A Complex Problem I've Faced in the Past Year

A complex problem I have faced in the past year was an issue I was having with classroom management. The situation was I had a 6th grade homeroom made up of 20 students, about half boys and half girls. At the beginning the year, we had discussed rules and proper classroom behavior. The students were well-behaved and were following classroom rules. However, as the year went on, I started to feel like I was losing my control of their classroom behavior. The students were pretty well-behaved overall and never did anything that I would specifically think of as really "bad" or disruptive behavior; however, I was still feeling as if I didn't have the class under control sometimes. This was becoming very stressful for me and was causing me to feel frustrated every day.

I decided I needed to think about what was going on and why I was feeling at a loss for control in the classroom. I figured out that the times when the students were the chattiest and hard to refocus was during transition times. The students had a hard time going from once subject or activity to the next without talking to their friends and starting to lose attention. This was hard because I would have to refocus the students after each class, and it was wasting instruction time. This transition time was the problem. I figured out that the factors were the students understanding of "transitions," expectations from previous years, how I expected them to behave, and how I conveyed the transition rules to the students. The students were expected to transition to the next subject in an organized and quiet way, but obviously they weren't clearly getting this message. Obviously the stakeholders in this problem were the students and I. I knew that the desired state of affairs would be that the students would make easier transitions. The perceived contradictions between the desired state of affairs and the desired outcome was the loss of instruction time and transitions that were taking too long. This would allow me to take full advantage of instruction time, keep me less stressed, and allow the students to benefit from the best use of our time during class. The problem was......how do I accomplish this?

I decided to brainstorm how I could solve this situation. I knew I could talk with the students about proper transitioning behavior. I could also make an individual behavior system for each student, where they would get a consequence if they weren't following directions. However, neither of these options seemed like it would do the trick. The students in this class had to be held accountable, but I wasn't sure how to do it. As 6th graders, I knew that they cared what each other thought and didn't want to be seen as un-cool. I thought I could use this to my advantage. Instead of having an individual behavior system, we would use a whole class behavior system. I figured this would hopefully have a good affect on the students who were transitioning well, because they wouldn't want to let down their classmates.

I would write the word "Cardinal" on the board at the beginning of the day (it is our school mascot). During transition times, if the students weren't able to get ready quickly and with little disruption, they would lose a letter. Each time this would happen, they would lose a letter. Their goal was to have at least one letter left at the end of the day. If they had a letter, they would get a tally mark. When they reached 5 tally marks, they would get a reward. Later in the year, I increased the amount of tally marks to 10 to make it more challenging. A few of the possible rewards were an ice cream party, 20 mins. to play games, extra recess etc. These were obviously things that the students wanted, so using a whole class behavior system was a good idea. The benefit would be that I could make the most of my instruction time and be less stressed trying to get everything accomplished in a day. The students would benefit not only because of the instruction time, but also because they are affected by a teacher's mood. A calm, stress-free teacher makes for a much happier classroom environment.

I found this system to work very well. As I thought, the students had a good influence on each other and helped keep each other in check. I felt less stressed at the end of each day, which in itself, let me be a better teacher. The students were more respectful of my rules and responsible for their own actions and those of their classmates. If one student was being disruptive, a classmate would remind them to get ready for class or to follow directions, because they were working together as a team. If one student messed up, the whole class would be affected, and it might cause them to not get the reward they had been working towards. The whole classroom environment and “classroom family” mentality was better and allowed us to make the best use of the time that we had together each day.

Current Complex Classroom Problem

A current problem that I face in my classroom is identifying the special learning needs of one of my students. This 3rd grade child seems to have problems with focus, reading directions, processing speed, and independence. She was on a behavior/academic chart last year (in 2nd grade) and was said to have made great process throughout the year. The chart was used to monitor focus, reading directions, and working independently.

At the end of the day, the teacher and child would both evaluate the child's progress in these areas. If the child succeeded overall in these areas throughout the week, she was given a reward on Fridays. The chart was said to give the child motivation to push her to give more effort and care to her daily work. At the beginning of this year, I didn't start off using the chart. I wanted to see how this child had progressed and form my own opinions about her abilities and work habits. It became clear quickly, that she needed some kind of accommodations. To keep her on track, yet encourage her independence, I formed a new system. I wanted to be able to help this child, but build on the growth she had made since the previous year, since she was now a third grade student.

