Blog post #1- taking the students to specials.

Since it is the middle of the year, students are aware of the routine of specials. On Wednesday’s the students get to go to music at 10:00am. My CT, Ms. McFarlin begins preparing her students to line up at about 9:55, which gives the students time to grab their music folder, recorder, and line up at the door. She will begin by informing the students it is time to go to specials, the students will clear off their desks, and grab their music folder and recorder. Then, Ms. McFarlin will tell the students to line up at the door in a single file line. The class understands that in order to go to specials, the line needs to be neat and quiet. Most of the time the students remind each other of that rule, occasionally Ms. McFarlin will remind them to be quiet and stay in line. Once the line is quiet, the students will walk down the stairs and to music, which is right by the cafeteria. When I spoke with Ms. McFarlin on how to preform the routine, she mentioned using key words to get the students attention. She typically says something like “we will be transitioning” saying this lets the students know it is time for the next activity.

Today, February 14th, I took the students to music. After talking to and observing my CT, I had a clear plan on how I was going to practice this routine. I began by getting up in front of the whole class at 9:55, I clearly stated my expectations for dismissal, explaining to students that they cannot begin to move until I say the magic word, “GO.” I set up the expectation of a single file, quiet line, with their red music notebooks and their recorders in their hand. I set this expectation up by specifically stating the steps on how to get to the door, “clear off your desk, grab your red music folder, grab your white recorder, line up facing the door in a single file line, all of this will be done silently.” After I stated my expectations, I said the magic word. Once I said go, the students quietly cleared off their desks, got up from their seats, grabbed their items, and walked to the door. They were able to complete this all within two minutes. I got two volunteers to open the door for the class and we all walked down in the single file line to music. This routine went very smoothly, and the students had a clear expectation of what I expected from them. When I went to pick them up from specials, the students did the same single file, quiet line, since I had already stated my expectations from them.

This was not my first-time lining students up for lunch or specials, when I substitute teach, I typically line students up. I quickly learned how important words are and the importance of choosing your words. The first time I lined students up for lunch, the students were loud, throwing things, and gathered at the door. That is because I simply said line up at the door, without giving any expectations to the students. The next time, I gave my expectations, told the students what my expectations were, and the students lined up the way I expected them to. It is important for students to understand the teachers’ expectations, “when students understand the teachers’ expectations, they tend to double their rate of learning.” (McDowel) Setting expectations right away also establishes a routine for the students to follow throughout the year. Since it is the middle of the year, the students already know what is expected of them, students do not get to go to specials until they are lined up and quiet. These students are also 9-11 years old, which means they are in their concrete observational stage according to Piaget. This means the students use logical thinking and develop real world skills. Following directions and using their previous knowledge is a skill they will be able to complete at this stage.

When I perform this routine in the future, I will continue to set up clear expectations with the students. They have now proven to me that they are capable of this task. I will continue to use key words like, “when I say go” in order for the students to listen to my instruction and not start lining up before I am done giving instruction. One thing I would do differently is assign a line leader and a door holder myself instead of asking for volunteers. This would take less time and be a more efficient way of getting to specials on time. Other than that, the routine went well and my CT, Ms. McFarlin, was impressed.

FEAPS 2A- Organizes, allocates, and manages the resources of time space and attention. I preformed this goal by having a set time to get this activity accomplished, getting the students down to specials in 5 minutes. I was able to organize the students into a single file line, get the students attention by using key words, and was able to set the clear expectations up for my students.

FEAPS 2B- Manages individual and classroom behaviors through a well-planned management system. I was able to get the students’ attention though key words, line students up at the door in a single file, quiet line, and take them down to specials in 5 minutes. I was able to do this using key words and setting up high expectations for my students.

FEAPS 2C- Conveys high expectations to all students. I was able to set my expectations up for all students and told them exactly what I expected from them in a step-by-step instruction.

Kendra Cherry, MSEd. “What Is Piaget’s Theory of Cognitive Development?” Verywell Mind, Verywell Mind, 24 Oct. 2023, www.verywellmind.com/piagets-stages-of-cognitive-development-2795457.

“Setting Expectations & Connecting with Students: Center for Teaching Innovation.” Setting Expectations & Connecting with Students | Center for Teaching Innovation, teaching.cornell.edu/spring-teaching-resources/online-hybrid-teaching/instructorstudent-rapport/setting-expectations. Accessed 15 Feb. 2024.