While there are many important aspects to a Kindergarten classroom, I truly believe that classroom management is by far the most essential component to facilitating child development. In theory, there could be no lesson plans and all spontaneity if the classroom runs smoothly enough. In setting up the classroom, there is so much crammed in every nook and cranny but it does not distract; instead, it is organized in a manner that allows children to discover without needing management. I have observed the children already becoming more independent as individuals through this process. I was impressed-even shocked- how smooth the transition was for the children. Of course, Greenhill is unique since there was the picnic, home visits and an open house so that the first day is really not first. Often times, I found myself reading the book thinking “check, check, check” to the suggestions that it lists to help with most problems that occur during the first days of school.
While some of the sections pertain to older children, many overlap with our five and six-year-olds. For example, while we do not create seating charts, I was intrigued with the in depth thought put into the tape on the carpet. The children are assigned their spot so that they are not sitting to next to best friends, next to someone they would fight with, close if they get easily distracted, etc. While this is preparation or “work” for us teachers, the children think it is so fun to find their spot and take ownership of their position on the rug. While the children knew how to enter the classroom on day one, it has been interesting to see how they have made some poor choices now that they feel very comfortable with their settings and the people. Last week, Rachel had to remind some boys how to enter the classroom in the morning. However, they walked through again, setting a tone for the day that lent to a positive classroom management. The class could really run itself, but since it never will have to, there is so much more time for educating. The children have a routine for each part of the day and even if someone forgets, they have 15 other examples doing the process to help remind them. When they walk in during the morning, no one asks “now what?” Though the children may not always love the options for the morning, they know what to do.
While most of this post is obviously universal to each classroom here, it is important to note the distinction between Greenhill and some schools that do not focus as much on preparation. The most exciting thing about classroom management to me is the fact that everyone on campus has expectations and shares them with the children. At this point, the children do not need to be told what to do but instead can recite the expectations to us. By exposing them to different settings, we are helping to develop their ability to adjust to different expectations. Whether at a play, at recess, walking through the lower school or at lunch, the children have learned the expectations from their first days of school that will allow them to grow throughout the year instead of spending time being told what to do.Instead of spending time disciplining, a brief discussion with the children before the next activity leads to a classroom that runs as if it has had the same routine for years. Like Wong and Wong point out, the ultimate goal is to create procedures so that the children can actually spend time learning.
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While I believe that most of us, teachers and administrators, would echo how vital classroom management is in facilitating child development, I find this interesting, as we have just finished our 35th day of school, according to Kim. In saying this, I want to back up a bit to where Mr. and Mrs. Wong both write about "Positive Expectations."
ReplyDeleteReferring to pages 61 and beyond, Wong discusses how powerful and beneficial it is to build relationships with both students and guardians (parents). For the teacher (and administrator), it may be as simple as complimenting the student's new haircut, etc(pg 61). Or the other things that I believe most of us do such as smiling, holding a door open, or saying, "good morning," "thank you," and "please."
Putting aside classroom management, something I believe that is just as vital, if not more, is the CONNECTIONS with our students, parents, and administrators. As Wong says on page 68, "Students, parents, teachers, everyone thrives on connections." Boiling things down, I think we will see that having great connections with our students is a stepping stone to anything, including classroom management.
Interesting enough, as I have experienced this year, sometimes saying "please," "thank you," or giving smiles will not be sufficient enough to good classroom management. In my experience, it goes beyond these things mentioned previously that is, knowing each child inside and out, to having good classroom management and in turn, a successful classroom.
Sure preparation, class procedures, consistency, and more are all attributes of a successful classroom, but I believe the connections (relationships) is not to be underestimated. Not only is connections to be overlooked, but it is something that we have to work for and requires time. If the shortcut was to say, "please" 10 or 20 times, I would have certainly considered it at times, but ultimately individuality would be hindered and conformity would be on the rise. As we all know, every child is special and unique from one another. What better of a way to do this than to engage in the child's life while peeling away every petal to their heart?