Increasing Engaged Time, Decreasing Down Time

1
Increasing Engaged Time, Decreasing Down Time

• Strategies for getting and keeping students
  focused.

2
Objectives

• Gain an understanding of how time is broken down
  into categories
• Describe ways to increase both engaged time and
  actual learning time
• Share ideas on effective daily routines and
  practices

3
Agenda

• The time factor
• allotted time
• scheduled instructional time
• engaged time
• actual learning time

4
Agenda continued

• Increasing engaged time
• establishing routines
• leaving NOTHING OUT!
• Warm-up activities
• PSSA focused
• Student Starters
• Discussion of what works

5
A Case Study

• Please refer to the first page of your study
  guide.

6
Problem Classroom Interruptions

• Engaged time can be interrupted by
• student lateness and dismissal
• make-up work
• students leaving classroom
• distribution and collection of material

7
The Time Factor

• Allotted time
• the maximum amount of time, as determined by the
  state
• Scheduled instructional time
• amount of time actually spent on instruction

8
The Time Factor, continued

• Engaged time
• the portion of scheduled instructional time that
  a student is paying attention
• Actual learning time
• the amount of time a student grasps the concept
• (Suarez 1991)
• Our goal Find ways to increase engaged time!

9
Recognizing the Problem

• Does it take several minutes to get class
  settled?
• Are there repeated interruptions?
• Are your lessons often cut short due to time?
• Do you have frequent ODRs for minor classroom
  disruptions?

10
If you answered yes, you may experience

• Frustration with yourself and your planning
• Frustration with your students
• Parent questions and concerns
• Intervention by administration

11
Contributing Factors How did things get so out
of control?

• Content knowledge preparedness
• lack of classroom management
• Ineffective Teaching
• (and less student engaged time)

12
Is Classroom Management EVERYTHING?

• NO!
• But without it, engaged time decreases, and
  education becomes nearly impossible.
• (Palumbo, A. and J. Sanacore, 2007)

13
If You Ever Feel

• Overwhelmed by the number of students in your
  classes
• Overwhelmed by the content youre expected to
  teach
• Overwhelmed by the expectations for standardized
  tests
• You need to

14
Put A Little Work Into Your Routines and
Procedures

• And Soon Theyll Work For YOU!

15
Problem Getting Students Started On Time

• Routines and procedures
• You start the class, NOT the bell (Wong 2001)
• Opening activities that work
• PSSA
• math warm-ups
• writing (find the mistake)
• Student Starters (Ducharme, 1997)
• journal responses personal connections

16
Problem Students returning from an absence

• Establish procedures for make-up work
• designate an area for assignment sheets
• train students to go straight there when they
  return
• sign-up sheet
• have students sign up for a time when they are
  available to stop in and catch up

17
Problem Distributing and Collecting Material

• Student work table including
• inbox
• outbox
• stapler
• tape
• pencils
• Include anything a student might ask YOU for!
  Save time and teach self-sufficiency

18
Problem Transitions

• Write the agenda on the board
• students know what to expect
• students know what is expected of them
• (fewer surprises fewer interruptions)

19
Where You Can Get Help

• See the Reading List on the study guide for
  helpful resources.

20
Case Study Revisited

• Read over the case study again
• What could have been done to make the lesson more
  efficient?

21
References

• Ducharme, Jodeen. (1997). Student starters using
  a student-read announcement or article as a
  classroom management strategy. 5pp.
• Palumbo, A. Sanacore, J. (2007). Classroom
  management help for the beginning secondary
  school teacher. Clearing House A Journal of
  Educational Strategies, Issues, and Ideas, v80 n4
  p 163-166 Mar-Apr.
• Suarez, T., Torlone, D., McGrath, S., Clark, D.
  (1991). Enhancing effective instructional time a
  review of research. Policy Brief. V1 n2.11pp.
• Wong, HK and Wong RT. (2001) The First Days of
  School How to Be an Effective Teacher (2nd ed.).
  Mountain View, CA Harry K. Wong Publications.

22
Contact Information

• For further information about this presentation,
  please contact
• Jenny Danka, University of Pittsburgh