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But How Do I Manage It?. Carol Ann Tomlinson. Getting into groups Giving directions Stray movement Starting and stopping “Ragged time” On-task behavior Finishing up & moving on. Effective group work Early finishers Curbing noise Re-arranging furniture Keeping track of work

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but how do i manage it

But How Do I Manage It?

Carol Ann Tomlinson

some hotspot areas in leading the multi task classroom
Getting into groups

Giving directions

Stray movement

Starting and stopping

“Ragged time”

On-task behavior

Finishing up & moving on

Effective group work

Early finishers

Curbing noise

Re-arranging furniture

Keeping track of work

Grading daily tasks

Turning in work

Keeping up with papers

Some Hotspot Areas in Leading the Multi-Task Classroom
management tricks

Management Tricks

Getting to Know and Accept Differences

i graph
“I” GRAPH
  • Color the first bar to show how good you think you are in reading.
  • Color the second bar to show how good you think you are in writing.
  • Color the third bar to show how good you think you are in math.
  • Color the fourth bar to show how good you think you are in science.
  • Color the fifth bar to show how good you think you are in history/social studies.
  • Color the sixth bar to show how good you think you are in acting.
  • Color the seventh bar to show how good you think you are in sports.
  • Color the eighth bar to show how good you think you are in singing.,
  • Color the ninth bar to show how good you think you are at being a friend.
  • Color the tenth bar to show how good you think you are in dancing.
how the kids think
How the kids think

Student in Marian Gilewicz’s class in Yellowknife, were skating after a week of indoor recesses due to -40 temps. On returning to the class, one student commented on the wide variety of skate sizes in class. Another student said, “That’s like our clothes sizes.” Another chimed in, “It’s like how we learn!”

Their teacher, who systematically differentiated instruction, said “I couldn’t pass that one up. So for the days’ journal assignment she asked : “What is different-sized learning?”

david age 10
David, age 10

If everybody had to learn the same thing at the same time in the same way, it would be too easy or too hard because everybody is different, not the same.

If it were like that, I would be bored because school would be too easy or bored because it would be too hard.

bryan age 10
Bryan, age 10

Different sized learning is different people having different activities because they have different learning needs.

Imagine if everybody had to do the same thing! Whoa! And well, thank goodness it’s not like that in our classroom.

jeremy age 10
Jeremy, age 10

What would happen if we all had to learn everything just alike?

Well, we probably wouldn’t go to school because we would ask our parents to get home-schooled.

Thanks goodness our school isn’t like that.

shelby age 10
Shelby, age 10

Different sized learning is sort of the way we are in all subjects because no one is the same in a subject.

People are different in learning.

rebecca age 10
Rebecca, age 10

With different size learning we wouldn’t understand so much and our marks would be lower.

When we work so it’s right for us, our marks grow. Sometimes Mrs. G tells us what to do and sometimes we pick.

It helps us to work our way up.

garrick age 9
Garrick, age 9

If we didn’t have different sized learning, it would be like everybody having the same job in this world.

Now don’t you think that’s boring?

daniel age 10
Daniel, age 10

If we had to learn exactly alike, we’d quite being unique.

People wouldn’t develop their special qualities.

sonja lea age 8
Sonja Lea, age 8

Different-sized learning is when you learn at the right level that is just the right amount of work for you.

Not too much and not too little…

shaun age 9
Shaun, age 9

If it weren't’ for different size learning, we would have no challenge at all. Lots of people have lots of different learning abilities. Without different size learning we would be frustrated or else start anticipating everything. If you destroy the balance between student and work you plunge the school into chaos – a sort of educational dark age.

management tricks1

Management Tricks

Forming Groups

Assigning Tasks

flexible grouping patterns
Flexible Grouping Patterns

Whole Group

Ability Groups

Interest

Student-Selected

getting students into groups
Getting Students Into Groups

Math Stations

Station #

1

2

3

4

5

assigning groups
Assigning Groups

Clothes pins with student’s names to assign them to a particular task

slide20

Round the Clock Learning Buddies

My

Appointment Clock

Make an appointment with 12 different people – one for each hour on the clock. Be sure you both record the appointment on your clocks. Only make the appointment if there is an open slot at that hour on both of your clocks.

Tape this paper inside a notebook, or to something that you will

bring to class each day.

slide21
WHITE

Ellen

Andy

Carol

Carolyn

RED

  • Danielle
  • Jenny
  • Keith
  • Susan

YELLOW

  • Joe
  • Jules
  • Julie
  • Matt

BLUE

  • Jim
  • Gerline
  • Donna
  • Todd
management tricks2

Management Tricks

Giving Directions

giving directions
Giving Directions

If the whole class is doing the same activity then give the directions to the whole group.

