EDUC 350 Field Notes #4 (TLAC Chap 5)- Classroom Climate and Culture

5 Principles

Evidence- What is the teacher doing?

Discipline

Uses redirects and asks students about their attending skills. Sometimes
specific students need to be removed from the classroom to work elsewhere
because they distract the entire class.

Management

The classroom is very well managed. The teacher is very clear about her
instructions and students always know what they are suppose to be doing.
Allows time for brain breaks during lengthy discussions

Control

There has never been a time when the teacher does not have control over
the classroom. During group work, the classroom environment might get a
little rambunctious, but the teacher never allows for it to get beyond her
control. She always is able to bring them back and refocuses them back to
their task.

Influence

Engagement

Engages the class by always hooking the students with something relatable
to their lives. All of the in class activities are interactive while productive at
the same time. Students tend to use their time more wisely because its a
really good opportunity to get their work done and have some support from
the teacher.

Which techniques from Chapter 5 did you see today? Explain 1-2 techniques and how they helped
to establish Climate and Culture in the classroom.
Entry Routine- Do Now- Tight Transitions- Binder Control- SLANT- On Your Mark- Seat
Signals- Props
Today I saw examples of Entry Routine, and Tight Transitions. Ms. Pearse always begins the day
with some type of entry exercise that is already displayed on the board, and the students know to
come in, sit down and begin their warm-up or prepare specific materials. This allowed for the
classroom climate to be set at the beginning. With that, I also saw Tight Transitions being used.
For instance when students needed to retrieve their laptops from the cart, the teacher would
count down so students quickly got what they needed and sat back down. It takes time to get the