Module Three: Relationships in the Classroom

MODULE THREE: Relationships in the Classroom

CONCEPT ONE: Finding the “Why”

Summary:

In chapter seven, Woolfolk discusses the different ways of managing a classroom and of dealing with negative classroom behavior. She also explains ways of handling undesirable behaviors and the many ways of addressing such issues through reward systems, punishments, and negative and positive reward systems. She then discusses the meaning and use of a Functional Behavior Assessment and how an FBA can be applied in the classroom. When a behavior occurs in a classroom, an FBA is used to assess the reasoning of that behavior and help to determine “the possible functions of many school behaviors” (284).

Reflection:

For as long as I can remember I have been excited about being around children. As soon as it was legal, I started babysitting. When I was sixteen, I started working in at an after-school program for elementary school kids. Last summer, I worked at a summer camp and worked (we mostly played..) with a group of campers going into kindergarten. Camp was great, but we had a large number of behavior problems and my co-workers and myself were not prepared to practically run a preschool for nine weeks. Nonetheless, we observed, adapted, and we made it. And I learned a lot about myself and the teacher I want to be after that summer.

Kinder Camp was a bit of a mess really. Going into it I had years and years of experience working with kids, but not a lot of experience running a preschool for fifteen to twenty four-year olds for seven hours a day. We had a kid who halfway through camp started pooping his pants twice a day, a kid who would have terrible, disruptive, and sometimes dangerous tantrums, and just a lot more. One of the things that we learned very quickly that summer was to look at the bigger picture of the situation. We had to look for the ‘why’ of the behaviors that were often disruptive throughout the day in order to make any changes.

An FBA, or Functional Behavior Assessment, is an assessment often used to find the ‘why’ of a behavior. An FBA looks at the ABCs of a target behavior to determine “the functions of a specific behavior in the class” (284). The ABCs of an FBA are the events before the target behavior, the behavior, and the events after the behavior; the antecedent, behavior, and consequence of that behavior. By examining what happens surrounding a specific behavior, one might be able to determine why a behavior is occurring and what can be done to prevent it from occurring.

When I look back at my time at camp now, I often wonder if there was more we could have done to uncover the “why” of some of those behaviors. Perhaps understanding them better might have helped our days to run smoother.

CONCEPT TWO: Relationships in the Classroom

Summary:

When discussing classroom management, Woolfolk discusses the importance of relationships in the classroom. She notes that “When students feel caring and support from their teachers and their peers, they are more likely to cooperate with classroom activities” (512). When students feel respected and cared for, they are more likely to cooperate in the classroom. Woolfolk discusses the importance of these relationships and their effect on classroom management in the chapter. She also notes that failure to meet these standards, often leads to a body of students with a significantly less motivation to participate or cooperate. As the textbook states, “why trust people that don’t like or respect you?” (512).

Reflection:

One of the things that has been relatively consistent throughout all my education classes is the importance of having a strong relationship with your students and a strong classroom relationship. Some of the “Instagram teachers” that I follow talk about the importance of a classroom family. They talk about the impacts of strong classroom relationships where each student feels they have a voice, a place, and a system of support. Once those close relationships have formed, the students know they are loved and a part of something and the class runs a lot smoother. This would be the goal.

I went to public school my whole life so when I decided to go to Trinity for college, I really had no clue what to expect. The whole aspect of religion in school, praying in the classroom, and openly talking about faith in every class was a very new world for me. Over the course of my two years there so far, I have grown a significant amount and my mindset on teaching has shifted. Trinity’s professors have instilled in me a new perspective on teaching and on relationships with students. The idea of loving all students as children of God who are unique, wonderfully made, and worthy of so much. While this is not necessarily a new idea for me, it has been reinforced to me enough to make an impact and shifted my point of view.

I mentioned previously that my job last summer as a camp counselor. When I accepted that job I had high expectations of learning many things. I did learn many things about classroom management, student behaviors, and communication. I also mentioned that we had a large number of behavior problems. If I could go back and do it all over again, I would work more on making sure each of those kids felt more loved and comfortable in the classroom. I believe that many of our behavior problems could have been improved that way.

CONCEPT THREE: Teacher Connections

Summary:

In addition to a warm, welcoming, and functioning classroom family, Woolfolk discusses the importance of teacher connections and what qualities students look for in teachers. She states that “Students respect teachers who maintain their authority without being rigid or harsh, are fair and honest with them, demonstrate emotional  support and caring, make sure students understand the material, ask if something is  wrong when they seem upset, and use creative instructional practices to “make learning fun” (524). Woolfolk goes on to explain additional qualities that students look for in connecting with teachers in a positive way.

Reflection:

I read through these qualities and this section of the chapter several times. It is such a wild concept to me to know all of these qualities exactly as listed out, and even then, some teachers can know these qualities and still not form good relationships with students. High school and junior high and even middle school students know exactly what makes a good teacher, yet it is rare to find a teacher that everyone loves and learns from.

The first time I had a teacher that I really did not love was sixth grade. My older, petite, squeaky-voiced sixth-grade teacher was not my favorite. As sixth graders, I remember my class feeling like she treated us like babies. Whenever someone talked out of turn or did something she did not like she told us to “sign the behavior chart” and we would walk to the front of the room, open the folder, find our name on the printed excel spreadsheet, and sign our names. Three signatures meant a lunch detention. That phrase was repeated over and over again. We did not feel respected or loved by that teacher, and as a result, some students presented more of an attitude, talked back to her, or refused to listen.

*She also made us write soooo many notes for social studies we would just write long sentences in her outlines for each section and learn nothing, I still remember how much I disliked those notes…

I don’t know the answer to forming great relationships with students and having great classroom management. I believe that comes with time. There are so many tips and tricks online for classroom management, but you can not tell a teacher HOW to love their students well. That part comes with genuine caring and love for each and every student. As with all things, you learn, grow, and adapt as you go. I think it is most important to remember that everyone just wants to be loved, and that each student deserves to be loved and to learn.