13.2

A student's interruption of the class is not wholly unwelcome. Disruptive behavior can be frustrating, but instead of initially attempting to correct the behavior I would try to harness that extra energy and vocalization. Like in all discussion-based classrooms, an English class requires students to vocalize their thoughts and opinions, and to even spur some healthy and constructive arguments. So if a student shows himself to be bold enough to speak out of turn, he may in fact be the best candidate to lead a class discussion or participate in a debate. By asking "Would you like to add that to the discussion?" or "Can that pertain to the lecture?", even if what the student is saying is completely off topic, it will draw his or her attention back to the topic at hand. He may be the sort student that needs to be heard to feel accomplished in a learning environment. Assuming the student does not dazzle me with some well-thought-out material pertaining to the subject, my next act would be to approach him privately. In discussing the misbehavior away from his peers, the student can be more willing to explain his behavior and react appropriately. If there is some deep-seeded issue that is drawing his attention elsewhere or causing the urge to disrupt the class, he can feel more comfortable sharing it in private. However, if my student still chooses to continue disrupting his learning and that of his classmates, of would approach his parents. Oftentimes, parents are more aware of what is causing the misbehavior than a teacher who has just met her students for the first time. As a new teacher, I would seek the aid of parents to address any issues that their child may have that would cause such behavior. If the student's behavior continued or worsened, I would request a meeting with him and his parents. Sometimes, in a situation of flat-out refusal to follow the rules, a student is either distracted by non-academic factors or seeking attention from loved ones. The most difficult part comes in making the behavioral intervention caring and approachable and not abrasive or intimidating.

13.1

In order to create and maintain a learning environment that is conducive to learning, I will follow many of the suggestions given in the text. The five areas I will attend to are classroom arrangement, a regulated schedule with daily goals, a visible set of classroom rules, attending to my student-teacher relationships on a regular basis, and the incorporation of a variety of classroom activities that cater to the needs of different learning styles.

While I plan to implement class discussion, I prefer that the desks are lined in rows in a traditional fashion and will only move them when discussion or group work is necessary. I believe the students will remain focused if they are facing the front of the classroom instead of each other. However, I am also quite fond of the circular desk set-up because it allows for better discussion and communication in a whole class discussions. Ideally, the students should be able to walk into my classroom and know what kind of activity to expect based on the layout of the desks.

I want my students to develop a sense of when and what they are expected to do on a daily basis. Though classroom activities and assignments will vary, I would lay out a daily schedule so that we as a class can better manage our class time. For instance, once I have informed them of and regulated a daily schedule, I would expect them to know to turn in their homework at the beginning of class, pick up any worksheets for the day, and then go to their assigned seat. They would know when I expect them to take notes during the lecture and to take out their books before any discussion or activity. In this sense, they will develop a routine that will be conducive to managing class time.

While I will not go into so much detail in the other areas I will attend to in my class, I do hope achieve strong and nurturing relationships with my students while providing them with an organized, comfortable, and productive environment. I will make myself available outside of the normal class time to assist students with any other questions or difficulties they have. I hope to incorporate them in addressing their individual and class-wide goals as well as creating classroom rules that work best for everyone.