Judy Rex's Classroom
A Visit to Judy Rex’s Classroom via Video
By Agepe
By Agepe
“How can I ensure that every student in my very diverse classroom will demonstrate growth and reach a measure of success?” It is Judy Rex’s question at the opening of video A Visit to a Differentiated Classroom. The utterance above is a both question and statement at the same time exhibits the efforts done by her to reach classroom’s learning climate. It is not only a classroom learning climate for the 25 students in the class, but, it is rather a differentiated learning climate for every individual in the class. A differentiated classroom is one in which a teacher actively plans and teaches to address the varied learning needs of students in the class.
It is hard to imagine how a teacher teaches 25 students, age 8-11 years old, based on each student characteristic or background. In the video Judy said that two of her students have Individual Educational Plan for special education. Another three might be in the student study team process for possible identification for emotional or learning difficulties. Three students will be identified as gifted. Two of her students are generally second-language learners (ESL). Several others take medication for attention or hyperactivity disorders, or both (ADD). Indeed, in 60 minutes watching, I was amazed to see the hard-working Judy Rex in her classroom of 3rd and 4th graders in Scottsdale, Arizona.
I am going to describe my analysis results on the video. I focus my analysis on three things: (1) Classroom Management, (2) Learning Climate, and (3) Student Engagement.
I am going to describe my analysis results on the video. I focus my analysis on three things: (1) Classroom Management, (2) Learning Climate, and (3) Student Engagement.
1. Classroom Management
The most obvious thing when we talked about classroom management is that Judy was aware of all activities in classroom. The morning meeting activities, language arts, portfolio meeting, and social studies were all well-organized. It seemed that the class had much freedom, but it was clearly structured as well. Judy trusted her kids. She was certain that the students’ activities all worked smoothly. Of course, the activities worked well because of a clear and consistent rule of behavior. Though it was seen in a glance, on the blackboard there was classroom agreement.
The ring of the bell, hand clapping, and the 1 to 10 counting for students to prepare the next class activity are merely upon-agreed tools to maintain the class dynamics. The use of the bell or other verbal tools such as hand clapping shows there was a consistent schedule and maintenance of procedures and routine.
Morning session: reading message, for me, is a meaningful activity. The reading activity is a good means to build a community, to develop togetherness, to remind activity of the day, to measure language skills, to review the last lesson. Through the reading activity, there is a chance for the teacher to deliver message, to advice wisely or without insisting. What a wonderful classroom management! In short, the morning session was meaningful.
The seat arrangement was flexible so that the students could possibly learn in groups, to use the reference books, dictionaries, or internet/computer sets, to record their works and so on. It was clear that the students learnt happily. At the same time, Judy was moving freely among the students. Everything was well-organized. She established routines for all daily tasks and needs. The cleaning up classroom activity at the end of the video supported the idea of establishing the class routines.
2. Learning ClimateAs I said earlier, the classroom learning climate was well-organized. In the video, it seems clearly that Judy created supportive and warm classroom climate. The supporting incentives such as-be productive, good job, great job-motivate the students to learn and work in a more optimal way.
It is seen clearly also from the video that Judy helped the students warmly in their learning. The utterance “…I see myself as a guide, a facilitator, maybe even a conductor of sorts. A lot of what we do is driven by the students, and I am there to help them along the way. In our classroom, we say there are 25 children, but there are 26 learners and there are 26 teachers. I learn from them. They learn from me. We learn from each other, and we teach each other also...” is her low-profile classroom management or her humble attitude which deems that her kids are also her teachers. It shows a really good partnership between teacher and students.
Though it is described in a glance, the portfolio meeting gives me insight that there were efforts to create situations for all students to succeed. A portfolio is a useful tool for looking at children's growth over time. Portfolios are also used to communicate to parents in parent conferences.
3. Student Engagement
Giving the students responsibility is a direct impression when we talk student engagement. Every student was responsible for his or her personal tasks. Judy had her own strategy to check whether each of her students is working. Clueing one finger, two fingers, clapping, snapping the finger, pointing thumb-pinky finger were clues used spontaneously to evaluate students’ work.
Judy also explored students understanding. In a social science session, the students defined questions on a piece of paper and then attached it in front of the class. In the discussion session on what students had learnt, she provided chances for students to ask. This activity stresses student responsibility and accountability.
The next interesting thing is that Judy formulates a habit for students to make reflection. Through the video, we can see students filled the classroom cues rubric with certain symbols that represented their learning intensity and passion. The students’ activity to fill the reflection rubric exhibits her good will to invite the students to learn how to measure and value them selves. In other words, the activity teaches the students to be honest to them selves. The reflection on the port-folio can be viewed as students deep-understanding.
What a wonderful class! I truly mention it at the end of my analysis. I am really astonished by what she did. I salute for her dedication as a teacher, a friend, and educator to her students. I am amazed by her deeds in exploration to accompany her differentiated students. I am jealous, too, for her idealism and efforts to explore and dig more. I am jealous to see that her students, age 8-11, have already understood to self-directed learning, to use dictionaries, to browse internet, and to speak about ‘government.’ While in Indonesia, the students still learn with limited learning resources and a centralized-curriculum which kills creativity. *** agepe-school supervision***
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