In our text Managing Diverse Classrooms, chapter 4 discusses the importance

of helping and sharing. Rothstein-Fisch & Trumbull talk about how using monitors in
the classroom can help with procedures and the overall flow of the classroom
throughout the day. The authors suggest using group monitors as opposed to
individual monitors to allow students to work collaboratively rather than individually.
In my current internship classroom, my teacher has no assigned monitors at all. Her
theory is whoever is behaving and is free at the time will have the opportunity to
help. Comparing this idea to my internship classroom last year which had
established roles and jobs for every student, it is interesting to see the differences.
On one hand, I find not having set monitors more chaotic, but students also find the
importance in helping each other. We have certain duties that need to be done at
the end of the day, i.e. pencil sharpening and sanitizing desks, and the students
divide up the work amongst themselves to finish the things that need to be done.
The chapter goes on to discuss partnering and sharing. Assigning students a
buddy so they can together and help each other learn the content benefits both
students. In my previous internship classroom, my teacher assigned each student a
partner and called them match-ups. She did this for two reasons. First, to pair a
struggling student with a higher achieving student and secondly, to make sure
nobody would feel left out. Sharing, with your partner or in whole group, is crucial
for the success of the class. Students need to not only be sharing their materials but
also their feelings. Sharing out loud with the class creates a comfortable learning
environment.
Weinstein & Romano discuss the establishment of classroom behavior in
chapter 5 of Elementary Classroom Management. When defining classroom
management and behavior, it is important to set clear rules and consequences.
Students need to have specific guidelines to follow for the classroom to be ran
smoothly. Routines help to allow smooth transitions. There are different types of
routines; classroom-running routines which are non-academic, lesson-running
routines which supports instruction, and interaction routines. Classroom-running
routines include things like lining up for specials or dismissal procedures. Lessonrunning routines entail how materials are disbursed and putting your name and date
on the top of all your papers. Interaction routines allow students to communicate
with each other in an orderly fashion. In my classroom my teacher implements the
use of hand signals during whole group discussion. The students raise a thumbs-up
for something new to add, two fingers to add on to someone else, a closed fist to
disagree and a c to give compliments.
At the end of the chapter the authors discuss teaching norms and general
conduct. In order to do this the teacher must define to the procedure, practice them
with the class, and provide feedback. This best way to do this is to provide an
example for the class and elaborate on the right and wrong way to do something
and explain why we do it that way.

Fisch, C., & Trumbull, E. (2008). Managing diverse classrooms how to build on
students' cultural strengths. Alexandria, Va.: Association for Supervision and
Curriculum Development.
Weinstein, C., & Romano, M. (2015). Elementary classroom management: Lessons
from research and practice (Sixth ed.). New
York, New York: McGraw-Hill.