Do not give multiple task directions to the whole class.

giving directions1
Giving Directions

For small group work, tape directions so students can listen to them repeatedly

Use task cards to give directions to small groups.

A general rule is that once the teacher has given directions the students can’t interrupt while he/she is working with a small group

anchor activities
Anchor Activities

Ongoing assignments that students can work on independently throughout a unit, a grading period or longer.

Meaningful work tied to content and instruction.

Must have clear directions and hold students accountable

some anchor activities
Research

Long-term Class Projects

Brain Teasers

Learning Packets

Activity Box

Learning/Interest Centers

Vocabulary Work

Accelerated Reader

Practice Tests

Some Anchor Activities

Montgomery County, MD

some anchor activities1
Silent Reading

Related Readings Questions or Activities

Extension Activities from Text Series

Listening Stations

Commercial Kits and Materials

Journals or Learning Logs

Some Anchor Activities

Montgomery County, MD

how to anchor activities
How To: Anchor Activities

1

Teach the whole class to work independently and

quietly on the anchor activity.

2

Flip-Flop

Half the class works

on anchor activity.

Other half works on

a different activity.

3

1/3 works with

teacher---direct

instruction.

1/3 works on

anchor activity.

1/3 works on a

different activity.

management tricks3

Management Tricks

Managing Time

slide31
Time

Must be flexible in order to address every child’s readiness level

Catch-up days

Anchoring Activities

Postcards for Writing Ideas

Independent Investigations

transitions
Transitions

Directions for transitions need to be given with clarity and urgency.

Time limit for transition

Address the acceptable noise level

Rehearsal

handling materials
Handling Materials

Assign jobs to different students (materials handler, table captain)

As a teacher ask yourself, “Is this something I have to do myself, or can the students learn to do it?”

Remember that you have to teach children how to become responsible for their own things.

management tricks4

Management Tricks

Teaching Group Skills

teach group skills
Teach Group Skills!

Don’t assume students know how to work in groups

Don’t assume they know the difference between effective and ineffective groups

teach group skills1
Teach Group Skills!

Don’t assume all students have the same level of interpersonal skill

Don’t forget there is a whole array of group skills to work on

management tricks5

Management Tricks

Handling Materials

handling materials1
Handling Materials

Assign jobs to different students (materials handler, table captain)

As a teacher ask yourself, “Is this something I have to do myself, or can the students learn to do it?”

Remember that you have to teach children how to become responsible for their own things.

management tricks6

Management Tricks

Getting Help

management tricks7

Management Tricks

Managing Noise &

Stray Movement

noise control
NoiseControl

V

W

STOP

STOP

Quiet Signal

Team Stop Signs

6-inch voices

Talking Chips

First Aid Station

Cindy

management ideas
Ask 3 Before Me

Ask Me Cap

Teacher available signal

Only 2 up at a time

Management Ideas

ASK ME

working conditions for alternate activities winebrenner 2000
Working Conditions for Alternate Activities (Winebrenner, 2000)

Stay on task

Don’t bother anyone

Don’t call attention to yourself

management tricks8

Management Tricks

Keeping Track of Progress

routines for handling paperwork
Routines for Handling Paperwork

Color-coded work folders

Portfolios

Baskets for each curricular area or class period

Filing Cabinet

Key to these organizational patterns is that the children have access to their own work and know how to file and/or find what they need to accomplish a task.

student accountability
Student Accountability

I will study….

I will produce…

By this date…

With these materials…

I will evaluate my work by…

Next time, I will…

daily planning log
Daily Planning Log

Student Name ____________________________________

Date __________________

Today I will work on the following tasks on my personal

agenda:

1. _______________________________________

2. _______________________________________

3. _______________________________________

I will complete the following tasks by the end of agenda time today:

1. _______________________________________

2. _______________________________________

3. _______________________________________

audit cards
Audit Cards

Proof Place –AuditCard

Today ___________________ worked on problems using

Student’s Name

_____________________ and proved the method by

Name of Computation

using _______________________.

drawings, diagrams, objects

My partner was _____________________. The method we

Partner’s Name

used to check my work was _________________________.

estimation, objects, diagrams, drawings

how did i do
How Did I Do?

Next time, I will…

flexible grouping patterns1
Flexible Grouping Patterns

Whole Group

Ability Groups

Interest

Student-Selected