I started by taping visual reminders on her desk. These reminders were "Focus," "Re-read directions," and "Try on my own before asking the teacher for help." Although these seem to help, I haven't gotten the results I wanted. Instead of pointing to a reminder or having the child make a correction on her own, I often have to use verbal or tactile reminders to keep her on track.

I met with the mother recently to discuss her daughter's progress. While the mother would simply like to go back to the old chart, I would like to continue to push for more independence and accountability from the child. I feel that verbal and tactile reminders, in addition to her visual reminders on her desk give the child more immediate feedback. She knows when she isn't focused or on task, because she is corrected by me immediately. With the chart, she is told about her progress at the end of the day, rather than when the undesirable behavior actually happened.

The first step I will take is to determine my goal: To get the child to start to become internally motivated and to become more independent, while making progress, both academically and behaviorally in the classroom. In order to do this, I must construct a model that monitors how the child performs in the classroom with the current conditions (the verbal/tactile reminders and visual reminders on her desk) vs. the new system that I am going to put into place.

The new system will stick with the visual reminders on her desk. However, I am also going to add a number chart. She will get 5 points for each day. Any time I have to correct her behavior from one of the categories of her reminders, she will lose one point. If she still has at least one number left at the end of the day, she will earn a point. If she gets 4 out of 5 points at the end of the week, she will get a reward. Her reward will be a special job in the classroom.

The reason for the new system is to monitor how motivation for the reward affects her progress. Does she perform better or does it not seem to affect her progress? This system will also allow her to gain more independence. When she is corrected, I will remind her to cross off one number; however, she will be responsible for this. She will be provided with instant feedback throughout the day, rather than waiting until the end of the day to review her progress.

In order to determine if she has made progress, I will be able to monitor her behavior through observation. However, in order to monitor her academic progress, I will administer the Aimsweb Reading, Math, and Language Arts tests. I plan on evaluating her progress throughout 4 weeks. In the first 2 weeks, she will be given the Aimsweb tests at the beginning and continue using the behavior/academic system that we currently have in place throughout that 2 weeks. During the second 2 weeks, I will use the new behavior/academic system, with the number chart. At the end of these 2 weeks, I will have her take the Aimsweb tests again. I will then be able to compare/contrast how the old system worked vs. the new system. This will allow me to identify if motivation and responsibility for her own actions/independence are affecting her success in the classroom. This will allow me to gain insight into what isn't working and form new strategies and accommodations if they are needed.

I believe this problem hasn't yet been solved because proper documentation hasn't been kept to evaluate the successfulness of the behavior/academic systems being used in the classroom. I am hoping to gain better insight with this model, which will allow me to better understand and meet the needs of my student.

Criteria for the Selection of Web-Based Materials

The topic of finding credible resources plays a very important role in our classrooms today. I often find that students don't know where to start when researching or navigating the web. They usually don't know how to determine whether or not a website is credible or may know only some of the important criteria that a credible website should have. It is important that teachers take the time to properly instruct their students on this topic.

When I took the Instructional Design course for National-Louis, I chose to develop an instructional unit on website credibility. I found that students at my school where often lost when it came to researching for their science fair project. In searching for ways to remedy this problem and planning/developing my unit, I came across a section on Kathy Schrock's website that specifically dealt with this issue. On the site I found information about the 5 W's in evaluating a website. http://kathyschrock.net/abceval/5ws.htm The 5 W's are who, what, when, where, and why.

Who: This determines who wrote the website and if they are an expert.
What: This asks what the purpose of the site is and if the info. differs from other sources.
When: This determines when the site was created and last updated.
Where: This asks where the information on the site comes from and who sponsors the site.
Why: This asks why is the information on the site useful to my research and why should I use it.

This is an easy format for students to use and could easily be made into a chart for students to use when evaluating a site. The students could answer each of the questions (who, what, when, where, and why) to determine if a site is credible. The student would know that if even one category isn't credible, that means that they shouldn't use that site.

