[nobe-l] nobe-l Digest, Vol 81, Issue 3
MARJORIE R KIRSOP
loki7004 at msn.com
Sat Feb 19 00:21:48 UTC 2011
Hi,
This is typical of a normal class of average students. I am sure they have learned what they can do since they always manage to think of new ways to outsmart the teacher. This is why I decided against teaching in a regular ed classroom and would like to tutor students who need help with Braille, English lit, spelling, or grammar, or German. Good luck in your teaching.
Lori Kirsop
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Sent: Friday, February 18, 2011 11:00 AM
Subject: nobe-l Digest, Vol 81, Issue 3
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Today's Topics:
1. classroom management (Faith Manion)
2. Question for those teachers in MA (Hope Paulos)
3. Re: classroom management (Heather)
4. Re: classroom management (Sally Friedman)
----------------------------------------------------------------------
Message: 1
Date: Thu, 17 Feb 2011 19:06:15 -0600
From: Faith Manion <faith_manion at hotmail.com<mailto:faith_manion at hotmail.com>>
To: NFB Education <nobe-l at nfbnet.org<mailto:nobe-l at nfbnet.org>>
Subject: [nobe-l] classroom management
Message-ID: <BLU127-W175FE7B168DE285D5132E8E8D40 at phx.gbl<mailto:BLU127-W175FE7B168DE285D5132E8E8D40 at phx.gbl>>
Content-Type: text/plain; charset="Windows-1252"
Hello All,
I am looking for some classroom management suggestions. I am
currently completing my student teaching in an 8th grade classroom. I
have about two weeks left at this school and then I will move to the
high school. I am having some issues and I was hoping someone might
have some suggestions.
1. The students are very comfortable with me now and are taking
advantage of the situation. (I.E. not opening their books when we
read, telling me they are following along even if this is not true,
moving around the room, and switching seats. They have also become
good at lip talking.) The teacher I am working with has informed me
about these situations and I'm not sure the best way to address these
issues. I considered appointing a student to help me monitor the
classroom, but I don?t think this is best for this age group. I want
to manage the classroom independently.
2. I have one class in particular that always wants to talk. Some
days this is easier to control then other days. Sometimes they even
want to talk when I am giving instructions, which obviously doesn't
work.
3. How do you typically arrange the room for tests? This week I
administered a test. The desks were grouped in fours, like a square.
During the testing environment, many of the students would whisper to
one another even after I had given direct instructions not to talk.
Most of the students stopped talking when I caught them in the act,
but some of them were a little sneaky. They would whisper to one
another and by the time I reached the area to identify the speakers,
they would stop speaking.
I would appreciate any feedback you might provide. My cooperating
teacher is great to work with and provides great feedback, but I think
classroom management is somewhat difficult in this case. She doesn't
really know how to help me improve in all areas of management.
Thanks
Faith
------------------------------
Message: 2
Date: Thu, 17 Feb 2011 20:07:55 -0500
From: "Hope Paulos" <hope.paulos at gmail.com<mailto:hope.paulos at gmail.com>>
To: <nobe-l at nfbnet.org<mailto:nobe-l at nfbnet.org>>
Subject: [nobe-l] Question for those teachers in MA
Message-ID: <AF938B076FC04A07BC1B357431DC92AB at Espy<mailto:AF938B076FC04A07BC1B357431DC92AB at Espy>>
Content-Type: text/plain; charset="iso-8859-1"
Hi all. Hopefully someone from Masachussets can write me back.. What resources did you use when you took the MTEL? I don't see anything in RFBd's library as far as study materials are concerned.
Thanks.
Hope Paulos
------------------------------
Message: 3
Date: Thu, 17 Feb 2011 20:10:32 -0600
From: "Heather" <kd5cbl at gmail.com<mailto:kd5cbl at gmail.com>>
To: "'National Organization of Blind Educators Mailing List'"
<nobe-l at nfbnet.org<mailto:nobe-l at nfbnet.org>>
Subject: Re: [nobe-l] classroom management
Message-ID: <B69DA24D74DF4AF1A074FA7ADC4E3310 at HeatherHP<mailto:B69DA24D74DF4AF1A074FA7ADC4E3310 at HeatherHP>>
Content-Type: text/plain; charset="us-ascii"
I asked this question to a sighted teacher and she told me this happens to
her as well. Well, she could not see who was talking at the table during a
test she was giving. She left the room to the connected little office or
closet in the classroom to grab something and she came back to find students
talking during the test. She approached the table where the talking was
taking place and asked who did the talking and there was no reply. So she
took the papers up and they received a 0 for the test. Than she informed
all the students that if anyone else was caught talking, they would receive
a 0 for the test too. So I think it happens to everyone who is a teacher.
As for the first question, that is a symptom of the students these days. I
would tell the students who keep moving around the room or disrespecting you
that they have detention. I am not sure if your school allows for this or
not. But if they have detention, perhaps they will start to listen to you.
I would make a list of your rules that you post somewhere around the
classroom about the ground rules while your teaching. I don't know if you
went over that or not but in my special populations class, we learned how to
affectively control differing situations in the classroom. Each situation
is different and each age group requires a different solution. Good luck!
