Observation #3 What is Classroom Management like?

When I first met Mr. Kinslow, I felt intimated by his balance of authority, professionalism, public display of personality, and overall likeableness.  Before entering his 11^th grade English Language classroom I had heard of his teachings from other educators as well as Central Fall’s High School students.

“Mr. Kinslow understands the kids.” “You’re working with Mr. K? He’s real.” “Make sure to pay attention not only to how he teaches, but also to how his students treat the class.”

I never heard about an educator so much, or in such high esteem.  And what I was told by my colleagues and students turned out to be true, and ever more satisfying as I learned from his interaction.  As the students entered I kept it in the back of my mind that at least 20% of the class was composed by IEP students who were missing their IEP educator due to maternal leave.  But I also made sure to remember that all educators in the building were IEP trained and certified.

The students were buzzing with excitement for the coming Christmas holiday.  They entered the classroom gossiping and laughing.  And even during their 15 minutes of silent reading, they decided instead of gossip and make plans for the coming vacation time.  Mr. Kinslow noticed all of this, and instead of deciding to tell the students to quiet down and start reading, he partook in the conversations with them.  But he did so methodically.  He brought articles of literature with him as he panned out each group of gossiping teenagers.  And he made sure to bring their conversations back to the topic of their reading in class.  This instantly showed the students that what they were talking about could also be within their material’s for class—and moreover they could gossip and plan more exciting activities by reading.

Mr. Kinslow led the students through their excitement by trying to diminish their joy, but instead by incorporating it into the classroom task at hand.  He related well with the students, and the students in turn took his lessons seriously.  Like with all classrooms I had the chance to visit, he also had a section of the room outlined with papers due and papers missed in individual folders.  He encouraged the students to take their time with assignments, as it was in relation to Lord of the Flies and their own livelihoods, but he also brought them up to speed with the rest of the class by relating it to current affairs on the news.  Mr. Kinslow knew his material, but more importantly he knew his students.

Particular students did act up in Mr. Kinslow class, however.  His response to these students was to not attempt to play along with their disobedience.  At one point when Mr. Kinslow had asked the class to take turns reading along to their in-class reading material, one student was too busy listening to music to hear his name being called upon.  When this student had finally found his way to the rest of the class and participation, this student ushered “Why don’t you read then, mister?”

It was an interesting engagement and time spent observing this 11^th grade Inclusion English Language Arts class.  For one, I discovered and got to learn from the infamous Mr. Kinslow.  I saw this man in a high light and upon a pedestal in pedagogical degree.  He taught me more about what it meant to be an English teacher with in urban setting than I would have having sat down in a library for hours on end and reading a book on “How to Teach in an Urban Environment.”  Mr. Kinslow guided me in what I needed to do and be in order to have respect and give respect.

But at the same time, I learned from Mr. Kinslow where and how classroom management was upheld.  As a student I was the type that was afraid to disappoint my educators.  To me, they represented an image of superiority and intellectuality.  If I messed up, I was in for a world of unpleasantness.  And this was usually followed by a harsh reprimanding in front of the rest of the class, or afterschool in detention.  For Mr. Kinslow, it was the former.  What I should call his reprimanding of this rather rude student is “Calm Anger.”  As an educator, it is our job to be the role model.  It is also our job, as much as we would hate to admit it, to direct and tell our students what to do.  Usually, as the older and more authoritative figure within a classroom setting, we get to exercise these privileges very easily.  For a select few, disrespect towards the authoritative presents no trouble.

Mr. Kinslow stopped talking mid-sentence.  The classroom which had been buzzing in talk and laughing as he was lecturing was not completely silent.  The students all looked around the room to see the cause of Mr. Kinslow’s silence.  But he wasn’t looking at the student who had tried to order him around.  Instead, he looked down at his teacher’s edition of the reading material and sat in silence.  All eyes in the classroom then turned towards the student who had lashed out at Mr. Kinslow.  And with a single phrase, the classroom was returned to its previous vigor and involvement, while the rude student apologized and began to partake with the rest of his classmates.

“Don’t try me.”