this is because they were excited to do the sharing and activity. In the future, if I happened to have an extremely chatty classroom, I may have a whole group discussion on why voice levels are important so we can hear each other and maintain a calm and fun classroom environment rather than chaotic and overwhelming one. Since this routine was done on college students, I don't believe that a whole group discussion is necessary but possibly a reminder back to the classroom agreement that was made at the beginning of the semester to respect our peers could have worked. During the debrief, our group got many celebrations. Another thing I learned was to pay more attention to the wording and interpretation of the categories. For example, one of the categories was finding a group with the same style shoe. The intention behind this was to group people based off of sneakers, sandals, boots, heels, etc. However the class grouped themselves by name-brand such as Nike, Van's, Croc's, etc. Therefore, when doing this in an elementary class, it is important to specify not by brand in order to make sure every student is included. One last adjustment I would make to our morning meeting is having prompting questions and sentence starters presented on the board during the sharing section. I would do this for students who tend to be anxious or those who have a hard time knowing where to begin talking. These visuals can help ensure that all students are able to share during their designated share time.
Our peers said that they enjoyed our encouraging words in the morning message "Strong students"(FEAP 2f). They also said that they enjoyed the smooth transitions from the time they were called to the rug for the meeting to the time they were given direction to sit at their desk after the meeting. They also enjoyed that we began the meeting by sitting on the rug but when the student was done with their greeting, they stood up so others in the group would know who else needed to be greeted. Overall, I was really happy with how our morning meeting went and all of the feedback was extremely helpful and supportive.
When my group and I performed the morning meeting in EDE4504, we wanted to try some new things that the groups prior to us had not done but also incorporate the things that we thought went well from prior groups. We began the morning meeting by teaching an attention getter and explained the intent behind it was to give our classmates something new that they could use in the field but to also explain to them that that was how we would be getting their attention throughout the meeting if necessary. By organizing this to be at the beginning of the morning meeting, we are verbally and physically modeling and setting high expectations for the rest of the morning meeting that our peers (students) should listen and respond to this as a non-verbal signal to stop what they are doing and listen for the next directions. Therefore, the beginning of the morning meeting represents FEAPs 2b, 2c, and 2e. We only had to use this attention getter one time throughout the meeting when the student's voice levels were above the expected level; when used, the students responded well to the attention getter, stopped talking and looked to me for the next directions. Therefore, the attention getter was a success in this situation and our peers are now able to bring this new tool into their own classrooms.
We then went into our agenda for the meeting. We intentionally included an agenda to reduce any anxiety that student's may have in the classroom. By knowing exactly what they are about to be doing, they may feel less anxious while performing the task.
Before we began the morning greeting, we called student's up by birth month to ensure that the same students were not standing next to someone they may typically stand next to at their tables. We also made sure to announce the birth months out of order to keep the students engaged and ensure that they were paying attention to what month was being called rather than knowing exactly when they would be called up if we were to go in calendar order. FEAP 2a was represented when calling the students up in small groups based on birth month rather than all at once because we were organizing and managing time, space, and attention. If the students all got up at once and went to the circle, it may have been less time effective and too crowded; possibly leading to collisions in an elementary classroom setting.
During the sharing portion of the morning meeting, students were able to tell how they felt their observation had gone and at the end of every student's designated sharing time, there was time allotted for the other students to give any feedback, advice, or support to their peers. This represents FEAP 2f because this sharing activity allowed for students to be able to open up about how they feel their observations went, and ask their peers any questions or get/give support to each other if needed. Since everyone in the classroom had to experience the observation cycle the week or even day prior, we believed this was a perfect way to have the student's verbally reflect how they were feeling and have others to relate to or connect to.
