Module 3: Teacher Interview

Classroom Management Questions:

· How do you control disruptive behavior in a classroom without disrupting the lesson?
· What types of classroom rules have you created that support student learning?
· What type of classroom management structures do you have implemented?
· Is there anything that you wish you’d known about classroom management as a first year teacher?
· What are the biggest challenges teachers face in the classroom? What are some resourceful and innovative ways of dealing with these challenges?
· Have you ever integrated technology into classroom management? Did it have any effect on students' performance, and behavior?
· How do you build a classroom community?

Woodfolk points out in chapter 7: "soft, calm, private reprimands are more effective than loud, public reprimands in decreasing disruptive behavior. Research has shown that when reprimands are loud enough for the entire class to hear, disruptions increase or continue at a constant level." (281) Mrs. Ferriter uses a similar private reprimand model in order to manage her classroom. She believes that if an instructor is consistently freely moving around the classroom and helping their students individually, that private verbal behavior redirects are the best approach to stay on track in the lesson. 

Chapter 13 in Woolfolk illustrates the word "Withitness". "Withitness means communicating to students that you are aware of everything that is happening in the classroom. "with-it" teachers seem to have eyes in the back of their heads...these teachers are are always scanning the room, making eye contact with individual students, so the students know they are being monitored" (523) Based on close observation of Mrs. Ferriter's classroom, "withitness" is the perfect work to describe how she is as a teacher and facilitates her classroom. She prevents minor problems from becoming major and she is aware of any instigators.

Mrs. Ferriter outlines a list of 13 expectations on a weekly behavior form. Each student is required to maintain their own sheet as the week progresses. This is an effective way for us to keep data and also hold our students accountable for their in class behavior. Not following directions, swearing, disrespecting staff, lying, tardy, teasing or provoking, class disruption, sleeping in class, non participation, class readiness, technology device violation, eating in class, personal space will result in a verbal warning followed by an "infraction". A total of 3 infractions in a day will result in an individualized consequence. Consequences vary from student to student based on the affect they will have. Some possible consequences are: loss of hallway privileges, iPad restrictions, lunch detentions, missed opportunities like sitting out of a basketball game or not being allowed to attend community outings with the group. Woolfolk defines punishment as "decreasing or suppressing behavior. A behavior followed by a punisher is less likely to be repeated in similar situations in the future." (268) Ferriter's infraction system is a great and efficient way to prevent future bad behaviors. 

You can tell by the interview that Ferriter really cares for her students and their learning. "One of the biggest challenges is making sure our students get what they need." Managing a classroom successfully is so much bigger than an infraction sheet. If our students are not emotionally or academically supported based on their individual needs, than our students won't be able to meet our expectations. Ferriter is a firm believer in collaboration and utilizing provided resources. It takes a team to manage a classroom, not just one individual teacher. Social workers, speech pathologists, and even support staff are necessary resources to running a well oiled classroom. Ferriter really goes above and beyond her role as a teacher. She makes getting to know her students, where they come from, their abilities, and interests a priority. Becoming familiar with our students is a crucial way to gain our students respect, build a classroom community, and manage the classroom. 

Ferriter also keeps visual reminders around her classroom in order to maintain a positive learning environment. I think this is a good idea because it reiterates expectations and rules within the classroom. Although these are not specific classroom rules, they serve as guidelines for student conduct. Our students cannot look around the room without a constant friendly reminder to be themselves, do the right thing, get along with one another and communicate kindly. They also inspire feelings of confidence, acceptance, and encouragement. In my future classroom, I would like to use kind visual aids just like Mrs. Ferriter. When my students are not being kind to one another, I can redirect the behaviors by directing them to read out loud an applicable quote from around my classroom walls.  


I realized that after I completed the interview and reviewed the video footage, I had a few more questions that I could have added:

     1. How do you feel about consequences or even punishments for wrong doing or not following instructions? 

     2. What are some ways or techniques you can utilize your instruction to intrinsically motivate your students? 

     3. In your 17 years of teaching, do any instances or situations stand out in your memory where you feel like you were unsuccessful or even failed at classroom management? How did you alleviate this? 

     4. What role, if any, do you think administration plays in effective classroom management?
     5. How does classroom management factor in planning?