Classroom Management

December 15, 2013December 15, 2013 Erin.Grewar Building Inclusion, Classroom Layouts, Classroom Management, Diverse Learning Needs, Students as Teachers

Reaching All Learners – Flexibility in Core French Class

Out of all the challenges you are confronted with as a teacher, it seems to me that one of the most difficult of all is making sure that you can meet the needs of all of your students (simultaneously!). Everything else seems to hinge on this; if your students can function/are sufficiently challenged, they are engaged. If they are engaged, they are motivated and will not cause problems in class. Seems like once you can identify the root problem, implementing a solution is easy…As we all know, this is seldom the case. Core French being a second/third language makes it that much more challenging. In essence, EVERYONE is needy and that much more dependent on the teacher. It can be exhausting and difficult to be pulled in so many directions. See if this sounds familiar (keep in mind, the key word is once again “simultaneously”).

Do you have your project with you today?

What project?

The one we worked on together yesterday? I had given you sentence starters and we spent 20 minutes working on key vocabulary?

No, I lost it.

(Great) Well, start it aga…(interrupted)

I can’t find my sheet!/He stole my pencil and won’t give it back!/How do you say “is” in French?/If I write double the sentences, do I get a level 4?

So on and so on. No matter how much experience you have (and I have a lot), it is still a difficult task that can leave you feeling overwhelmed. This year, I’m trying out a different approach with my grade seven class with the following scenario: 33 kids in a small space (not my classroom), 4 gifted, 3 on IEPs and 2 HSP students with identified learning disabilities. Already seated in groups of four, I have them now sitting with at least 1 “expert” per group. They are those students who are not only high functioning but are also good communicators. Their job is to make sure that everyone in their group is following along and if they are having difficulties of any kind, they are the “go to” people. I am hoping this will allow me to circulate more and really help those in need (for remediation or enrichment) in a focused way.

November 9, 2013November 9, 2013 Mike Beetham Anti-bullying, Building Inclusion, Challenging Topics, Classroom Management

Conflict or Bullying

Bullying or Conflict?

Bullying is a reality in schools, but misplaced reactions to the day-to-day conflicts that occur in life will also not serve to help our students become problem solvers. I have noticed in my classroom (and around the school hallways) that any situation that involves one student disagreeing with another is being referred to as bullying. I had to really reflect on how to handle this scenario to ensure that the right approach is being taken to benefit all. I searched out information I could use to help clarify the misconceptions that were being developed by my students and came across an amazing resource entitled ‘We All Belong – A Multimedia Toolkit For Parents and Schools’. It was developed by the Centre Ontarien De Prevention Des Agressions (COPA). It is a very comprehensive tool for schools, teachers, parent councils and families to use as they work to develop a culture of inclusiveness within their community.

This resource helped me frame a strategy on how to move my students forward in their thinking. The Bullying Prevention Guide in the kit clearly explained that conflict is a disagreement or difference of opinion between two parties who are relatively equal in social status and thus there are two sides to a story. Bullying is not a natural part of daily life and is a targeted and planned act by a person or group of people in a position of power or social status and is often carried out over a period of time. If a bullying scenario is dealt with using conflict resolution strategies I have added to the harm done by the bully because I have now forced the victim to spend more time face-to-face working it out and have concluded that he/she is part of the problem.

The kit is a very rich resource that includes a Bullying Prevention Guide, The Capsule Families Get Involved and a DVD of short entertaining vignettes to be used. There are two volumes to the DVD with one targeting Parent Engagement and the other Bullying Prevention. The versatility of the kit has made it an option that can help bring families and schools closer in their battle against bullying. I am currently spending more time familiarizing myself with the resource as there are other options on how I may use it.

COPA – 457 Danforth Ave, Toronto, ON M4K 1P1 (416) 466-8975 or infocopa.com

March 3, 2013March 4, 2013 Roz.Geridis Building Inclusion, Celebrating Success, Classroom Management, Differentiated Instruction, Diverse Learning Needs, Learning About Your Students, Questioning

Wait time

The other day I was reading through Professional Speaking (our OCT magazine). I came across a little piece on wait time and it reminded me of a situation and comment from a colleague last year. I was a model classroom for a combined grade social studies lesson. While I was teaching my lesson, I utilized my wait time with the students throughout my lesson. Upon completion of the lesson, during our debrief session, the Instructional Leader highlighted my wait time. Which developed a fantastic discussion amongst the teachers. Some of the comments were about how long I waited, thought no one was going to answer, how quiet the room was, how proud and surprised many colleagues were about the rich classroom discussion developed due to enough wait time.