I think it is also important to teach students what kind of search engines/meta search engines are helpful to use. This gives the students a base to start from when researching. They should also be aware of the domain names of sites (.com, .net, .edu, .org, .gov etc.) and know which ones are better to use than others. Providing the students with this kind of information will go a long way in helping them to become better researchers. It is important to give our students the best information we can about Internet safety and website credibility. This allows our students to be more aware and gives them the tools they need to succeed.

Second Life Journey!

Last week, our class met online in Second Life. When I first saw on the syllabus that we would be using Second Life, I was very intrigued. I had heard about it before and had seen an episode of The Office where Jim created an avatar for the sole purpose of annoying Dwight in Second Life. Very funny stuff! After Craig told us to download the program for the next class, I actually went home and did it that night. I was curious to see what it was all about. I tried exploring on my own, but wasn't exactly sure what to do. I had some interesting conversations with a few other avatars, however. This program almost seemed similar to the game The Sims to me, although it seems as though Second Life is more of a social networking program, than a game.

When we actually met in Second Life as a class, I was very curious to see what we were going to do. I had a little trouble actually moving my avatar, because the program was running so slowly, but once Craig had us meet in groups, it worked more quickly. We were able to choose and explore where we wanted to go as a group. This was definitely an inquiry project in my opinion. We were given the freedom to explore and figure things out on our own, after basic instruction and navigating tips were given to us when we first entered. If certain restrictions could be put on the program to make it more appropriate for kids or if they came out with a kid-friendly version, I think that there would definitely be potential for its use in the classroom. The students could explore different areas all over the world. In social studies, the students could explore different areas in the U.S. I believe there is also the possibility to build in this game which could tie in many different subjects: math, science, and social studies. Think about the possibilities. I have a lot more to learn about this program though, and I think safety restrictions would definitely have to be in place before this could be used.

I am interested in exploring Second Life again. I know I only got a small taste of what lies within the Second Life world, and I would be interested in exploring the endless possibilities it contains. I am curious as to what the main purpose of this program is for the average user. What makes people want to use it and what was the main intention of those who have used it for educational purposes?

Description of resource depositories relevant to my interests

In my spare time, I enjoy spending time with friends/family, reading, and staying active. I use resources on the Internet that stem from these interests. I use facebook to stay in contact with friends and family. Obviously there are many ways to stay connected with the ones you love. You can talk on the phone, email, or text them. However, sometimes it is nice to just be able to leave a quick note on a friend's facebook wall. You are also able to view each other's pictures and stay up-to-date with what is currently going on in their lives. It is an easy way to stay connected.

As I mentioned above, I also enjoy reading. I often look for new or interesting books on Amazon.com, Bn.com, or Borders.com. I usually refer to these websites before going to the store or ordering a book online. I liked to know what I am interested in before going to the store. These websites also come in handy when I am ordering books for my TIE courses!

Another one of my interests is staying active. Currently, I am training for a half-marathon. I have always enjoyed running, but lately I have found myself visiting sites that are all about running. When I am looking to find local races to participate in I visit cararuns.org. You can find races that are going on in your area in the next few months. I have also found mapmyrun.org to be very helpful. On this site, I am able to create my own route based on the number of miles I have to run. It is a quick and easy way to determine where and how far I need to run. On this site, you are also able to upload your training schedule for quick and easy reference. Another site I have found to be useful is Halhigdon.com. I am using the training schedule from this site. I have also found useful information about training correctly, eating right, stretching, and strength training.

I use the Internet constantly to find information that is relevant to my hobbies and interests, and by navigating through different resources on the web, I am fueling one of my biggest interests: technology!

