Topics: 

 Classroom Management, Teacher Dispositions and InTASC Standards: how they make

a difference in how the classroom runs

Part I Classroom Management

Good classroom management is critical for learning to take place. Some teachers seems to be
laid back and students respond well.  Other times a teacher is laid back and the students run all
over the class. What do you think is the difference? It is classroom management. A good
manager of the classroom sets guidelines for assignments and behaviors on the first day, and then
follows them throughout the year. The first week of school will honestly make or break a teacher
for the rest of the year. As you move forward in this first observation, note how the teacher
manages his/her classroom.  Visit with him/her about their method or style of classroom
management.  What do you agree with?  What would you do differently?

I was observing in a 4th grade Title 1 school, so my teacher has had to use several methods and
strategies to manages his students. I would describe his teaching style as a strict but fun style
where if a student does his or her work, they will be rewarded but if a student does not do his or
her work, they with be disciplined. This is my teachers last year before he retires, he got his style
based on being in the military before he became a teacher. His students seem to really excel with
this style because many of them have broken home lives. His students know he is not
disciplining them just for fun but because he cares and wants the best for them. He uses a
positive reward system as well in two different ways. He has a Mr. Emery vs Class tally mark
count on the board and an individual point system for individual good behavior or negative
behavior. If the students are on their best behavior, they get a point or tally if they are acting
poorly then they get a point or tally taken away. He also has several other behavior strategies for
individual students that work best for them. For example, he has a student that likes to argue with
him a lot, so he uses cards that look like yellow and red cards from soccer to warn the student
about his behavior. I also enjoy his use of classroom call sticks where every child gets a chance
to answer a question even if he or she is wrong. He likes to do it this way because he wants his
students to know that it is alright to fail and that they can learn from their mistakes. One thing I
might do differently than him is he can be a little to direct or strict with the 4th graders where I
think I would be a little patient and hear what they have to say.

Part II Teacher Dispositions

Hopefully you all have a burning desire to help children of all ages learn. But along with that
desire, you must develop a sense of how you can pass on your knowledge in a way that is
acceptable to the students, the principal, the parents and the public in general. Good teachers
have what is called a good disposition.  Some teachers are rigid and strict and students are
respectful out of fear.  Other teachers are rigid and strict, but the students hold the rigid teacher
in high regard. What do you think is the difference? It is the teachers’ disposition.  The teacher’s
attitude toward education-all realms, is disposition.  How you feel about students, curricula, the
district, all develop your disposition.  Are observing a disposition that you think helps students
be successful?
I believe my teacher has good disposition and his style is strict but goofy. His students all strive
for that discipline because I believe they are looking for someone who truly cares about them. He
is a very fun teacher to learn from and be around, but he is very strict on classroom expectations.
I think he is strict on these expectations because there are lots of thing to learn and get done in
the day and there is very little time for slacking off. What makes students fear their teachers
could be because they feel their teacher does not care about anything but getting their work done
or because the teacher has lost their passion or love to teach and be around kids. I believe kids
can tell who a good and bad person to be with based on that person’s character and how they
treat them. My teacher I observe with tries to make every opportunity a learning opportunity
even during recess or snack with go hand in hand with the high expectations the district holds
them to. The district, the teachers, and the resources provided, I believe that are used in Sheridan
are used to achieve the best out of their students. If the material or teachers do not meet the
districts standards, they are not afraid to try something new.

Part III  InTASC Standards

InTASC Standards should not be a new term to you.  You should have been hearing it in all
education courses as these are the teaching standards that are nationally used to measure the
effectiveness of a teacher.  There are 10 InTASC Standards.  For this forum I would like you to
look at the following URL:  https://ccsso.org/resource-library/intasc-model-core-teaching-
standards-and-learning-progressions-teachers-10 and read through the standards.  Then choose
either Standard 1, Standard 2 or Standard 3 to explain what in your observations you are
observing that seem to be directly related to the InTASC Standard.  How are these related to
classroom management and Teacher Dispositions?

Standard #1: Learner Development

“The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.”

