Firstly, I got a chance to observe the
implementation of a new seating chart in each of the classes and how
students react to this change. Mrs. M uses a rainbow colored
carpet which is divided into squares like a grid; each student has an
assigned square which they sit on during demonstration and
discussion, usually at the beginning of the class. When the students
arrived, the new carpet seating chart was visible on the smartboard
and students were instructed to find their new square. After a
discussion of the day's planned activities, Mrs M called the
students one by one to their new table spot, which, I believe, was
arranged according to columns on the chart. This method of calling
them one at a time from the carpet seemed more efficient than the
musical chairs I remember sometimes experiencing as a student.
I'm
not sure what her strategy was for placing the students or if their
was any regard to personality and behavioral compatibility. I did
notice, during the 3rd grade class period, a group of boys
seated together that I would have almost certainly chosen to
separate. They just could not focus on their work or stop
laughing, making faces, cracking jokes, poking, etc. There was
nothing particularly malicious in it, but I ended up spending the
entire class period at their table just trying to get them to settle
down and stay focused.
This particular class period brings us
to our next subject- behavioral issues. Third grade was really
problematic and apparently it wasn't just in the art classroom. Even
as the students were lined up at the door, there was misbehaving. I
didn't exactly see what was going on out there, but before they were
all inside, they were asked to go back out in the hall and try again.
Their homeroom teacher informed us that she was disappointed that
they hadn't done a better job at lining up and entering the room
because she had just had a stern discussion with them and they were
already losing part of their recess. So the stage was set. A few of
the students, including the boys I mentioned earlier, just could not
seem to quiet down and listen to save their lives. It seemed like
none of the usual tactics worked (The stink eye, the stern, but soft
voice, the silent waiting). The struggle continued throughout the
class.
Mrs. M uses a sort of stoplight
system to gauge student behavior. She has three magnetic stars on
the board- yellow, blue, and red. As students continue to misbehave,
stars are taken away. I had only ever seen the yellow star come down
when students were getting a little too antsy or not listening. I'm
not exactly sure what consequences are attached to each star, but if
a class loses no stars, or at least gains them all back by the end of
the class, they are given a “bragin' dragon” pass. I assume that
accumulation of these leads to some kind of reward. Usually this
system is very effective. When someone notices a star come down,
they alert the rest of the class and this usually focuses their
attention in just a few seconds. I think, with this 3rd
grade class, they were so wound up for some reason, there was just no
stopping it. Unfortunately, Mrs. McConnell finally had to raise her
voice and get somewhat threatening in order to get them to stop,
listen, and clean up. I noticed how time spent on these behavioral
issues really inhibits productivity, so having a system which allows
you to implement a strategy swiftly and not spend too much time on it
is really important.
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