Teacher Interview

AEDU Experienced Teacher Interview -
Questions were asked via email with an amazing 4th grade teacher Mrs. Taulbee.
I have the pleasure of working with her, but she has been out all week at a workshop/conference.
After reading her responses to the questions I asked, I couldn't help but smile a little at how much she
cares about students collaboration in the room, and the best part is she really does,
and I know this because I get to see it.

Please see Mrs. Taulbee's responses below:

1. How would you define/describe your classroom management philosophy?
That is to say, what informs your decisions to make sure your class runs smoothly on a daily basis?

My philosophy on classroom management is really to focus on the positives and to
include the students in the process.  I think that it is crucial to have the students be a part of the
decision making when it comes to classroom rules and procedures.  
With that being said, there are most definitely some “non-negotiable” procedures that I need in
place for our classroom to run effectively.  The students’ involvement and buy-in really helps ensure
that our class runs smoothly most days.

**

2. How do you handle disruptive/misbehaving students who make it difficult for others to learn?

I use class DoJo as my management tool for behavior.  When students are being disruptive
I first try to find a student doing the right thing and compliment them.  For a good majority of the
students, this is enough to redirect their behavior without having to give a consequence.  
However, for students who are making it difficult for others to learn, I try to give them a quiet signal to
stop the behavior.  At the next step they will lose a point for the behavior. Again, most times this
happens it is enough to stop the behavior. In extreme cases, I have students take a “break”.  
Sometimes these breaks can be done in a portion of the classroom. Other times, the classroom aide
might take them for a walk, or another faculty member will step in to help.

3.How does the organization of your room (student desk arrangements, teachers desk, furniture,
proximity to students, etc.) affect your classroom management plan?

I am a firm believer in collaboration while doing work; this however can
sometimes promote talking within the class.  I change my set-up frequently as I see the students are
getting “too comfortable” next to the ones that they are sitting next to.  My desk is located in the
back of the room, but most of my teaching is done toward the front or on the carpet. This helps me
be in areas where I have a view of the entire class at most times.

4.How do you “set the tone” the first day(s) of the school year to communicate your (discipline)
expectations to students?

Our first day of school is dedicated to relationship building.  I make a big deal that the “rules”
come later and first really focus on building those positive relationships.  I divulge personal information
about myself to help them see me as a person, and not just the teacher in charge.  I do however, keep
the boundary between “friend” and “teacher”. I don’t want to set a tone that I am just there to be their
friend, but I do want them to know how much I care about them and want to learn about them.  
Toward the 3rd-4th day of school we start to work on writing the rules. We go over the difference
between rules and procedures. I set the procedures; as a team we write the rules. I make sure my
rules are written to reflect the positive, rather than the negative as well.

5. As an experienced teacher, what is one thing you wish you knew in your first years of teaching?
Are there trends you can see in your school with new teachers and some of the struggles he or she faces?

I wish I knew it was okay to change my management system at any point in the year.  I reflect on
my first two years and cringe at the thought of my “lack of management”.  I can see new teachers
struggle with the general classroom management and some of the more “extreme” cases.  I think a
strong mentor program would be so beneficial for our new teachers. I think experienced teachers
need to continue to talk to new teachers and tell them it’s ok.  We have all been there, and had many
of the same struggles. Telling them what worked for us and telling them stories of our failures and
eventual successes would hopefully encourage them to keep trying.

Summary of Interview:
 Mrs. Taulbee using many aspects of chapters 7 & 13. She demonstrates applying operant conditioning using praise appropriately (see guidelines on page 264) She praises students through class Dojo to their parents, but as well in group projects and "centers" for Math. I also find it interesting and beneficial that she has her 4th graders help collaborate with class rules. She enforces confidence and personal class management from the first day, creating trust and building relationships as a foundation to her room. I love her idea for a mentor group for new teachers, and that it is okay to change your management style when needed. Each class will be different, heck classes are different even when a certain student is absent. You have to trust that putting the students and their back stories first will direct you and your classroom in the right direction.