How to maximize the time you have

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Managing the Religious Education Classroom

• How to maximize the time you have

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What will we accomplish duringthis time?

• we will explore students behaviors and their
  cause
• we will determine some components of good
  classroom management
• we will consider our own practices and plan for
  change
• we will make a commitment to do our best.

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FUNCTIONS OF THE MANAGER

• SUPERVISION
• MOTIVATION
• EVALUATION
• SIMULTANEOUS HANDLING OF
• PACING
• SEQUENCING
• TIME
• ORDER
• FOCUS
• SURPRISE

• PLANNING
• COMMUNICATION OF GOALS
• REGULATION OF ACTIVITIES
• CREATION AND MAINTENANCE OF THE LEARNING
  ENVIRONMENT

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WHAT DO WE MEAN BY GOOD CLASSROOM MANAGEMENT?

• THE ABILITY TO DETERMINE WHAT ACTIVITIES WILL
  MOTIVATE THE STUDENTS
• THE ABILITY TO DETERMINE LEARNING STYLES OF
  STUDENTS
• THE ABILITY TO HANDLE THE ELEMENT OF SURPRISE
• THE ABILITY TO ASSESS CORRECTLY

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Skills

• Listening
• Following directions
• Sharing
• Social Interaction
• Cooperation
• Problem-solving
• Organization
• Service

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Which of these skills do your students need to
master?

• Cooperation
• Problem-solving
• Organization
• Service

• Listening
• Following directions
• Sharing
• Social Interaction

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PHYSICAL FACTORS THAT AFFECT STUDENT BEHAVIOR
WEATHER SENSE OF TIME CIRCADIAN
RHYTHMS COLOR DARK/LIGHT PHYS.WELL-BEING OPEN/C
LOSED LEARNING STYLE NOISE, SMELL AFFECTIVE
CLIMATE SENSORY LEARNING PREFERENCES
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REALITY CHECK

• 1. WHAT DID YOU JUST HEAR THAT YOU WANT TO
  REMEMBER?
• 2. HOW WILL YOU APPLY IT TO YOUR SITUATION?

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THE BASICS

• USE OF TIME
• GROUP MANAGEMENT
• DESIGNING ENGAGING LESSONS
• GIVING DIRECTIONS
• MANAGING PAPERWORK
• DELEGATING RESPONSIBILITIES
• HANDLING MISBEHAVIOR
• BEGINNING OF THE YEAR

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What are some other skills youd like to master?
For example

• Use of technology
• More participation
• Use of teaching materials
• Inclusion of all students
• Cooperative learning
• Projects

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Time on Task Timewasters

• Lack of Planning
• Lack of clarity in giving direction
• Students unclear about supplies and materials
  they need
• Students unclear about how to get help
• Lack of routine for distributing and collecting
  materials
• Lack of planning for transitions

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KEYS TO MANAGING THE CLASSROOM

• ROUTINE
• RULES
• RESPECT
• REFLECT
• REVIEW
• RETURN
• REACT

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1. ROUTINE

• If classroom activities are not carefully
  structured, disruption can occur, inviting
  additional disturbance by students.

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Routine some suggestions

• Prepare well in advance
• Be consistent
• Let students take care of routine tasks
• Give clear concise directions
• Make routine tasks sequential
• Periodically review the routine

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2. Rules

• Students need defined, mutually agreed-upon
  enforceable standards of behavior with logical
  consequences for misbehavior.

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2. Rules

• Involve students in rule-setting
• Involve students in consequence-setting
• Give concrete examples
• Be consistent in enforcing
• Post the rules and communicate them to students
  homes

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Some Basic Rules

• Come to class prepared
• Pay attention to directions
• Work quietly when the teacher is not present
• Respect other persons and their possessions
• Wait for the teacher to call on you before you
  answer a question or ask for help

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Ignoring Inappropriate Behavior

• 1. The problem is momentary
• 2. It is not serious or dangerous
• 3. Drawing attention would cause more disruption
• 4. The student is usually well-behaved
• 5. Other students are not involved.

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3. R-e-s-p-e-c-t

• Students need to know that they are respected as
  persons.

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3. Respect

• Familiarize yourself with students learning
  styles
• Learn motivational techniques
• Convey high expectations to all students
• Speak and write respectfully
• Be fair

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Students Like Dislike
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Learning Pyramid
Average Retention Rate
Lecture----------------------------5
Reading--------------------------10
Audio-visual---------------------20
Demonstration-------------------30
Discussion Group------------------50
Practice by Doing----------------------75
Teach Others/Immediate Use of Learning------------
------------90
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4. Reflect

• Effective planning, solving of problems,
  strategizing as to instructional approaches
  requires some time for reflection.

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4. Reflect

• Strategize approaches to problems with other
  teachers
• Plan lessons that call for a variety of learning
  activities
• Plan for a Plan B
• Be sensitive to clues and cues from students

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Classroom Seating

• sweet spot

reluctant learners
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5. Review

• Summarization, careful assessment and testing,
  homework that offers reinforcement and
  application of learning obviate a sense of drift

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5. Review

• Design tests to assess
• Develop and communicate homework policy
• Allow students to start homework
• Summarize each lesson
• Summarize each unit

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6. Return

• Students respond to feedback, whether written or
  spoken

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6. Return

• Return all written work in a timely manner
• Look for ways to give some positive feedback
• Provide ways in which to reinforce learning
• Try to give immediate feedback

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7. React

• Realize that teaching is a human activity where
  there is mystery and, perhaps, even magic

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7. React

• Convey a sense of excitement about learning
• Ask probing questions
• Relate learning to real life
• Strive to involve all students
• Use low-profile intervention
• REACT!

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Some Questions

• 1. How does the arrangement of my classroom
  enhance my teaching objectives?
• 2. How do I manage transition time?
• 3. How do I signal for attention?
• 4. How do I alternate classroom activities?
• 5. How do I manage student written work?

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Some more questions....

• 6. How do I develop and teach rules?
• 7. How do I communicate with parents?
• 8. How do I divide and allocate tasks?
• 9. How do I model acceptable behavior?
• 10. How do I insure age-appropriate behavior?
• 11. How do I meet student learning differences?
• FINALLY What will I do differently this year, so
  that I teach smarter, not harder?