What I Learned:
During and after performing the morning meeting I learned some adjustment's I could have made to make the meeting run even better. During the activity portion of the morning meeting, I decided about halfway through that I needed to make an adjustment to the activity to help the class control their talking. During the activity, the students had to find classmates in the same given category using a voice level 1. I noticed that when the students found their categories, they continued to talk in their group and it was hard for me to see when the group of student's was complete or if they were still finding their group. After about three categories, I asked the students to put a thumbs up when they find their category to let me know when they were ready. This moved the activity along more quickly and efficiently. I learned that it is okay and sometimes necessary to make adjustments to fit the classroom needs. Although several attempts were made verbally and visually on the slide deck to remain at either a voice level 0 or 1, the student's struggled to remain at the expected voice level. I believe this is because they were excited to do the sharing and activity. In the future, if I happened to have an extremely chatty classroom, I may have a whole group discussion on why voice levels are important so we can hear each other and maintain a calm and fun classroom environment rather than chaotic and overwhelming one. Since this routine was done on college students, I don't believe that a whole group discussion is necessary but possibly a reminder back to the classroom agreement that was made at the beginning of the semester to respect our peers could have worked. During the debrief, our group got many celebrations. Another thing I learned was to pay more attention to the wording and interpretation of the categories. For example, one of the categories was finding a group with the same style shoe. The intention behind this was to group people based off of sneakers, sandals, boots, heels, etc. However the class grouped themselves by name-brand such as Nike, Van's, Croc's, etc. Therefore, when doing this in an elementary class, it is important to specify not by brand in order to make sure every student is included. One last adjustment I would make to our morning meeting is having prompting questions and sentence starters presented on the board during the sharing section. I would do this for students who tend to be anxious or those who have a hard time knowing where to begin talking. These visuals can help ensure that all students are able to share during their designated share time.
Our peers said that they enjoyed our encouraging words in the morning message "Strong students"(FEAP 2f). They also said that they enjoyed the smooth transitions from the time they were called to the rug for the meeting to the time they were given direction to sit at their desk after the meeting. They also enjoyed that we began the meeting by sitting on the rug but when the student was done with their greeting, they stood up so others in the group would know who else needed to be greeted. Overall, I was really happy with how our morning meeting went and all of the feedback was extremely helpful and supportive.
Source:
Clayton, Marylnn, and Mary Beth Forton. Classroom Spaces That Work. Northeast Foundation for Children, 2001. Canvas EDE 4504: Module #5, https://usflearn.instructure.com/courses/1733322/files/139248184/download? verifier=O2bnSDnYyEvtKvHpeJSrb9mLdvr6dChbNL2a1JBU&wrap=1
Clayton, Marylnn, and Mary Beth Forton. Classroom Spaces That Work. Northeast Foundation for Children, 2001. Canvas EDE 4504: Module #5, https://usflearn.instructure.com/courses/1733322/files/139248184/download? verifier=O2bnSDnYyEvtKvHpeJSrb9mLdvr6dChbNL2a1JBU&wrap=1
Level 1 cT Observation Reflection:
Routine: Read aloud
Observations Before Routine:
Although I have never observed my CT do a whole group read aloud with a storybook, I have observed her do whole group read aloud with short stories in the textbook. Before she begins, she ask the students to show her they are ready with their body language. The students turn their bodies toward the board and have a voice level zero. My CT also calls this "active listening" in her classroom. This is when the students are giving their full attention and have no distractions in front of them. In this case, they are just reading along with her on the board. Occasionally when a student struggles with their active listening, she will use verbal intervention such as saying the student's name to refocus them to look up and read along.
Before my pre-conference with my CT when we were discussing what routine I should perform, she suggested that a read aloud would be great and gave me the book, What Do You Do With A Problem? By Kobi Yamada. She stated that she does this book every year with her students and they always enjoy it. She also gave me sticky notes and told me that it is helpful to write down talking points on the pages to help the students with the objective of the lesson.