The teacher I observe does an exceptional job with learner development. He lays his classroom
out in a layout that works best with each individual student where some students work best in
groups or by themselves, he has a kidney shape table in the back where he normally sits so
student can move back there and work with help. For his students that are struggling he does let
them move on until they understand the concept. He meets with the other 4th grade teachers in
PLC meetings to determine who needs more help with what. He has WIN groups set up based on
how well a student does or what additional help they need. My teacher lets the students move
around in flexible seating, so they do not feel trapped. He is always trying to make learning fun
and relative based on real life experiences. Overall his classroom management style and his
teacher disposition very much relates to InTASC Stardards.

Part I
I was observing in a 4th grade Title 1 school, so my teacher has had to use several methods and
strategies to manages his students. I would describe his teaching style as a strict but fun style
where if a student does his or her work, they will be rewarded but if a student does not do his or
her work, they with be disciplined. This is my teachers last year before he retires, he got his style
based on being in the military before he became a teacher. His students seem to really excel with
this style because many of them have broken home lives. His students know he is not
disciplining them just for fun but because he cares and wants the best for them. He uses a
positive reward system as well in two different ways. He has a Mr. Emery vs Class tally mark
count on the board and an individual point system for individual good behavior or negative
behavior. If the students are on their best behavior, they get a point or tally if they are acting
poorly then they get a point or tally taken away. He also has several other behavior strategies for
individual students that work best for them. For example, he has a student that likes to argue with
him a lot, so he uses cards that look like yellow and red cards from soccer to warn the student
about his behavior. I also enjoy his use of classroom call sticks where every child gets a chance
to answer a question even if he or she is wrong. He likes to do it this way because he wants his
students to know that it is alright to fail and that they can learn from their mistakes. One thing I
might do differently than him is he can be a little to direct or strict with the 4th graders where I
think I would be a little patient and hear what they have to say.

Part II

I believe my teacher has good disposition and his style is strict but goofy. His students all strive
for that discipline because I believe they are looking for someone who truly cares about them. He
is a very fun teacher to learn from and be around, but he is very strict on classroom expectations.
I think he is strict on these expectations because there are lots of thing to learn and get done in
the day and there is very little time for slacking off. What makes students fear their teachers
could be because they feel their teacher does not care about anything but getting their work done
or because the teacher has lost their passion or love to teach and be around kids. I believe kids
can tell who a good and bad person to be with based on that person’s character and how they
treat them. My teacher I observe with tries to make every opportunity a learning opportunity
even during recess or snack with go hand in hand with the high expectations the district holds
them to. The district, the teachers, and the resources provided, I believe that are used in Sheridan
are used to achieve the best out of their students. If the material or teachers do not meet the
districts standards, they are not afraid to try something new.

Part III

Standard #1: Learner Development

“The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.”

The teacher I observe does an exceptional job with learner development. He lays his classroom
out in a layout that works best with each individual student where some students work best in
groups or by themselves, he has a kidney shape table in the back where he normally sits so
student can move back there and work with help. For his students that are struggling he does let
them move on until they understand the concept. He meets with the other 4th grade teachers in
PLC meetings to determine who needs more help with what. He has WIN groups set up based on
how well a student does or what additional help they need. My teacher lets the students move
around in flexible seating, so they do not feel trapped. He is always trying to make learning fun
and relative based on real life experiences. Overall his classroom management style and his
teacher disposition very much relates to InTASC Standards.

Resource:

https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and challenging learning experiences.

PERFORMANCES 1(a) The teacher regularly assesses individual and group performance in order to
design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic,
social, emotional, and physical) and scaffolds the next level of development. 1(b) The teacher creates
developmentally appropriate instruction that takes into account individual learners’ strengths, interests,
and needs and that enables each learner to advance and accelerate his/ her learning. 1(c) The teacher
collaborates with families, communities, colleagues, and other professionals to promote learner growth
and development.

CRITICAL DISPOSITIONS 1(h) The teacher respects learners’ differing strengths and needs and is
committed to using this information to further each learner’s development. 1(i) The teacher is
committed to using learners’ strengths as a basis for growth, and their misconceptions as opportunities
for learning. 1(j) The teacher takes responsibility for promoting learners’ growth and development. 1(k)
The teacher values the input and contributions of families, colleagues, and other professionals in
understanding and supporting each learner’s development.