Standard 5 Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Rationale: The Fusion Newsletter for October explains how I use Gotch tickets and Fusion Grams. Gotcha tickets are tickets I give to students that I catch doing something positive. The students then place their name on the back of the ticket and put it in the Gotcha box. At the end of the week we pick students’ names from the box and they receive prizes. Fusion Grams are awards I give to students that I catch doing something positive. Only one student each week receives one. I write a little paragraph about what I saw the student do and give them a treat. The student then receives it in class and reads it to the whole class.
This is important to me as a teacher because it supports my behavior plan in class. All I have to do is hand out a gotcha ticket or have a student read a fusion gram and the tone of classroom changes to a more positive one. This is important to the kids because they really want to receive a Gotcha ticket or a Fusion gram so they are on task and go above and beyond the expectations to receive one. The students value the positive feedback and as a result are better behaved.
KSD: 5.K.4 The teacher understands the principles of effective classroom management and can use a range of strategies to promote routines and positive relationships, cooperation, and purposeful learning in the classroom. Gotcha tickets and fusion grams are incentives we give to students that are doing good things. When we give these out all the students want them, they get very excited. They also wonder what that student did to get a gotcha ticket or fusion gram because they want to copy that behavior. When I promote this positive behavior the climate of the class becomes exceptional.
5.S.5 The teacher helps the group develop shared values and expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry. Using the gotcha tickets and fusion grams the students know that if I observe them doing what they should be doing and going above and beyond they will earn one. This is a greast motivator when students work with their group in math/literacy. It also decreases the amount of off-task behavior in the classroom.
5.D.5 The teacher is committed to continuous development of individual students’ abilities and considers how different motivational strategies are likely to encourage this development for each student. Knowing that students want a gotcha ticket and fusion gram I use them as motivational tools for students. They make sure that the students are on-task since the students are working to try and receive one. As a result, the students are able to work in an off-task free zone which allows them to improve their learning.
Standard 5
Teachers know how to manage a classroom.
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Evidence:
Rationale:
The Fusion Newsletter for October explains how I use Gotch tickets and Fusion Grams. Gotcha tickets are tickets I give to students that I catch doing something positive. The students then place their name on the back of the ticket and put it in the Gotcha box. At the end of the week we pick students’ names from the box and they receive prizes. Fusion Grams are awards I give to students that I catch doing something positive. Only one student each week receives one. I write a little paragraph about what I saw the student do and give them a treat. The student then receives it in class and reads it to the whole class.
This is important to me as a teacher because it supports my behavior plan in class. All I have to do is hand out a gotcha ticket or have a student read a fusion gram and the tone of classroom changes to a more positive one. This is important to the kids because they really want to receive a Gotcha ticket or a Fusion gram so they are on task and go above and beyond the expectations to receive one. The students value the positive feedback and as a result are better behaved.
KSD:
5.K.4 The teacher understands the principles of effective classroom management and can use a range of strategies to promote routines and positive relationships, cooperation, and purposeful learning in the classroom.
Gotcha tickets and fusion grams are incentives we give to students that are doing good things. When we give these out all the students want them, they get very excited. They also wonder what that student did to get a gotcha ticket or fusion gram because they want to copy that behavior. When I promote this positive behavior the climate of the class becomes exceptional.
5.S.5 The teacher helps the group develop shared values and expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry.
Using the gotcha tickets and fusion grams the students know that if I observe them doing what they should be doing and going above and beyond they will earn one. This is a greast motivator when students work with their group in math/literacy. It also decreases the amount of off-task behavior in the classroom.
5.D.5 The teacher is committed to continuous development of individual students’ abilities and considers how different motivational strategies are likely to encourage this development for each student.
Knowing that students want a gotcha ticket and fusion gram I use them as motivational tools for students. They make sure that the students are on-task since the students are working to try and receive one. As a result, the students are able to work in an off-task free zone which allows them to improve their learning.