Biggest Challenge

Standard 3 Element D:

Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.

During my student teaching, one of the biggest challenges I faced was managing the distractions caused by technology in the classroom. While I wanted to utilize technology to enhance learning, the unauthorized use of phones and headphones often disrupted focus and contributed to issues of academic integrity, such as cheating and copying. To address these challenges, I established clear expectations for technology use in the classroom, referencing the syllabus and the district’s Code of Conduct. To track violations and follow through on the consequences, I created a spreadsheet where students had to sign each time they violated the technology policies. This provided a visual progression of responses for repeated violations, which helped students understand the importance of adhering to the expectations.

Recognizing that technology could be used effectively for learning, I also wanted to ensure students remained focused when using devices for classwork. I reached out to the school's technology department for assistance in managing this. Through this collaboration, the department suggested the use of Lanschool, a monitoring software the school had available. Lanschool allowed me to track student activity on their computers in real-time, ensuring they stayed on task during tech-based lessons.

The use of Lanschool, combined with clear expectations and a system for accountability, helped create a more productive classroom environment where students were engaged and focused on their learning.

I also learned how to balance the use of technology in the classroom by establishing clear boundaries and expectations. This approach helped students see that the rules weren’t about restricting their use of technology but about creating a space where they could engage with the content without distractions. It also provided me with the tools to monitor and guide their learning in real-time, fostering a classroom culture where critical thinking and problem-solving could thrive.

Why It Works:

By clearly communicating expectations for technology use and implementing a system of consequences, I created an environment where students understood the importance of staying focused and adhering to the rules. The spreadsheet system was an effective way to track violations and hold students accountable, and it led to a noticeable decrease in resistance to technology-related distractions.

The implementation of Lanschool proved to be an invaluable tool in maintaining focus during technology-based lessons. With the ability to monitor students' computer activity in real-time, I was able to ensure they were using their devices for academic purposes, rather than straying into distractions. This not only supported their engagement with the content but also helped them develop critical thinking and problem-solving skills by keeping them on task and focused on their assignments.

Furthermore, by addressing the issue of distractions and ensuring students were following the rules, I was able to foster a more interactive classroom environment where students engaged with the lesson and with each other. This allowed me to focus more on teaching the material, creating a classroom culture of collaboration and learning, instead of managing behavior.

Artifact Explanation:

This approach emphasizes the importance of establishing high expectations and supporting the development of critical-thinking and problem-solving skills. By clearly setting expectations for technology use, tracking violations, and using Lanschool to monitor student activity, I created an environment where students could engage meaningfully with the lesson. This allowed them to develop their problem-solving skills within a structured and focused learning environment.

The ability to monitor student activity and maintain focus helped me ensure that technology served its intended purpose—enhancing learning—rather than distracting from it. It also allowed me to promote a culture where students could develop their critical thinking skills by engaging with the material, their peers, and the lesson itself.

Expectations.pdf

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