Heather
-----Original Message-----
From: nobe-l-bounces at nfbnet.org<mailto:nobe-l-bounces at nfbnet.org> [mailto:nobe-l-bounces at nfbnet.org] On Behalf
Of Faith Manion
Sent: Thursday, February 17, 2011 7:06 PM
To: NFB Education
Subject: [nobe-l] classroom management
Hello All,
I am looking for some classroom management suggestions. I am currently
completing my student teaching in an 8th grade classroom. I have about two
weeks left at this school and then I will move to the high school. I am
having some issues and I was hoping someone might have some suggestions.
1. The students are very comfortable with me now and are taking advantage of
the situation. (I.E. not opening their books when we read, telling me they
are following along even if this is not true, moving around the room, and
switching seats. They have also become good at lip talking.) The teacher I
am working with has informed me about these situations and I'm not sure the
best way to address these issues. I considered appointing a student to help
me monitor the classroom, but I don't think this is best for this age group.
I want to manage the classroom independently.
2. I have one class in particular that always wants to talk. Some days this
is easier to control then other days. Sometimes they even want to talk when
I am giving instructions, which obviously doesn't work.
3. How do you typically arrange the room for tests? This week I
administered a test. The desks were grouped in fours, like a square.
During the testing environment, many of the students would whisper to one
another even after I had given direct instructions not to talk.
Most of the students stopped talking when I caught them in the act, but some
of them were a little sneaky. They would whisper to one another and by the
time I reached the area to identify the speakers, they would stop speaking.
I would appreciate any feedback you might provide. My cooperating teacher
is great to work with and provides great feedback, but I think
classroom management is somewhat difficult in this case. She doesn't
really know how to help me improve in all areas of management.
Thanks
Faith
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------------------------------
Message: 4
Date: Thu, 17 Feb 2011 22:01:47 -0500
From: "Sally Friedman" <sfriedman2 at nycap.rr.com<mailto:sfriedman2 at nycap.rr.com>>
To: "'National Organization of Blind Educators Mailing List'"
<nobe-l at nfbnet.org<mailto:nobe-l at nfbnet.org>>
Subject: Re: [nobe-l] classroom management
Message-ID: <00d201cbcf18$2e63d390$8b2b7ab0$@rr.com<mailto:00d201cbcf18$2e63d390$8b2b7ab0$@rr.com>>
Content-Type: text/plain; charset="us-ascii"
Hi Faith and all,
I teach college which is not exactly the same but a couple thoughts:
First, it's great they are comfortable with you; that shows you're doing a
lot of things right. And if they have figured out how to take advantage, I
guess it shows they're a smart bunch.
Second, when I have had issues in class, a couple people suggested I think
of it in terms of authority (I'm the teacher; don't mess with me) first even
before I called them on anything about blindness. So think about it as; I'm
in charge; what do I want to Do? how do I want to handle this?
And what are some ways you might be able to call them out on this or maybe
surprise them by knowing something they think you don't know which might be
a way to get their attention. I've taken attendance at the end as well as
the beginning of class to catch people who I think have left. Perhaps
address some small piece of a blindness issue. I had a class that was
raising their hands instead of calling out when I'd take attendance; (I
couldn't believe that actually happened), and I finally told them if they
didn't answer I'd just mark them not here.
And somehow it all works out in the end; you don't need to control every
last detail though you do need most of what you want to be happening in the
classroom and you do need to keep most of the stuff you don't want to happen
from happening.
Thanks,
Sally Friedman
?-----Original Message-----
From: nobe-l-bounces at nfbnet.org<mailto:nobe-l-bounces at nfbnet.org> [mailto:nobe-l-bounces at nfbnet.org] On Behalf
Of Faith Manion
Sent: Thursday, February 17, 2011 8:06 PM
To: NFB Education
Subject: [nobe-l] classroom management
Hello All,
I am looking for some classroom management suggestions. I am
currently completing my student teaching in an 8th grade classroom. I
have about two weeks left at this school and then I will move to the
high school. I am having some issues and I was hoping someone might
have some suggestions.
1. The students are very comfortable with me now and are taking
advantage of the situation. (I.E. not opening their books when we
read, telling me they are following along even if this is not true,
moving around the room, and switching seats. They have also become
good at lip talking.) The teacher I am working with has informed me
about these situations and I'm not sure the best way to address these
issues. I considered appointing a student to help me monitor the
classroom, but I don't think this is best for this age group. I want
to manage the classroom independently.
2. I have one class in particular that always wants to talk. Some
days this is easier to control then other days. Sometimes they even
want to talk when I am giving instructions, which obviously doesn't
work.
3. How do you typically arrange the room for tests? This week I
administered a test. The desks were grouped in fours, like a square.
During the testing environment, many of the students would whisper to
one another even after I had given direct instructions not to talk.
Most of the students stopped talking when I caught them in the act,
but some of them were a little sneaky. They would whisper to one
another and by the time I reached the area to identify the speakers,
they would stop speaking.
I would appreciate any feedback you might provide. My cooperating
teacher is great to work with and provides great feedback, but I think
classroom management is somewhat difficult in this case. She doesn't
really know how to help me improve in all areas of management.
Thanks
Faith
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