Classroom+Management

I really liked the ideas behind invisible management. Honestly, the transition from elementary to high school has been eye-opening. I have learned things I did not ever imagine I would. I have always stated I knew it was not all right to be the friend but the teacher. I liked that this chapter points out the need for a difference. I think that a lot of times my kindness and naivety may make me a target for bad behaviors in class. However, I hope that with more practice, the ideas in this book, and the experience and knowledge of teachers around me I will be better at the invisible management. Though, since the computers have come into play I have seen a drastic change in the behaviors in my room. There is more invisible management, because students are engaged. I can more easily and readily differentiate and keep students intrigued enough to pull it together. - ALLIE
 * CHAPTER 1-**


 * CHAPTER 2**

Assuming the best is very important. We need to be respectful, and kind to our students so that they can learn these skills as well. Learning to be a productive citizen in our society is just as important as the curriculum we are teaching. We are showing them how to treat others, how to respond to constructive criticism, understand boundaries and responsibility. I really feel that it is vital to teach the individual, and give him or her a clean slate every day. They need that to develop a sense of understanding, confidence, and a belief that they will mess up but it is not the end of the world. They can expect more of themselves than just being the naughty student or the kid who does not try very hard. ALLIE

I absolutely LOVE the quote from Robert Frost on the beginning page of this chapter, "Education is the ability to listen to almost anything without losing your temper or your self-confidence." I believe that the inner authority we each have inside of us will find its way into our classrooms if we allow it to do so. I know that my students respond better in kind rather than with an iron fist. Sometimes, it takes "wolfing" a usual trouble maker at the door of the classroom that can alter your whole day or class period. What I mean is to walk up, shake hands, make eye contact, smile and say something warm, or kind to the student to let him or her know you are aware of their presence even when they are not acting up. Give them a first hand visual of your calm exterior, and your inner authority will shine through. Though, there will be days when you want to say something to a kid that would be less than "helpful." Just because you are a professional it does not make you inhuman. You need to let the kids see you are human that makes mistakes, and show them how to own up to the mistake and apologizes publicly with true empathy. After reading this chapter I realize I have to work on contacting parents about behavior issues, and holding my ground consistently in order to gain better inner authority. ALLIE
 * CHAPTER 3**

with a good clean joke, and telling a few knee slappers yourself are all vital to a healthy learning environment. ALLIE
 * CHAPTER 4**
 * I enjoyed this chapter because it points out how important it is to seek out assistance. I believe that I am surrounded by a wealth of experience and knowledge every single day. If I choose not to utilize this wealth I will be a poor teacher. I recall an experience in student teaching where the lead teacher changed her lesson plan just at the spur of the moment. I thought I would never be able to do that. But as each year goes by I feel myself start to become more flexible and organized, and catch on to the formative assessments that scream for a change of pace or path. **** I believe that there will be moments in every teachers career when he or she can teach or he or she can enlighten a students world, and those are the teachable moments. Those moments when you have to reach out and show kids that life happens Everyone makes mistakes, has bad days, and feels stressed out!!! I have been there and I have felt worthless as an educator. Or I watch a colleague in action and I say there is no way I will ever be that confident or that amazing. But I know that those days are the days that push me to be better. Not perfect, but more reflective, firm, and enthusiastic. I know that I need to be able to have time to relax and make laughter a part of every day. Having a sense of humor, laughing at mistakes, giggling uncontrollably over a silly story, falling out of your chair **


 * CHAPTER 5**
 * Having unrealistic expectations is definitely one of my pitfalls in my career. I spend a lot of time trying to manage the millions of new ideas rolling around in my head, and separating home from school. I expect to be able to reach every kid every single day. Although I realize it is an unrealistic expectation I still strive to do it. I change lesson plans more than I probably should, I modify and differentiate so much I feel like screaming, and then I get all bummed when a student fails to turn in an assignment I created just for him or her to succeed. I expect way too much out of myself sometimes. I never feel like I am completely reaching every kid. I expect for my lessons to be just as exciting for the student as they are to me while I am creating them. I loved the five minutes a day suggestion. There are so many nights I go home, stiff, burned out, tired, cranky and tense all because I have not taken five minutes to just breathe without anyone around to distract me. I think it is very important to the stability and positive atmosphere in our classrooms to take five minutes to ourselves. Not think about classes or lessons just focus on relaxing. I will definitely put this into action every day. In fact, I will send myself an alarm of well-being so that every day during lunch I take five minutes to just go "BLAH." ALLIE **