Wait time is something which is very important. The first few students who are ready to answer the questions are the students who may not need wait time and are ready to answer most questions. However, by using wait time we allow many students (if not all) an opportunity to process the question and gather information to answer the question. We also know that most students are ready to move on in the lesson and are not left behind still thinking about the question or answer.

A strategy I use to help keep the students focused is I asked the question a second time, the third time I will rephrase the question. Also, sometimes I may need to help activate the prior learning by using some guided questions. Every year I use wait time. Some years I have to wait longer than others but all my students know they need to be engaged and paying attention to the lesson and classroom discussions.

December 14, 2012December 17, 2012 Roz.Geridis Classroom Management, Learning About Your Students

Connecting with Students as a Prep Teacher

It has been an interesting start to the school year. I have a change in my teaching assignment and for the first time I have ½ day of prep coverage. Getting to know all the names and developing relationships with over 100 students I see 80 minutes a week has been a challenge. Especially since most of my teaching position has me in the gym (no desks and regular seating plans).

To help me get to know the student names – I have the students change into gym clothes. At the beginning of the year, I had the students sit on the floor or bench in the gym and went through the class list calling out the student names and putting a face to the names. As the year has progressed, I have moved to having the students come up to me and showing me their clothes. I have them share their last name which still gave me time to get to know their names. To move things even faster, the students who have brought in their gym clothes regularly go a change right away and say hi to me as they come into the gym.

The student teacher relationship has taken some time to develop. I try to find a way to connect with each student. Some students, I ask about their extra-curricular activities (sports, dance, etc). Once I know what the student participates in, I try to ask the student about their extra-curricular once a month. For my ELL or students who do not have extra-curricular, I ask about their weekend or break plans. Sometimes, the kids go to the movies and I ask about the movie s/he saw.

Developing the relationships have really helped with the classroom management during the prep periods. The students have appreciated my effort to get to know them a little better and are making a larger effort to listen and to do their best during class time. It is great to have the kids walk up to you in the halls asking when we have your class again. I know some of that is because it is gym but also I have some classroom prep which kids are also inquiring about. Making the connection with students is something that helps to make a difference in student education.

December 7, 2012 Erin.Grewar Anti-bullying, Building Inclusion, Classroom Management, General

A Response to “Talking and Listening Chairs” – Les tête-à-tête sont une nécessité

Having read Sangeeta’s blog about how ongoing conflicts can sometimes hijack your teaching agenda, I was struck with her concept of the “Talking and Listening Chairs”. From my own experience, I know that students seem to run into MANY misunderstandings and oftentimes lack both the forum and the verbal skills necessary to successfully solve their conflicts. Quite frankly, I think her idea is brilliant and the guidelines surrounding their use are thoughtfully considered. She has clearly established boundaries and parameters that would ensure success. With obviously less disruptions for the teacher, the real beneficiaries are the students themselves. Actually having a chance to air their grievances can help diffuse and prevent an emotional conflict from escalating into something more serious and simultaneously allows students to take ownership for solving their own problems. Finally, the end result would be to forge a stronger, deeper rapport between the children and a positive classroom atmosphere. Wow, all that from two chairs! Personally, I’m going to have to think a little more how I could implement this idea as a rotary teacher with older students and a cart (no permanent classroom)…

December 5, 2012December 5, 2012 Alison.Board Building Inclusion, Classroom Management, Diverse Learning Needs, Learning About Your Students, Planning

Making Adjustments

As I read the previous additions by fellow bloggers, I look for connections to my own classroom, and what I see is the constant of change. We are all working with different age groups, but consider similar topics, such as adjustments to integrate technology, outdoor education, or making learning meaningful. Like others, I am continuously reflecting on my practice and making adjustments. As I am teaching in a new Full-Day Kindergarten classroom, there are many changes that the ECE and I have made in the last 8 weeks.

In September, our days were focused on establishing routines and building a community with our 27 children. The biggest routines were entry and dismissals, learning centres, and independent reading/quiet time. Then, as the children settled into these routines, we constantly re-assessed our schedule. We found that our children are so social, that independent reading is more like a book club with sharing and discussions. So, we now lead meditation and quiet breathing and stretching exercises after our reading block. Some of the children struggle with stilling their minds, while others have embraced it and look forward to this part of our day.

Adjustments to the classroom are also a constant in FDK. As interests in certain areas increase or wain, I change the spaces to accommodate the children’s interests and needs. I also change the materials. The basics in each learning centre remain the same, such as the blocks in the building centre, however, I may add recycled materials, clipboards and paper, or figures to encourage new relationships with the materials.

