1. Why do classroom management and effective teaching go hand in hand throughout every day of teaching? The two go together, because the only way to be an effective teacher is if you are able to manage your students. If your students are running around out of control and not paying attention to your directions and rules, you are not going to be able to get the information to them. Also it can’t be a one day thing, because you must have control every time you interact with your students to make sure that they are staying safe and learning the material.
2. Why should your class rules be short and positive? They must be short, because if they are too long and wordy than you run the risk of losing students attention as well as their grasp of what you are trying to convey to them. You want to keep them positive, because your rules and expectations are going to set the tone for the class. If you do this in a negative tone/manner your students will feed off of that and may not be positive in return.
3. List three reasons why students enjoy the squad square structure as well as three reasons why teachers benefit from employing the squad square structure for management. Students like the squad square might include the ability to sit with their friends, being part of a team gives a sense of unity that students enjoy. Another reason that they like it, might be because they know where they are supposed to be and there is a sense of security in knowing where to be when in doubt. Teachers will like it because, they have a visual confirmation of all students, taking role is very quick, and behavior issues are limited, because no one is able to hide in the back behind everyone.
4. What common elements do all of the activities in this management lab share? They all share a sense of space, whether that be personal or general space. The students learn the boundaries that are both physical and personal.
5. How is the affective domain addressed in this lesson? How is the psychomotor domain addressed in this lesson? How is the cognitive domain addressed in this lesson?
The affective domain was addressed in this lesson, because we talked a lot about respecting other people’s space. This sense of respect is good to teach at a young age, so that students know what the acceptable behavior is for keeping a comfortable distance from others. Also in this lesson we worked in squads and getting back into our squads. While this is a stretch, the same concept of everyone working towards the same goal and encouraging your squad is a positive aspect of team building.
The psychomotor domain was worked on through the variety of different motor movements we worked on throughout the lesson. We did many different types of moving to include: running jogging, hopping, skipping, galloping, and walking. Also the freeze technique of hands on the knees was a good building block towards later teaching the athletic stance.
We also worked on the cognitive domain in a number of different ways. One of these ways was through the use of colors. We did this by having each student grab a certain grab a colored bean bag based on what color shirt they were wearing. The students then had to remember their color and run back to it during one of the activities. Using memory and other thinking activities stimulated more than just heart rate in this lesson. Figuring out how many ways to touch the bean bag was good, because it allowed the students to learn more about the body parts as well as working on counting skills.
6. One of the activities that we did that was a demonstration of management was the squad squares activity. I chose this activity because it had the students work on all three domains and yet still maintained a sense of order when they all came back to their spots. The teacher also used a timer to time the students on how quickly they got back to their spot. The hidden message in this would be the quick and efficient way to get students back under control by teaching them to quickly get back into their spot in a game like activity.