SPECIAL OCCASIONS

Fire Drills & Lockdowns: Having done prior research on this topic for a co-teaching assignment, I know that drill procedures vary on a district-to-district basis. However, that doesn't mean that a teacher won't necessarily know what to expect for conducting a fire or lockdown drill (see Generic Drill Protocol Sheet). In order to effectively prepare my students for these drills, I will show them where the school's protocol and evacuation sheets are in the room as well as demonstrate good and bad behaviors for the drills (being quiet, present, and calm throughout the drill). I will also go over the specific procedures given by the school (fire drills: evacuate the building, lockdowns: sitting quietly in a corner of the room away from the door and windows).

Generic Drill Protocol Sheet.docx

Assemblies: I observed an assembly during my first field experience. I saw my teacher get his students lined up, walk them down the hall, and get them into the auditorium and seated. The students were rather noisy. (But who wouldn't be if they were going to an assembly? It's not like a fire drill where you have to be quiet.) Once they got into the auditorium and were seated, they started to quiet down and were silent when the assembly began. At one point, my teacher pulled a student aside to talk to him because he was being disruptive. I found an article online that says teachers can manage student behavior during assemblies in three steps: (1) model appropriate behavior, (2) model inappropriate behavior, and (3) make note of any inappropriate behaviors and address them after the assembly (Linsin, 2011). I personally agree with the first two steps because it is important for students to understand what is and is not acceptable behavior during assemblies, but I feel that, for high school, it would be almost impossible for a teacher to catch the student before they leave the assembly in order to address inappropriate behaviors. For that, I would have to agree with what my first school based educator did because I know where the student is, so I can actually address the behaviors with them.

Field Trips: Field trips can be exciting alternatives to just sitting in a classroom, but can be difficult to plan for. However, I believe that they can actually enhance student learning by giving students a more hands-on experience (even if it costs the school or students money). I would take care of the logistics for the trip (costs, school approval, transportation, and preparation of chaparones) either before the school year, months ahead of time, or a week or two beforehand (whichever is appropriate). I would also create an activity that can be completed either on the trip or at school via a virtual field trip (for those who cannot go). I would monitor student activity on the trip by both demonstrating appropriate behaviors and having the chaparones do so as well (as well as subtle cues if they do misbehave). After field trips, I would have my students write up a brief (1-2 page) reflection on the trip (what they liked or didn't like about the trip, what they learned, any questions they had unanswered (either from the activity sheet or in general), and if they would go again) as well as give them a discussion question to answer in the next class about the history behind the destination.