The book What Do You Do With A Problem? By Kobi Yamada is a perfect story for the developmental level of fourth graders. Throughout the story, this boy has a problem and he tries to avoid it and hide from it but it only gets bigger. He then discovers that facing the problem opens up opportunities to learn and grow. According to the text, Classroom Spaces That Work, it states that 9 year old students tend to be "worrier['s], anxious, [and] negative"(Clayton & Forton, 2001, p. 32). Therefore, this book is a developmentally appropriate book for these students because this is the age that they will learn and apply the life skills taught in the book to their actual lives. Clayton & Forton (2001) also state that 10 year old students are, "active, receptive learners; [their] memory [is] very strong" (p.34). By teaching this book about problem solving in the late beginning/middle of the school year, these student's are more likely to take away the message from this book and when a problem arrises later in the year, the teacher or I can ask the student's what the book taught us about solving a problem and how we can apply it to the situation at hand. Had this book been read to a younger grade, it may be more difficult for the students to internalize and apply the lesson to their lives.
Although I have never observed my CT do a whole group read aloud with a storybook, I have observed her do whole group read aloud with short stories in the textbook. Before she begins, she ask the students to show her they are ready with their body language. The students turn their bodies toward the board and have a voice level zero. My CT also calls this "active listening" in her classroom. This is when the students are giving their full attention and have no distractions in front of them. In this case, they are just reading along with her on the board. Occasionally when a student struggles with their active listening, she will use verbal intervention such as saying the student's name to refocus them to look up and read along.
Before my pre-conference with my CT when we were discussing what routine I should perform, she suggested that a read aloud would be great and gave me the book, What Do You Do With A Problem? By Kobi Yamada. She stated that she does this book every year with her students and they always enjoy it. She also gave me sticky notes and told me that it is helpful to write down talking points on the pages to help the students with the objective of the lesson.
The book What Do You Do With A Problem? By Kobi Yamada is a perfect story for the developmental level of fourth graders. Throughout the story, this boy has a problem and he tries to avoid it and hide from it but it only gets bigger. He then discovers that facing the problem opens up opportunities to learn and grow. According to the text, Classroom Spaces That Work, it states that 9 year old students tend to be "worrier['s], anxious, [and] negative"(Clayton & Forton, 2001, p. 32). Therefore, this book is a developmentally appropriate book for these students because this is the age that they will learn and apply the life skills taught in the book to their actual lives. Clayton & Forton (2001) also state that 10 year old students are, "active, receptive learners; [their] memory [is] very strong" (p.34). By teaching this book about problem solving in the late beginning/middle of the school year, these student's are more likely to take away the message from this book and when a problem arrises later in the year, the teacher or I can ask the student's what the book taught us about solving a problem and how we can apply it to the situation at hand. Had this book been read to a younger grade, it may be more difficult for the students to internalize and apply the lesson to their lives.
My Performance:
I began the lesson by using an attention getter that my CT uses in the classroom. I pointed to my eyes and said "do this if you can see me" and then I pointed to my ears and said "do this if you can hear me". This grabbed the student's attention for me to ask them to turn on active listening. I did this because this is something I have observed my CT do every week before whole group read aloud. I had a student model what active listening was for the group so we could review expectations before we began reading. By using a the attention getter, and having a student model active listening to face forward, FEAPs 2a & 2b were represented. Before I began reading, I told the students that they should keep in mind the theme and two things from the story that explained how they came up with the theme. This conveys FEAP 2c because I was setting the expectation for learning by having the students understand what they should understand by the end of the bookAs I began reading the students were attentive and answering my questions throughout the book. I needed to use a verbal intervention at one point, "remember we are voice level zero" because a few student's were excited and commenting on the book as I read. The reminding of voice levels represent's FEAP 2b again because voice levels are a management system my CT uses in her classroom. At the of the read aloud, I had the student's turn to their table partners and discuss one problem they may have had and an opportunity that they learned from it. I allowed any students who felt comfortable with sharing their problem and what they learned to share it with the class so we could talk about it. This represented FEAP 2f because I was able to create a space where student's felt comfortable sharing their problems and as a class we were able to offer each other support. I also shared my own problem with the students and what I learned from the opportunity it presented me- modeling oral communication (FEAP 2e).
