Classroom Management

Today I was in the 6th grade classroom for Language Arts.  The class began with a spelling test.  Mr. Smith said that the kids needed to pair up since each student had a different spelling list.  I wondered about that and so I asked one of the nearest students to explain why they all had different lists.  He told me that Mr. Smith adds 25 words to the board on Monday.  Each student can choose whatever 10 of those words they want to study for the week.  They also have to choose 5 additional words that they find from words or books around the classroom.  On Tuesday each student has to write one sentence per word that uses their word correctly.  This is an opportunity for them to learn the meanings.  Wednesday they create word pyramids.  Because the students get to choose the words they want to learn, they have more control and are more invested in learning their meanings.  It also offers the students access to more words, since they are testing their friends with a different set.

I have noticed that each day Mr. Smith writes the entire days schedule on the front board.  If any student wants to know what is going to happen, and at what time, they just need to look up.  In addition, he has the weeks helpers listed.  He is also very consistent with having certain subjects at the same time every day so the students know exactly what to expect.  I did notice that when we walked to and back from the library, he had the students line up with feet together facing forward.  This immediately made the noise go down and the students were able to walk back to class quickly and quietly.

Something I really like about Mr. Smith is how up-front he is with the students.  Today, one of the students did not know the meanings of his words on his spelling tests.  He came to the teacher with a lot of excuses.  Mr. Smith has a sign on his wall that says "You are responsible for your own actions."  He talked to the student about just that.  He said that his excuses would not be accepted at a job and that his responsibility is to teach these students to be productive adults.  It seemed pretty straightforward and maybe a little harsh.  But at the end Mr. Smith said "I am on your side.  I want you to do well.  I love you and want you to succeed.  I am not saying these things to be mean or harsh, but to help you be better."  I loved that he was so direct about wanting to help this student and letting him know that he was there to help and encourage.