"I feel classroom management
is based on a mutual respect between
myself, the students and other staff
in the classroom..."
-Arthur Drenth
Meet Coach and Special Education Teacher, Arthur Drenth. Through the past three years I've experienced his teaching style and classroom management first hand as a paraprofessional assigned to his classroom and a staff member to work one on one with his students. When tasked with the challenge to interview a teacher about their classroom management style I couldn't have picked a better teacher. Drenth, a special Olympics sports coach and teacher at Transition 99 of Community High School District 99 takes respect and rapport with his students seriously on the court and in the classroom.
As I interviewed him, he puts into words actions I have observed over time in the classroom. The first question I asked was "What obstacles do you encounter in forming relationships with students, how do you reach students that struggle to form trusting relationships with you? Mr. Drenth walked me though would his normal process of what it is for him to form bonds with his students. Essentially, he uses the approach most people use when meeting anyone new. Ice breakers and conversations about things they like, and don't like. Asking open ended questions that allow students to talk more about their personal interests. As I've sat in the class observing, I've noticed just allowing the students to have a voice to speak and be heard allows for guards to come down making Mr. Drenth approachable in the classroom when needed. In working with students that may have trouble with establishing relationships because of could be behavioral disturbances, Mr. Drenth stressed the importance of reading IEP's and behavioral plans to understand in detail what students may struggle with and communication with parents to come up with plans and ways to help students overcome difficulties with behavior. The next question I asked Mr. Drenth was what tools and opportunities do you give your students to exercise self management. By self management I meant, chances to use self control, manage their own time, and form bonds with their classmates or room to resolve their own issues. Mr. Drenth spoke about giving breaks and using social time to create opportunities to talk about things they like-- This allows him to step back and let students find ways to communicate with each other and use their social skills. I also inquired about instructional time in the classroom and what that looks like. Mr. Drenth explained that the few moments in a day that students are made to sit at a desk to learn something outside of activities, it is real work for the students, instead of work to occupy the time. He imphasised the importance of creating a balance when working with students with disabilities. It is important to give room for breaks and personal time to reinforce positive behavior when it is time to learn and work in the classroom or at various activities in the community. Lastly we closed up the interview comparing his classroom management style from when he, first became a teacher up until the present day, and it was said that initially the emphasis was placed on structure, or a more strict form of it, but as the years have gone by Mr. Drenth talks about having learned the importance of balance and flexibility to meet students' needs for where they are.
Having a moment to reflect on my time as a paraprofessional in his classroom the things of this interview are apparent. It is in the way students rely on him to help them in moments they encounter trouble. How He advocates for his students in the community. The skills and management style Mr. Drenth uses shines through in respect his students, staff and in his communication with parents.
His involvement in a controlled setting like his classroom ties in to chapter 7 and 13 in the sense that he finds ways to refrain from punishment by providing a classroom as a safe place for his students-- or creating reinforcements for students to produce the productive behaviors he expects of them. He allows them to be heard and seen creating a great foundation for positive relationships. Students are made to step out of their comfort zones trying new things, forming their own opinions and challenged to respect opinions of others. Creating a healthy balance for students. In my experience as a para and through information given in this interview, classroom management skills are the necessary tools a teacher learns to facilitate a space that can be conducive to the ideal learning environment for a happy productive student.
To view My interview click the link below.
Classroom Interview
As I interviewed him, he puts into words actions I have observed over time in the classroom. The first question I asked was "What obstacles do you encounter in forming relationships with students, how do you reach students that struggle to form trusting relationships with you? Mr. Drenth walked me though would his normal process of what it is for him to form bonds with his students. Essentially, he uses the approach most people use when meeting anyone new. Ice breakers and conversations about things they like, and don't like. Asking open ended questions that allow students to talk more about their personal interests. As I've sat in the class observing, I've noticed just allowing the students to have a voice to speak and be heard allows for guards to come down making Mr. Drenth approachable in the classroom when needed. In working with students that may have trouble with establishing relationships because of could be behavioral disturbances, Mr. Drenth stressed the importance of reading IEP's and behavioral plans to understand in detail what students may struggle with and communication with parents to come up with plans and ways to help students overcome difficulties with behavior. The next question I asked Mr. Drenth was what tools and opportunities do you give your students to exercise self management. By self management I meant, chances to use self control, manage their own time, and form bonds with their classmates or room to resolve their own issues. Mr. Drenth spoke about giving breaks and using social time to create opportunities to talk about things they like-- This allows him to step back and let students find ways to communicate with each other and use their social skills. I also inquired about instructional time in the classroom and what that looks like. Mr. Drenth explained that the few moments in a day that students are made to sit at a desk to learn something outside of activities, it is real work for the students, instead of work to occupy the time. He imphasised the importance of creating a balance when working with students with disabilities. It is important to give room for breaks and personal time to reinforce positive behavior when it is time to learn and work in the classroom or at various activities in the community. Lastly we closed up the interview comparing his classroom management style from when he, first became a teacher up until the present day, and it was said that initially the emphasis was placed on structure, or a more strict form of it, but as the years have gone by Mr. Drenth talks about having learned the importance of balance and flexibility to meet students' needs for where they are.
Having a moment to reflect on my time as a paraprofessional in his classroom the things of this interview are apparent. It is in the way students rely on him to help them in moments they encounter trouble. How He advocates for his students in the community. The skills and management style Mr. Drenth uses shines through in respect his students, staff and in his communication with parents.
His involvement in a controlled setting like his classroom ties in to chapter 7 and 13 in the sense that he finds ways to refrain from punishment by providing a classroom as a safe place for his students-- or creating reinforcements for students to produce the productive behaviors he expects of them. He allows them to be heard and seen creating a great foundation for positive relationships. Students are made to step out of their comfort zones trying new things, forming their own opinions and challenged to respect opinions of others. Creating a healthy balance for students. In my experience as a para and through information given in this interview, classroom management skills are the necessary tools a teacher learns to facilitate a space that can be conducive to the ideal learning environment for a happy productive student.
To view My interview click the link below.
Classroom Interview