I loved chapter 5! As a first-year teacher, I have had the mind-set that everything has to be done NOW!! As I looked at the clock and the numbers "7, 3 and 0" stared back at me, the darkness loomed outside, and I was trying to peer through watery eyes at my computer screen, I realized that maybe I was pushing myself too hard. Everyone needs some "me time". Not just for our sakes, but our students, families, co-workers etc. I like what it said on page 52, "We are role models. Modeling this awareness, resiliency, and openness while truly enjoying ourselves is one of the greatest gifts we can give our students". If don't enjoy what you are doing, you will never be good at it. So, around 10:00-10:05 please don't come see me or call me, I will be in my "BLAH" moment. MEGHAN **
 * CHAPTER 6:**
 * I loved the section on The Firm and Soft Paradox. I do not think I follow these every time I am disciplining a student. I need to lower my voice(so they know I mean business), Lower the volume of my voice so that he or she knows I want their attention, and Completely face the student. I will work on trying to actually follow these three steps while remembering that I need to say NO without trying to explain or argue the reasons why in the middle of a lesson. Staying calm is usually not a problem for me, often times I am crying like a little girl on the inside because I have always been a very non-confrontational person that does not seem to retain the word "no" in my vocabulary. This chapter helped me to see the many sides of the two letter word. NO means no... no wiggling room, no squirming, no complaining. ALLIE

**
 * CHAPTER 7**
 * Caring for my students is not hard for me. It is actually one of the easiest parts of my job. I enjoy getting to know my students through their work, and try to do something small for each of them from the start. I have Fuzzy Fridays each week. I watch for those students who do not always receive one and send them one. Or I will send a kiddo a card when I know they are having a rough go in their life. However, just because I do things that I feel are small but mighty I really liked the point of this chapter. We can be kind and do what is best for the student or be nice and let the student do what he or she feels is best. I wonder as I read through this chapter if I have ever let my heart lead me instead of my gut and I know the answer is yes. However, I hope in the future to remember the difference. I need to do what is best for them. They are in my room for a reason, and I do not fear being disliked or under appreciated. I already have a student who tells me in every journal how much he dislikes me or my class. However, this does not bother me because in my gut I know he needs to be challenged, and he IS improving. He is not just stagnant and bored as he claims he was before. I do not take his writing personally,and always tell him "thank you for sharing" or point out something nice in his journal. I give them their space to write their true feelings and just grade on completion not on the actual content. It is a great way to get them to write. **** I want to be able to make good solid choices which are in the best interest of my students. I work very hard at bringing my students' lives into their work. Therefore, they feel connected. I also try to attend the events they are in to show my support. However, this is an area I know I can improve on as I do not feel I have made this a priority. With the drive, three kids and truck driver for a husband it is often difficult to attend a lot of the activities. I will work on getting to more events in the future. I love the section on the 4-H strategy, but I call it "WOLFING" them. I always try to get around and say hello to each of them in class. However, with the two doors in my room it is difficult to greet with a handshake at the door. I know this works as I used it in the past, and the students who tend to be squirly seem to focus a little more in class. I also feel the section on preparing for the worst needs more attention on my part. I need to be able to answer these questions and more better than I already do. I do not know what to say sometimes, and I think this is one of those things we learn along the way a lot of the time. This year i have been faced with a completely different environment than I ever have before. Therefore, I am learning there are going to be new and difficult questions that I will need to address. I believe this will be one of the areas I will discuss with my mentor for ideas, and support. I am also going to be responding instead of reacting. I am going to keep a sticky not the next week on my clipboard I roam the room with to see how many times I actually respond and how many times I react. Hopefully, after consciously making this connection while it is happening, I will be able to reevaluate my strengths and weaknesses in the classroom. Plus, I will gage how exhausted I am with each days level of reaction or response. I hope to feel and note a change. - ALLIE ....sorry I was really in to this chapter and there was so much to "chew" and savor.

//Chapter 9//

//I read the the "popcorn effect" on page 110 and had to laugh at myself. I do this all the time! I am good about getting my kids on task, but there are times when we are doing our beginning of class routine and I totally get caught up in a conversation with a student and then I get frustrated with the rest of the class for talking and getting out of their desks. DUH!!!! If they don't know what to do or haven't been told, of course they are going to do what they want. I love to have meaningful conversations with my students, but I didn't realize I was wasting time with the rest of the class. Wow, am I am going to have to fix some things. -Meghan//

// I think this is a really good book and it is full of helpful information. I really like chapters 5 and 6 because they relate to me. I relate to chapter 5 because I am a first year teacher and a coach, as well as, a wife and mom. I am also taking classes, like others in our group and that all adds up to stress! I just need to remember to ask for help when I need it and that I can't do everything, all at once. Chapter 5 gave a lot of good tips and strategies for stress and time constraints. I also liked chapter 6 because I am a BD teacher and it gave great advice on how to say "no" and not over explaining. I also liked the section over anger vs. reactivity. I will continue to read this book and use whatever strategies and tips that work for me and my students. // Jennifer