Classroom Management

1
Classroom Management

• WEEK FOUR
• Chapter 3
• Managing Student Work
• Chapter 5
• Managing Student Instruction

2
Overview

• Ask yourself Does the action create an
  environment that is "Conducive to Learning?"
• An ounce of prevention is worth
• Areas to consider
• The Lesson
• Opening
• Content
• Closing
• Grading
• Communicating assignments
• Feedback Monitoring

3
Opening

• Bell Ringer
• Important Criteria
• Start Immediately
• Get students thinking about math
• Capture students attention
• Involve every student
• How to collect/distribute
• How to grade
• How to include in the average

4
Opening

• Homework Due From Prior Class
• Which questions to assign?
• How to check homework?
• Which questions to review/go over? (EMC)
• OK to make changes as they go?
• Collecting Pass across the row (Wong Wong)
• Grading
• Homework Quiz (EMC)

5
Content Development

• Recitation Definition
• Try to List from EMC Group discussion
• A few more considerations
• Wait Time
• Rephrasing
• Probing
• Incorrect Responses

6
Content Development (continued)

• Discussion
• Higher Order
• Interacting with ALL students
• Video MLS Courses/praxis/Geometry
• What do you think about this classroom
  environment?
• Practice coding with the video first
  questioning then student interaction

7
Content Continued

• Seatwork
• Note Taking/Notebooks
• EMC Pgs 44 51 (two transparencies)
• Lecture/Lesson You Try 10/2
• Review how often and how?

8
Grading

• How will you grade each assignment?
• Consider for each of the following categories
• Weighting
• Point value
• Checked Frequently
• Progress Communicated to students
• Categories
• Class work
• Home work
• Quizzes
• Projects intermediate grades
• Group Work group grade/individual grade
• Tests

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Recording Grades

• Grade book (see transparency)
• What to record
• Administrative data
• Attendance
• Scores
• How to record
• Blank lines
• In color?
• Absence/Tardy - Seat chart?
• Computerize confidential, back-up

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Communicating Assignments

• Clear directions?
• Example
• You Try Write a set of directions for students
  in your class to get the materials/supplies
  needed for a group activity in this case a
  science lab.
• MyLabSchool Example
• Courses/cm/video lab/clip 9
• Were your directions complete?
• Due date/time established
• Acceptable format established
• Record of assignments
• Absentees

11
Monitoring

• Seatwork
• Start as a whole group
• Circulate
• Avoid stalling at one location
• Watch the whole group
• Hold accountable

12
Monitoring continued

• Homework
• Frequent feedback
• Hold Accountable
• Call out score?

13
Research To be covered next week

• Kounin
• FPMS

14
Closing Assignment

• In Class - Chapter 3 Case 3.1 Page 52 Identify
  at least three examples of effective classroom
  management techniques, and at least one
  weaknesses (or something you might change)
• Chapter 3 Activities
• Activity 1
• Activity 3
• Activity 4
• Math Students do case 3.2
• Science Students do case 3.3
• Other students may choose
• All students do case 3.4

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End Presentation

• Supplements Follow

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Recitation

• Taken from http//www.nwrel.org/scpd/sirs/3/cu5.
  html
• These purposes are generally pursued in the
  context of classroom recitation, defined as a
  series of teacher questions, each eliciting a
  student response and sometimes a teacher reaction
  to that response. Within these recitations,
  students follow a series of steps (consciously or
  unconsciously) in order to produce responses to
  the questions posed. These steps include
• Attending to the question
• Deciphering the meaning of the question
• Generating a covert response (i.e., formulating a
  response in one's mind)
• Generating an overt response and often
• Revising the response (based on teacher probing
  or other feedback)

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Every Minute Counts

• David R. Johnson
• For Math Teachers
• Making Minutes Count Even More

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EMC Homework Quiz
Do not open your textbook. Open your notebook to
your assignment section beginning with Feb. 13.
In your homework find the problem given in each
box below. Copy your work on that problem,
including all steps and solutions as needed.
Circle your answers.
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Questioning Observation One

• EDG 4410 Classroom management
• Observation Questionnaire Questioning
  Techniques
• First Observation
• QUESTIONING TECHNIQUES
• 1) Time a 15 minute section of classroom
  activity. Tally the number of times the
  instructor
• a) asks a question, pauses, then calls on a
  specific student
• b) asks a question of a specific student then
  "probes" to get the correct answer
• c) calls on a student first, then asks the
  question
• d) asks for a general response from the class
• e) asks for a response then answers his/her own
  question
• 2) Which type of questioning technique was used
  the most?
• After the observation
• 3) Reflect on the questioning techniques you
  observed and how they enhance (distract from)
  classroom management.
• 4) Reflect on the questioning techniques you
  observed and how you may or may not incorporate
  them into your own instructional strategies and
  classroom management plan.

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Were these directions clear?
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Questioning Tips from EMC

• Every Minute Counts David Johnson
• Tips on Questions
• I Try To
• 1) Pause after asking a question
• 2) Avoid frequent questions which require only a
  yes or no answer
• 3) Avoid answering my own questions
• 4) Follow up student responses with the question
  Why?
• 5) Limit the use of questions which rely almost
  completely on memory

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Tips Continued

• 6) Avoid repeating a students answer
• 8) Follow up a students response by fielding it
  to the class or to another student for a
  reaction.
• 9) Insist on attentiveness during question
  periods
• 10) Avoid giveaway facial expressions to student
  responses.
• 11) Make it easy for students to ask a question
  at any time.
• 12) Avoid asking questions that contain the
  answer.

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Tips Continued

• 13) Never to call on a particular student before
  asking the question.
• 14) Not to call on a particular student
  immediately after asking a question.
• 15) Ask questions that are open ended.
• 16) Not to label the degree of difficulty of a
  question.
• 17) Leave an occasional question unanswered at
  the end of the period.
• 18) To replace lectures with a set of
  appropriate questions.
• 19) To avoid asking for verbal group responses.
• 20) To keep the students actively involved in
  the learning process.

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25
References

• Wong, Harry Wong, Rosemary. (1998). The First
  Days of School. CA Harry K. Wong Publications.
  
• Johnson, David. (1982). Every Minute Counts.
  CA Dale Seymour Publications.