Overall, I would say the whole group read aloud was a success. The students were engaged throughout the book and a few mentioned to me afterward that they really enjoyed me reading to them which felt really rewarding. I wanted to be able to do a fun activity to start the day as well as incorporate curriculum and be able to engage the students throughout. I believe I achieved this through my questions I asked the students throughout and after the book. When I pulled small groups later in the day, we did a graphic organizer so I was able to get an idea of if they understood the objective and based on the student responses, I was pleased to see they were able to do the graphic organizer and as a group we came up with a few different themes and text evidence that led us to the theme.
What I Learned:
During my post-conference with my CT she told me a few things I can work on for future read aloud's. The first note she had for me was to allow the student's natural comments to occur during the read aloud. This comment really made me reflect on my lesson. I agree with her that the student's who were commenting throughout the book had really good things to say and they were excited to share what they were learning as we read. I responded to them by reminding them that we should be at a voice level zero. This challenged my thinking because at the beginning of the lesson I stated the expectation was to be at a voice level zero for active listening but if I allow some students to be able to make comments, I am not following the expectation. Therefore, I think in the future I will still set the expectation at the beginning so comment's don't interrupt other's learning but instead of using verbal interventions I may decide to use their comments and build them into my lesson. By doing this the student's may feel more included in the lesson and it would align with my referent/ collaborative teaching philosophy (Levin & Nolan, 2021, ch. 4). If I find that the comments start taking away from the book, I could also encourage students to write down any comments they have and when the book is complete we can have those people share what they wrote.
My CT also suggested that during the table sharing portion on my lesson, I should circulate around the room to ensure that the student's are having the discussions that they are supposed to be having. During the lesson, I stood at the front of the room so I could only hear the tables closest to me. I understand why it is important to circulate to make sure the students are discussing the task given because the students in the back of the room could have been talking about something else; therefore, not grasping the objective of the lesson as well as those who were participating in the discussion.
For this being my first whole group read aloud, I am happy with how it went. Overall, the students were attentive and respectful. As mentioned above, the book chosen was developmentally appropriate for this grade level but the discussion we had at the end of the book added to the importance of learning and growing from a problem which student's at this age level may struggle with. We were able to talk about what it means to rationalize our thinking, control our emotions in times where anger and frustration may occur, we talked about how it is okay to be upset and show emotions, and lastly we talked about what our bodies need to come to school ready to learn. All of these topics are relevant to 9 and 10 year olds and it is something that they can apply to their lives when a problem may arise.
One question I have is: how could I make this lesson more inclusive to ELL students? I had the graphic organizer written in spanish for the students but I feel as if that is not enough for them to feel included in the lesson. In the future I could try to find an ebook in spanish and possibly have that on the board as I read the physical book in English. I want to create an environment where every single student is able to enjoy what we are doing, therefore, if the Spanish speaking students in my classroom don't understand what I am saying and asking of them, it could cause them more stress and anxiety.
I began the lesson by using an attention getter that my CT uses in the classroom. I pointed to my eyes and said "do this if you can see me" and then I pointed to my ears and said "do this if you can hear me". This grabbed the student's attention for me to ask them to turn on active listening. I did this because this is something I have observed my CT do every week before whole group read aloud. I had a student model what active listening was for the group so we could review expectations before we began reading. By using a the attention getter, and having a student model active listening to face forward, FEAPs 2a & 2b were represented. Before I began reading, I told the students that they should keep in mind the theme and two things from the story that explained how they came up with the theme. This conveys FEAP 2c because I was setting the expectation for learning by having the students understand what they should understand by the end of the bookAs I began reading the students were attentive and answering my questions throughout the book. I needed to use a verbal intervention at one point, "remember we are voice level zero" because a few student's were excited and commenting on the book as I read. The reminding of voice levels represent's FEAP 2b again because voice levels are a management system my CT uses in her classroom. At the of the read aloud, I had the student's turn to their table partners and discuss one problem they may have had and an opportunity that they learned from it. I allowed any students who felt comfortable with sharing their problem and what they learned to share it with the class so we could talk about it. This represented FEAP 2f because I was able to create a space where student's felt comfortable sharing their problems and as a class we were able to offer each other support. I also shared my own problem with the students and what I learned from the opportunity it presented me- modeling oral communication (FEAP 2e).
