The following entry, written by the same student in week three of her practicum, illustrates how this student has succeeded in incorporating a reasoning component into her writing through the use of the scale and feedback.
The student teacher's own journal is used as the basis for further reflection
"The following are some examples of how I have been using a variety of classroom strategies, to get and keep the attention of students...
This is an excellent way to get the children's attention as all of the children want to join in."
In this section the issue is briefly linked to pedagogy and educational theory, but begins with an insight gained from reflection (relating, level 1)
As I reflect on these strategies and their success I realise that the use of non-verbal strategies together with the verbal strategies is effective in classroom management. This is in line with Grinder's theory of the importance of non-verbal communication.
The writer then begins to explore reasons for the success of the strategies by considering one factor in detail (reasoning, level 1)
What may be more important was that I was using routines and methods that the children were familiar with. Routines are particularly important in the lower grades and by continuing to use the strategies their 'regular' teacher used I provided continuity which could have enhanced the management of the learning environment. Once routines are established, frustration is reduced because the students have a clear sense of direction and expectation.
In this section the writer begins to explore another factor viz. the classroom atmosphere (reasoning, level 2) and considers the interrelationship between classroom atmosphere and her beliefs about learning (reasoning, level 2)
The techniques in which the children clap or follow are perceived positively by the students who I generally want to join in. This has the effect of, creating a 'positive' tone in the classroom which I believe is so important for effective learning. The lack of tension in the class in turn facilitates a positive rapport between the teacher and the student. On the other hand, techniques that involve yelling and screaming are counterproductive because they induce fear and tension into the learning environment and therefore reduce the learning potential possible.
In this section the writer draws a conclusion based upon the reasoning and indicates an intention to incorporate this new understanding into future teaching practice. (reconstructing, level 1)
This experience has highlighted for me the benefits of 'positive classroom management strategies' in which both verbal and non-verbal cues play a part. I have also realised the importance of routine and consistency in the lower grades, and will endeavour to incorporate these aspects into my future teaching practice.