Whatwouldwe as teachersliketoexpect from ourstudents in theclassroom?
Rate yourself as a classroommanager! • How would you rate yourself at… • 1.1 Organizing classroom space (e.g., seating, resources, technology, decoration) to ensure safety, maximize • learning, and meet your overall goals and objectives? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.2 Keeping the flow of activities in the classroom moving smoothly? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.3 Establishing a manageable set of classroom rules and procedures and communicating with students • about them regularly (e.g., posting them, modeling them, explaining the rationale behind them, • discussing their applications in the classroom, and refining them as needed)? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.4 Providing clear directions for classroom tasks using a variety of modalities (e.g., verbal, visual, physical • demonstration) and checking to make sure students understand their roles and responsibilities? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.5 Developing an effective plan for managing student behavior that includes positive consequences, • negative consequences, and an appropriate level of home involvement? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.6 Managing non-instructional duties (e.g., taking attendance, distributing materials and take-home • notices, lunch counts) with minimal disruption to classroom learning? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.7 Working effectively with other adults in the classroom (e.g., co-teachers, paraprofessionals, aides, • student teachers)? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/SilverStrongSelfAssessmentRubric.pdf
Whathappensifyou….. • Raiseyourvoicetoomuch • Sendthestudentsout of theclassroom • Discipline a student in front of theotherstudents • Getreallyangry
A little bit of psychology… • Why do youthinkchildrenmightmisbehave? • Attention • Power • Revenge • Display of inadequacy
Theanswersliewith…. • Acceptingthatsomebehavioursareageappropriate… • Helpingthechildtosucceed and createactivities that he can succeed at • Buildingself esteem. Oftenallthechildhearsarethesentencesbeginningwith “No!” and “Don’t!” so it is veryimportanttomakethechildfeelgoodabouthimself • Teachingthat “on task” behaviorgetsimmediatepositivefeedbacksuch as praise
Inthe ESL classroom …whatareotherissueswithmanagingthestudents?
What’sthesolution? • Topre-emptproblems (solveissuesbeforethey start) bythinking of whatto do in advance
What’sthe problem? • Powerimbalance..thestudentsare in control! • Takecontrol as theperson in charge! • Classroomentry…meet and greet. Why? • Makesomepositive (non-confrontational) statementsaboutwhatthestudentsaredoingright (praise) alongwithchattingwiththem • Let’sthink of examples of thesestatements…
Aim? • Togetthestudentsseatedintotheclassroom and working as quickly as possible • Start bygettingattention of theentiregroup • Be clearwithyourinstructions… • Which of these is theclearestinstruction? • 1. “Please be quiet!” • 2. “Lineupagainstthewallfacingme and no talkingplease” • 3. Lineupnowplease! Keepthenoisedown!”
What else? • Whereto start? • Getthestudentswhohave done as youhaveaskedtocometothebeginning of theline • Givepraisetothesestudents(“goodjob on liningup and not talking!” or “thankyou for listening!” ) • Thesestudentswillentertheroomfirst • As thestudentsenterwhatcouldyou say tothem?* • Whatactioncouldyoutakeiftheyare not listeningtoyou?
Think for a moment aboutwhythisaspect of classroommanagementmaywork?
Plan…. • Be ready! Have a seating plan on thewall (can be a class plan likethis) • Or can be name places (smallerchildren can write and illustratetheirown) • RememberROUTINES! Be as consistent as you can be EVERYlesson
ClassroomLayout • How can thisaffectmanagement? • What can we do tochangethelayout in a positiveway?
Whereshall I sit? • Look at thecards and decidewhereyouwouldplacethesestudents….
Whatnext? • As they sit down, theyshouldhavethecorrectequipment…textbook, notebook and somethingtowritewith • Nowtheyhave sat down, theyneedto be ableto start an activityalmostimmediately • Activity can be called a “settlingstarteractivity” (RobPlevin) • Should be somethingthatthechildren can beginwithouttheteacher’shelp • Let’sthink of examples in pairs…
KeepInterest • “If students are introduced to topics that interest them, they’re more likely to be motivated!” • But…of couseweare not allinterested in thesametopic! • However, with each topic we shouldtrytoengage as many studentsas possible. • Oldtopicsneedto be “revitalized!”
Personalize! Sue, great idea! Well doneJoe! Wow, that’s really funny! That’s amazing!
Supporting and motivating • What can we do tosupportthestudentswhenthelanguageoutput is low in relationtotheinput?
Sometips for managing… • PHYSICAL… Movearoundtheclassroom • INDIVIDUAL ATTENTION..focus on particularstudents • SECRET SIGN as a strategytoredirect • USE NON VERBAL CUES
Tooloud/toomuchtalking • Pairwork/groups of three • Allparticipantshave a role • Groups can be regularlyrearranged as necessarysothatstudents can experiencemore/lessconfidentpeers • Havethestudents sit close (don’thavetoraisetheirvoices) • Givethestudents a time limit and use a timertosignalthat time is nearlyup
Activities toreducenoise… • Clappinggame • Jar of marbles • Raiseyourhand!
TransitionTimes… • http://www.teachingideas.co.uk/more/management/files/1minutedynamite.swf
Whatareyourexpectations? • Iftheyaretoohigh and yourstudentsarestrugglingwhat can you do?
Differentiated • Definition? • Activity
Typicallearnerproblems in teacher centred classroom How am I going to learn to say that word myself if only she repeats it and she doesn’t ask me to repeat it? I got lost after the first two sentences…. She is using too many words! Why can’t she just explain the directions step by step without saying a whole bunch of other words?
Student centred…. • Muchbetter for largeclasses • Ifyouwanttoencouragestudent talk in a crowdedclass, thebestwayto do this is pair/groupwork • Thestudentsareclosetoeachother in groups and theteacher can walkaround and listen • Groups and pairs can be mixed…composed of weak and strongstudents • Pairs can be good for practice/whenstudentsneedtofeellessinhibited and needsto “talk” more • But, thelargerthegroup, thelesstalking time there is for eachstudent…
Addstudent-centered activities • Interacthigh and lowpatience activities • Games and competitionstokeepstudentsengaged and toencourageparticipation • Compare and contrastexamples of student and teacher centred activities
CaseStudies…. • Look at thecardsthathavebeengiventoyou • Decidehowyoucouldmanagetheissue in yourclassroom
Solvethe Word Worm! Classroommanagementmayappeartobechallengingbutitcanbeaddressedbyusingthetechniqueswehavediscussedtoday!