Field Experience Journal - Day 2

Today Mr. Wyatt was in class. He uses a microphone for teaching and as intimidating and annoying and disruptive as I thought it might be, it was actually nice. Sitting all the way in the back of the class, you could hear him but it wasn't blasting or annoying.

The Teaching: As is the routine, the AM students came in and began reading books, newspapers, etc. of their choice. Next they were given their vocabulary test on the Great Flood. Students were directed once they were finished to put pencils away and get out their red pens for correcting. He has each student correct his own work. I found this great but different from what I did in school. We always have to change papers with a neighbor to ensure we were being honest I assume. I think this is a great alternative. It holds each student accountable for his own work and his own grade and doesn't humiliate him in the case he doesn't do well. To transition the PM students coming in, Mr. Wyatt writes the "Self Start" on the board listing what students are to do. An example of things he has them do are: 1) stack up journal 2) planners 3) math review - a transparency students do math problems from to prepare them for the math lesson 4) read.
Today, we taught the Math lesson on benchmark fractions. Of course, before starting, to wake us all up, we did "ZOMBIES". Although I was skeptical that kids would enjoy this silly song and movement activity, they actually seemed to like it quite well. As I reviewed the math material quickly to prepare to teach I realize that my 1st or so year of teaching, I am going to be doing as much homework as the students just to prepare to teach the material. It's been soooo long. While reviewing the previous day's homework answers we had students volunteer answers in order to be involved. I noticed that many of the same students were volunteering. I would hope in my classroom to be able to involve all students and help them all feel comfortable sharing their answers.

Class Management: So I noticed many charts around the classroom and was able to ask Mr. Wyatt about them today.
"Homeworkopoly" is a chart he got from homeworkopoly.com. This is used to reward students who turn in all their homework for the week. Students are rewarded with tickets (which go into a bowl for a later drawing which allows winners to some kind of reward.)
Surprises are candies which are in a black calderon. Mr. Wyatt will announce at times for students who answered a question correctly, etc. to go get themselves a surprise.
Tickets are given to students for random good behavior. These tickets are collected into a bowl for a the drawing on Fri. which allow students a surprise, frozen treat, etc.
Points are given to tables and as a whole class. I am not sure what the reward is as of yet. However, I have seen points subtracted if the class is being disruptive or not doing what they need to be doing.
Behavior card chart has each students name on it. If a student is talking when they shouldn't be or being disruptive in any other way, all Mr. Wyatt says is "student,....card" at which point they put their card in a sleeve showing they misbehaved. If more than 3 students get their card pulled then the drawing for Fri. is cancelled.

Although I think there is a pluthera of token systems in place and I can't hardly keep track, I wonder if these reward systems are behind the community feeling of the class. I hope that as I go throughout this field experience that I will be able to pinpoint more exactly what it is that aids the class in being so united so I can repeat it in my classroom.