M4U6A3-Reflecting on Concerns/Fears

Reflecting on Concerns/Fears

I could not imagine the forth module with six units has come to an end like a blink. This is a unit that I found out so many useful tips that have transformed my daily teaching life into another direction. In another words, I have found myself more skillful and professional in managing classroom environment. In this reflection, I am going to share my areas of fears/concerns and confidence, as well as PD activities which I found helpful and applicable.

1. Fears/Concerns

The school where I currently work with is not equipped for students with disabilities. However, I think I have some concerns or fears regarding students with behavioral problems.

a.  Consistence in teaching rules

Rules and Consequences are defined and visible in almost classrooms. Discipline codes with three tier are clearly written in the student and parent handbook. What is missing, I believe, is the alignment and consistence in teaching rules from lower to higher grades. Frankly, ECC students are the best who understand and respect rules and consequences. It is simply because they understand, practice and are reinforced every day. Upper grade students seems lack of reinforcement and positive support. Is it because of students or teachers?

Many students in upper grades don't know or forget the simplest rules in the assembly like "Quiet sign". Once the quiet code was introduced, each teacher need to take it into account of their daily routine to help students get used of it. Being consistent in teaching and executing rules is more important than just having rules and consequences.

b.  Prevention is the best treatment

I often see many LS seniors having lunch in the office of the school counselor or the principal. They know that place is for negative behavior consequences. But some seems end up there quiet often, like three days in a row. They might receive worse detention but I wonder if it is the best solution for them.

A short reinforcement at the beginning of each day and a review at the end of each day and a accumulative report each week might be helpful. A small change from teacher's management style can make a big difference in students' behaviors. I have witnessed such a big change in my classroom with seven different grade levels and 240 students three weeks ago. Along with reinforcement, the verbal recognition and appreciation is helpful to form positive behavior allies. Peer pressure should be used in this case where positive behaviors are formally rewarded. A wave of change will gradually influence students with behavioral issues.

c.  Parents

Regarding behavioral problems, some parents do accept behavior report from teachers, some don't. Some collaborate with teachers and continue recommendations from teachers at home with their children, some don't. Some openly share their concerns with teachers, some don't. Even some refuse and defend teachers who seek for home support. As a result, many teachers dare not to report the truth, and negative behaviors will remain unchanged, spreading, and escalating in another level. 

Teachers may meet some parents who often use punishment to discipline children at home. This does not align with PBIS philosophy. I met with two couples in the past PTC who do not have time for their child and rarely visit the class. They admitted their sons at home behaved like kings in front of caregivers, and therefore, it was no surprise for them to be noticed about their bossy style at school. At home, they failed to correct their own children. These parents were recommended by the homeroom teacher to visit all subject teachers for further details. They came see see and authorize me to use strict disciplines to their children.

On the other hand, I met with some Asian parents who often respectfully seek for advises from teachers to be consistent in teaching their children academically and behaviorally. They drop and pick children every day and often look for chances to talk to teachers rather than waiting for PTC. Parent involvement and openness for behavioral reports is critical for children success and for teacher's life.

d.  Senior students

I notice senior students in Lower School and Upper School are more misbehaving than their junior counterparts. With the physical and psychological change, they exhibit more "I' than "We". It is more challenging dealing with these groups, especially for first hand teachers. One small flame can become a big fire. Teachers need to be trained and skillful handling classroom as well as behaviors. Continuous tracking and weekly report may be more helpful than office lunch consequence. Like being said, an ounce of prevention is worthy than a pound of cure. PBIS works well if students are convinced by positive exemplars.

2. Areas of Confidence

Along with this course, especially this module, I enriched my professional skills in handling student behaviors and classroom management. There are three areas which firm my confidence regarding behavior management.

a. Clear rules and consequences + Reinforcement

Being clear and objective in executing rules is my daily teaching practice. I realized that management skill helped to decrease headache and issues and to increase learning time. Only two minutes of reinforcement at the beginning of the lesson right the time I meet students in front of the door can ensure a smooth transition and environment during 45 minutes later.  

b. School Discipline code

It is clearly mentioned in the student and parent handbook with three tiers. It is a general direction for all, teachers, students, and parents. 

c. Strong ECC team

ECC teachers in my school are experienced and skillful educators. They have built a foundation for a young learner to be ready for learning. Most ECC students behave inside and outside their classrooms.

3. Helpful PD activities

I witness myself growing everyday with what have been learning so far. Teach-Now opens my mind to the education world surrounding me. I am also able to find good advises from other teachers and experts in the field. It is helpful and useful to watch videos of the experienced teacher like Ms. Noona, and first hand teacher like Mr. McKinstry on how they manage their classrooms and negative behaviors.

This year, PD is one of the main focus in this school. The management level, especially the PD Director often organizes many courses for all teachers, both expat and local hired, focusing on teaching and learning environment, and teaching mindset. We had a session regarding growth and fixed mindset and how teacher's words print in student's mind.

Co-teaching is another PD opportunity for teachers in the same grade and same school. I also think about teacher exchange program where teachers come and work for a certain period of time in the other school to demonstrate or exhibit their good or best practice. The idea behind is to exchange experts and to expose fresh teachers in working with professional teachers. Those who get these on site training will be active changing agents. 

As mentioned in my meeting this week with the school PD Director, I see myself growing more professional in managing classroom and student behaviors. Before this module, I used to get stuck with some negative behaviors which sometimes made me stressful and so worried. I found good tips and answers in this module, and often reflected and tried to implement learned tips in my daily teaching life. All in all, I care not only my profession but also for my students who I believe are all basically good and will remain behaved if I manage them professionally and skillfully.