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Window to Teaching

Codey L. Sommers

College of Southern Nevada

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Window to Teaching and Education

Ten hours of classroom observation gives a quick glance at just how demanding an

educators job is. My short stay with Ms. Okwueze and Mrs. M allowed for the best seat in the

house while viewing and observing the qualities and skills needed to succeed as an educator.

Skills such as; structure, routine, positive reinforcement, behavioral strategies and the knowledge

key resources. These skills are all that separates Mrs. Os desk of growing papers and the

children, who demand both attention and passion.

Upon first arrival at James McMillan, all was quiet. Like the eye of a hurricane, the

outside settings of a school can be misleading. The innerworkings and massive flow of energy

taking place inside the classrooms are masked by children playing outside while a sort of

calmness soothes you. Prepared administrators and educators work together to create the calm,

comforting and inviting environment needed for both children and adults to learn and grow.

Feeling much like the first day of school I knocked on the blue door of room 86. The fear

and anxiety of the unknown were washed away instantly by the little one opening much more

than just the door for me. Good morning! Welcome to our class! The little ones gave me a

large welcoming which was both warm and refreshing to see coming from the students. A large

smile and hello put me at ease as Ms. O introduced to me to them. Immediately the culture of the

class became apparent as I felt welcomed to a class that makes you happy to arrive yet sad to

leave. Already, I learned the importance of creating a welcoming atmosphere for learning.

As I took my seat Ms. O was already explaining to a student what urgent meant and that

interrupting was only necessary when urgent and how to politely interject. My next observation

was the obvious method of co-teaching which was taking place. Ms. O and Mrs. M had
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succeeded in creating a truly parallel form of co-teaching which utilized their complementary

skills while exhibiting the noticeable commitment of their strategy. A teacher cannot choose their

Aid although its apparent how important they are in the classroom and in choosing a strategy

that will synergize each others qualities and skills. Teachers skills are not all that determines an

effective teaching style. It also relies on the makeup of the class. With about 15 students in this

class, all who were in 3rd to 5th grade, meant that some students had been in her care for the 3

years now. This not only makes co-teaching ideal, it allows for numerous advantages that

wouldnt be available in a traditional class. For example; Student led instruction and increased

responsibilities for students.

Structure and routine. Its like boot camp says Ms. O, while describing the first few

weeks of school. Not having the privilege of observing the first few weeks of school, I have

attended Marine Corp boot camp and I can tell you that my drill instructors would be proud of

her kids. Easily the most well behaved kids in the school (with no exaggeration) Ms. O and Mrs.

Ms techniques produce model students who are not only ready, but eager to learn. From the

moment, the children file into the doorway they know their places. They start by putting their

backpacks on the hooks while certain students are already setting out chairs for everyone. There

were door holders, paper passers, line leaders and calendar captains. Each student had an

important job which created an efficient classroom setting. Substitutes of the jobs were

standing by eagerly waiting to pick up the slack when a job leader was absent. The children

alone, with no teacher, could show me their daily routine. It was apparent after watching the

class quietly walking to the bathroom, stopping at the corner to politely to give way to an

oncoming class, the importance of structure and routines.

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Just after scratching the surface of their routine, Mrs. M went over her behavioral

strategies with me. Self-reflectors she csaid while describing her students. Self-reflecting is

more easily said than done. Self-reflecting is a carefully performed juggling act between

personally, usually verbally, guiding the boys and girls to use appropriate behaviors, while

allowing the students to think for themselves. They ask, how am I doing? The results are

astounding. Mrs. M and Ms. O dont just deal with negative behaviors, they foster positive

outlooks. Of course, theres the occasional temperament. This results in mostly a lack of

attention or focus, and again, is personally handled, usually verbally. They also us e the

expanded Red, Yellow Green plates system. Using 6 colors instead of 3 this strategy is not only a

reward and consequence but also a way to keep track of participation. A balance of rewards and

consequences are important so that all the kids have something to work towards. Whether

McMillan Bucks or points for the treasure box, there are enough options so that every kid can

find what motivates them.

Several consequences and attention grabbers are useful too. Skipping recess, a classic but

since there is only 15 minutes of recess in total I noticed that the unlucky student that had his

recess withheld was back on the playground after 5 minutes or so. Counting to 5, or down from 5

is surprisingly effective. It is not one best strategy but a variety of strategies which is important

when dealing with a diverse group. A multitude of tools that can be used when needed.

Ms. O treats her kids the utmost respect and with it, a LOT of responsibility. Taking

away some responsibility is another great behavioral tool. For instance, enforcing line order at

lunch. In the end the teachers made it clear that there is no bad behaviors, and if anyone is a

skeptic of positive reinforcement, Id invite them to observe this class.

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Primarily not reserved as a consequence, responsibilities are treated as a sort of learning

incentive. Earlier you may have tried, Ms. Okwuezes name is not easy to pronounce. So, the

kids call her Ms. O. You would notice immediately that Ms. O refers to her kids as Mr. and Ms.

as well. The kids feed off being treated like adults and therefor, act like adults. They push their

chairs in. They push others chairs in. They help lead some academic instructions, giving their

own lectures in front of the class. To reiterate, the kids all hold their own jobs inside the

classroom which is really a privilege but they take it seriously and it makes them important.

They are responsible for taking themselves to the Gen. Ed. Classrooms on time and are always

encouraged to help each other. It is very clear that the teachers are not just teaching academics to

kids, but creating well-rounded, responsible adults who can work together.

I did not have as much time as I wanted to go over individual resources. One that was

emphasized as important was the Brigance. A resource to help with creating IEPs and

determining skill levels. AIMSweb is another tool that can be used to make assessments with the

children. Ms. O noted that support from a group of teachers is vital to surviving the first few

years as a new teacher. SLD groups are adopted in CCSD. Parents and volunteers are always

helping in the classroom and so are specialists. Last but certainly not least, Ms. O relies heavily

on her aid. She also stressed that anything can be used as resources; visual aids, the internet, real

life examples, or as she puts it, anything you can get your hands on.

With all the resources, behavioral strategies, positive reinforcement techniques, structures

and routines, it is clear that many skills are needed to teach children successfully. To make sure

your kids are actually understanding the material a teacher needs to be patient, flexible and open

minded which requires real a passion to work with children. Teaching is an immensely
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demanding job, but after observing Ms. Os and Mrs. Ms class, I take comfort in knowing that

not only can it be done, but it can be done well.