Description and Evaluation of an Inquiry-Based Lesson

I decided to use a Language Arts Webquest for my evaluation that is geared for second and third graders. I have taught 5th/6th grade Language Arts in the past, but I am switching to 3rd grade next year. I thought it would be interesting to search for material that I could possibly use in my classroom. The Webquest I evaluated was: http://www.rockwood.k12.mo.us/geggie/krey/author'sstudywebquest/index.html

The task for the 2nd and 3rd graders was to write the "missing page" to a story they have read in class. They would start out by reading an excerpt from their reading books. I thought it seemed a little boring to read from the basal. They could either read a whole book, or if the teacher wanted to use shorter pieces of writing, she could have just had the students read one chapter (without finishing the last page or so) They would then team up with a partner to research their author. Websites were provided for the students to research. I thought it was a good idea to provide websites for the kids to research on, since they wouldn't have a lot of previous knowledge about research. They would be given the materials and could find the valuable information themselves.

The students then had to choose a few other books by the same author to check out from the library. They would read a few paragraphs from each, and then identify and record (in a chart provided to them) patterns or techniques that the author uses in their writing. Again, I think it is good that the chart and list of other books is provided for the students. Being 2nd and 3rd graders, this may be their first Webquest.

After the students had identified the writer's style, they then used that information to independently write the ending or "missing page" from their author's story. They had to make sure that they were being true to the author's style and technique of writing. They would be provided with a graphic organizer to brainstorm ideas and would later publish their work.

Overall, I thought this would be a good Webquest for younger students. The teachers provided the students with guidance for researching and organizing their ideas. However, by writing their own ending, the teacher leaves the assignment very open-ended. Each student would put their own creativity and ideas into their "missing page." This may be considered more of a developing inquiry lesson. The students are learning to work on their own and to develop their own questions and exploration ideas, but the teacher still provides the students with a decent amount of guidance and information to use. This would be a good Webquest to begin with, but then the teacher could gradually expose the students to Webquests that were more inquiry-based with minimal help from the teacher.

The Value of Internet Resources for Education

Technology is continually becoming more common and important in the classroom each year. There are so many activities and projects that can more easily be incorporated into lessons in the classroom with the use of technology. Many Internet resources are available through technology that would otherwise remain unseen and unable to be used by students around the world. Access to Internet resources allows teachers to widen the range of their teaching ability, expand the knowledge of their students, and accommodate the different learning styles of the students in their classrooms. I have always enjoyed using technology and am constantly amazed by the different tools and activities I discover that can be integrated into classroom lessons.

Technology is a large part of our students' lives. They have access to so many different varieties of technology. Whether they are playing an online video game or surfing the web, students have the world at their fingertips. By using Internet resources in the classroom, teachers help their students make connections between what they are learning in class and the real world. They have access to so much information that they can use for research, class projects, and homework etc. Students no longer have to check out books from the library to find credible sources for a project or have to figure out how to cite their sources in a paper. All of this information is available for them on the Internet. More importantly, since our students have grown up using the Internet, why shouldn't teachers use it as much as possible in the classroom? Shouldn't a third grader be able to use a website that quizzes them orally on their spelling words? Shouldn't a kindergartner be able to use a website that helps them strengthen their reading skills? If our students are equipped to use these kinds of resources, isn't it important that we take full advantage of the endless possibilities of the Internet?

One of the most important roles of the teacher is to make sure that they are up to speed with the different Internet resources that are available. In order to make an impact on our students, we must possess a vast knowledge of the different Internet resources that are available and beneficial in the field of education. This will require many teachers to attend in-services and classes to build upon their knowledge so they are able to keep up with their students and the ever changing field of technology. It is also important for teachers to demonstrate to their students how to use technology effectively in the classroom. Since students have access to so much information, it is important that they are able to evaluate and find credible resources to use. Most students know a lot, but may not be aware of some of the basics of using the Internet. It is important for teachers to inform their students about Internet safety and website credibility. Students should be aware of the different domain names (.gov, .com, .org, .net, and .edu etc.) and sources (search engines, meta-search engines, and databases etc.) that are available on the Internet. This knowledge will allow them to recognize the importance of finding and using valuable resources on the Internet.

As teachers, students rely on us to continue to makes strives in the field of education. By finding ways to use Internet resources in our classroom instruction and the education of our students, we will continue to make strides in the field of education. The use of Internet resources in the classroom opens the door of opportunity for our students and provides them with endless possibilities for creativity and educational growth.