CLASSROOM MANAGEMENT AND SUPERVISION

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CLASSROOM MANAGEMENT AND SUPERVISION
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The 20 Most Important Principles for Successful
Early Childhood Teaching

• Enjoy yourself! If you have fun, the children
  will have fun. Use humor generously.
• Create an environment with specific learning
  centers. Make this environment cheerful but not
  overly stimulating.

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• Base all your actions on a clear, easily stated
  philosophy.
• Design your schedule so that the children spend
  most of their time in active learning of their
  own choosing.
• Match your curriculum to the needs and interests
  of the children. Plan with the children in mind.

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• 6. Observe the children at play to determine what
  problems they are interested in solving and what
  things they want to do. Help them do whatever it
  is they want to do at a higher level than they
  can do it on their own.
• 7. Teach skills or give information individually
  or in very small groups, through active, playful,
  meaningful activities.
• 8. Teach the children specific skills for getting
  along with others, solving problems and acting
  cooperatively.

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• 9. Give the children many chances to make
  decisions, be leaders, make real choices, and be
  responsible. Set as your goal that the children
  will be eager and interested in learning on their
  own in a class that almost runs itself.
• 10. Tell the children often and enthusiastically
  what they are doing well how they are
  competent. Be specific.
• 11. Teach the children correct behavior. Avoid
  using rewards and punishment. Set as your goal
  that children will get self-satisfaction from
  their own achievements and actions.

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• 12. Give the children many opportunities to
  interact with each other and you in positive
  ways. Language is the key. The difference between
  high and low quality classrooms is the amount of
  talking and the quality of that talking. High
  quality is extended discussions, mutual
  questioning, sharing of insite and feelings,
  needs expressed, concerns responded to, books
  read and discussed, songs sung and more.

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• 13. Treat all children equitably but not
  identically. Recognize and meet individual needs
  and strengths.
• 14. Plan, critique, plan. Prepare your activities
  and environment thoroughly and carefully in
  advance. Review what worked and what didnt.
  Based on your review, plan again.
• 15. Know your children and their families well.
  Do everything you can to communicate with and
  receive information from parents. To establish
  rapport, increase your understanding of the
  child, and build trust.

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• 16. Share ideas and problems with other
  professionals in the field. Ask a respected
  colleague or supervisor to observe you teaching
  and give you feedback. Using the incites you gain
  will benefit your classroom.
• 17. Take responsibility for your own growth and
  support the growth of other staff members. Dont
  wait to be sent to a class to learn a new skill
  or solve a problem.
• 18. Know your limitations. Ask for help when you
  need it from someone who can advise you.

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• 19. Use new ideas from reading, training sessions
  and classes to make changes in your classroom.
• 20. Accept responsibility for the quality of your
  program. Excuses such as, There isnt enough
  money, or Theres not enough time. dont help
  the children. Rather than create problems or
  complain about them, help solve them.

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Arrival Time

• Morning chart
• Put your coats backpacks away
• Sign in on the attendance chart
• Check your job
• Answer the graph question
• Choose an activity

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• Sharing Accomplishments w/ parents
• Gathering News of the Day
• - ask children if they would like to share some
  news from home. Write down exactly what they say
  in a notebook. Dont forget to write their name
  in front of each entry.
• Use a transition cue to move children to the next
  routine.

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Snack Time

• Scheduling
• Setting up
• To the table

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Morning Meeting

• News of the day
• Weather Calendar- active
• Class jobs
• - Electrician, Counter, Meteorologist, News
  Reporter, Class Comforter, Animal Caretaker,
  Announcer, Line Leader, Caboose, Botanist,
  Historian, Secretary, Dream Team, Pinch Hitter,
  Assistant Chef
• New materials/Activities/Extensions

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Off to Work Centers

• Center options must be clear in order for
  children to make informed choices
• Tools for choosing centers
• Picture Your Work choice chart
• Clothespin Choice Board
• Children at Work signs

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Clean-Up Routine

• Sequenced Schedule- one center at a time w/ one
  teacher- other on the rug w/ songs.
• Staggered Schedule- one center at a time/ books
  on the rug when done.
• Many hands System

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Dream Time

• Setting the mood
• music
• lovey
• signal to stop talking
• Chapter books
• Rest happens when children are confident that you
  are paying attention to them
• Ending rest

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End of the Day Meeting

• Story
• Report Daily News- reporter decides on 1 item
• Class mascot w/ journal

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Resources

• Classroom Routines That Really Work Kathleen
  Hayes and Renee Creange
• Practical Solutions to Practically Every Problem
  Steffen Saifer

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Importance of Supervision

• Staff attend to children at all times
• Thoughtful design and arrangement
• Children challenge abilities but do not recognize
  risk
• Ensures that childrens play in enjoyable
• Learning opportunities are promoted
• Notice when children wish to play independent of
  adult involvement

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Requirements

• Ratio
• All areas
• High risk activity
• Nap

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Active supervision

• Always aware of the children and the environment
• Avoid other activities administrative tasks,
  room décor, lengthy conversation with adults
• Careful positioning
• Assess development/personality of the child
• Assess difficulty of activity and accident
  potential

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Active Supervision

• Scanning, regularly looking around area when
  involved in activity
• Listening closely
• Anticipate childrens play
• Ensure a mixture of activities to allow for
  appropriate supervision

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Preventing Harm

• Conduct regular safety checks
• Establish emergency procedures
• Supervise in close proximity to the children
• Monitor childrens health by checking for early
  signs of illness
• Supervise arrival/departure
• Watch play and behavior
• Design and arrange environment

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Resources

• www.ncac.gov.au
• Musson, S (1999) Theory and Practice Second
  Edition