My to “crispy teachers” and burnout rates. Therefore,

My Authentic Classroom
Learning Opportunity (ALCO) a very positive experience, and I was happy to
observe the material we are learning in class applied in the classroom. Classroom management is the process where
teachers and school psychologists can collaborate to design and maintain
appropriate behavior of students in classroom settings. The purpose of
implementing classroom management strategies is to enhance prosocial behavior
and increase student academic engagement. When using a tiered model, classroom
behavior management programs have shown to be effective for 80-85 percent of
all students (Hattie, 2009). More intensive programs may be needed for some
students that require problem-solving with your educational team. Teachers
report a lack of support in implementing classroom management strategies.
Chaotic classroom environments are a challenge for teachers and can contribute
to “crispy teachers” and burnout rates. Therefore, it is important to use
effective classroom management strategies within the classroom in a tiered
model. Observing, collaborating and coaching teachers about prevention and
intervention methods will promote positive outcomes for students and reduce stress
among teachers.

For
this assignment, I observed Ms. Lor’s classroom engaged in reading and writing on
Tuesday, November 14th and Thursday, November 16th from
1:00-2:30 pm. I learned how to use STOIC, CHAMPS, and other observation forms
to collect and analyze data, and debrief the observations and results with the
teacher. Using my knowledge of effective classroom management strategies, I can
recognize positive instruction and articulate recommendations to improve
student academics. My two observations produced similar data, and Ms. Lor had a
good balance of classroom instruction and activities. On both days, the same
students who were off-task and disruptive needed redirection from Ms. Lor. Ms.
Lor was a notable example of positive classroom management, and I look forward
to learning along side teachers like her to develop a better understanding of
effective instruction.

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Classroom
Activities Log (8.2a)

            With
this form, I recorded the total amount of class time spent on the daily
elements of instruction. This form allowed me to track my observations,
determine activity distribution, and enhance the quality of the feedback I
provide to the teacher. Keeping a balance of teacher-directed time and student
learning opportunities is essential in promoting student engagement in learning.
Both observation days consisted of 90 minutes of class time observed.
Throughout this time, the classroom activities included a beginning routine,
teacher-led instruction, learning activities, and transitions. I did not
observe an ending routine, but my observation period ended during independent
work time. Therefore, during my debriefing session with Ms. Lor, I will discuss
if ending routines are a component within her instruction.

Beginning routine and
ending routine should be a small percentage of class time but are important to
include in instruction (Sprick, 2010). Sprick also recommends that learning
activities and teacher-led instruction should be equal in time and most of
class time. On average, teacher-led instruction was 27% of the time and
learning activities was 53% of class time. The teacher flipped back and forth
between independent work and whole group instruction. A change in activities
keeps students actively engaged and reduces misbehavior (Sprick, 2010). Transitions
should be minimal, and teachers should incorporate methods to reduce transition
time