Overall, I would say the whole group read aloud was a success. The students were engaged throughout the book and a few mentioned to me afterward that they really enjoyed me reading to them which felt really rewarding. I wanted to be able to do a fun activity to start the day as well as incorporate curriculum and be able to engage the students throughout. I believe I achieved this through my questions I asked the students throughout and after the book. When I pulled small groups later in the day, we did a graphic organizer so I was able to get an idea of if they understood the objective and based on the student responses, I was pleased to see they were able to do the graphic organizer and as a group we came up with a few different themes and text evidence that led us to the theme.
What I Learned:
During my post-conference with my CT she told me a few things I can work on for future read aloud's. The first note she had for me was to allow the student's natural comments to occur during the read aloud. This comment really made me reflect on my lesson. I agree with her that the student's who were commenting throughout the book had really good things to say and they were excited to share what they were learning as we read. I responded to them by reminding them that we should be at a voice level zero. This challenged my thinking because at the beginning of the lesson I stated the expectation was to be at a voice level zero for active listening but if I allow some students to be able to make comments, I am not following the expectation. Therefore, I think in the future I will still set the expectation at the beginning so comment's don't interrupt other's learning but instead of using verbal interventions I may decide to use their comments and build them into my lesson. By doing this the student's may feel more included in the lesson and it would align with my referent/ collaborative teaching philosophy (Levin & Nolan, 2021, ch. 4). If I find that the comments start taking away from the book, I could also encourage students to write down any comments they have and when the book is complete we can have those people share what they wrote.
My CT also suggested that during the table sharing portion on my lesson, I should circulate around the room to ensure that the student's are having the discussions that they are supposed to be having. During the lesson, I stood at the front of the room so I could only hear the tables closest to me. I understand why it is important to circulate to make sure the students are discussing the task given because the students in the back of the room could have been talking about something else; therefore, not grasping the objective of the lesson as well as those who were participating in the discussion.
For this being my first whole group read aloud, I am happy with how it went. Overall, the students were attentive and respectful. As mentioned above, the book chosen was developmentally appropriate for this grade level but the discussion we had at the end of the book added to the importance of learning and growing from a problem which student's at this age level may struggle with. We were able to talk about what it means to rationalize our thinking, control our emotions in times where anger and frustration may occur, we talked about how it is okay to be upset and show emotions, and lastly we talked about what our bodies need to come to school ready to learn. All of these topics are relevant to 9 and 10 year olds and it is something that they can apply to their lives when a problem may arise.
One question I have is: how could I make this lesson more inclusive to ELL students? I had the graphic organizer written in spanish for the students but I feel as if that is not enough for them to feel included in the lesson. In the future I could try to find an ebook in spanish and possibly have that on the board as I read the physical book in English. I want to create an environment where every single student is able to enjoy what we are doing, therefore, if the Spanish speaking students in my classroom don't understand what I am saying and asking of them, it could cause them more stress and anxiety.
Source:
Clayton, Marylnn, and Mary Beth Forton. Classroom Spaces That Work. Northeast Foundation for Children, 2001. Canvas EDE 4504: Module #5, https://usflearn.instructure.com/courses/1733322/files/139248184/download? verifier=O2bnSDnYyEvtKvHpeJSrb9mLdvr6dChbNL2a1JBU&wrap=1
Levin, James, and James F. Nolan. Principles of Classroom Management: A Professional Decision-Making Model. Pearson Education, Inc, 2021. Pearson Plus E-Textbook, https://plus.pearson.com
Clayton, Marylnn, and Mary Beth Forton. Classroom Spaces That Work. Northeast Foundation for Children, 2001. Canvas EDE 4504: Module #5, https://usflearn.instructure.com/courses/1733322/files/139248184/download? verifier=O2bnSDnYyEvtKvHpeJSrb9mLdvr6dChbNL2a1JBU&wrap=1
Levin, James, and James F. Nolan. Principles of Classroom Management: A Professional Decision-Making Model. Pearson Education, Inc, 2021. Pearson Plus E-Textbook, https://plus.pearson.com