The planning has become one of the most challenging aspects of the FDK program, as there is no time for the ECE and I to sit down and exchange ideas. I continue to plan weekly with my Kindergarten teacher partners, then I convey ideas to my ECE while we are in the classroom together. I started off the year with my weekly plans in a binder on my desk (as I always previously used them). Then, I realized that it was more beneficial to enlarge them on an 11 x 17 inch page and hang them in the centre of the room where the ECE, and the Special Education Assistant can access the daily plans with ease. We are also using a web diagram to document the big ideas that are emerging in the classroom and the connections to the curriculum, which is visible to all.

Every day at our gathering circle, I start by asking the children, “How do you feel today?” As the children share their responses, I get a better understanding of what adjustments I can make to ensure it is a successful day for all of us. Making adjustments is just another way of being a reflective and responsive teacher.

November 2, 2012 Erin.Grewar Classroom Management

Classroom Management Core French Style Part 3 – Running With It

Allow the Class to Be Part of the Solution

When confronted with issues of classroom management, you need to make allies of your students who are obviously an integral part of the solution. Don’t worry, your students will be all too eager to share their perspective and insight. While a class meeting is sometimes an appropriate forum, having them provide some feedback in writing is even better. To elicit more interesting and helpful input, give them questions to answer (What is the reason why people are misbehaving? Am I contributing to the problem? How does it feel to be a student in this class? How can the situation be improved?) and ensure they are specific with comments, criticisms and suggestions. Writing anonymously allows them to be more honest and upfront. Finally, when you have read through all of their statements, make sure to address the situation the following class. Sometimes reading out a few comments aloud can have a more profound impact (they care more what their peers think of them). It’s important to reiterate what you, the teacher have understood from the message they have relayed and check with them to make sure you are all on the same page. End off with what you are going to change about the way you teach and handle situations. This may not be the end of your problems but your goodwill and sincerity will not go unappreciated.

Hone In On the Real Troublemakers

While it may seem to be a larger issue, sometimes it actually comes down to reigning in just a few students. You may realize how the dynamic changes one day when one or two of them are absent (try not to look too excited in front of the rest of the class). After careful consideration so as not to overlook anyone, I’ve resorted to rounding up the selected individuals at the end of the day. After a particularly frank and open conversation devoid of animosity, they are made aware of how their actions are bothering myself and the rest of the class and the next steps I intend to take if the situation is not resolved. Make sure to have a well-defined plan in place and be prepared to follow through. Again, this may not solve the problem in one shot, but it does allow you to come to some sort of mutual understanding.

Stay Positive

This is really the part about putting it all in perspective. First of all, be thankful that you are a rotary teacher and you only have to make it through 40 min intervals – they will soon be on their way! Also, focus on those students who want to be there to learn (even if you sometimes feel you are addressing 2 people). The more out of control you feel, the easier it is to resort to screaming, sarcasm and a host of other unpleasant behaviours on your part. Just imagine what it would be like to be a student in such a negative toxic atmosphere. Sometimes that is the key to turning it around – make your class a place where kids feel comfortable to enjoy themselves and feel good about being there.

Summary

Classroom management is the key to being an effective teacher. That being said, there are many different approaches and it is vital that whichever one(s) you decide to take, it’s a reflection of who you are as a person. When you are comfortable in your own skin, your confidence will grow will be projected to your students who can only respect you all the more for it.

November 2, 2012 Erin.Grewar Classroom Management

Classroom Management Core French Style Part 2 – Not Losing It

Blow Them Away with Your Creativity

In my experience, this has always been my most offensive defence. Although your class might follow a predictable format, you can nonetheless incorporate a wide variety of activities and assignments. Consider the difference between using the passé composé to complete worksheets vs describing a week in the life of Kim Kardashian. When students are engaged, they will not misbehave. This means knowing what they’re interested in (music/athletes/actors) and also allowing them the freedom to be equally creative in return.

Explicitly State Your Expectations and Let Them Get to It

Students need to know exactly what you expect them to do. Make sure to always model writing and speaking to give them a clear idea of how to proceed. Saying “Okay, everyone turn to your partner and talk about …” is much different than firstly brainstorming some useful vocabulary/expressions then having a volunteer come up to model a conversation with you. Doing so allows you to reinforce the concept you were teaching or to work in a little bit of extra review. Clearly communicated expectations avoid the dreaded scenario of the hundred and one questions and ensuing mayhem.

Have an Inoffensive Signal to Bring Them Back

Instead of using a blaring whistle, shouting until you’re hoarse or flicking the lights off (which inevitably results in shrieking), come up with something noticeable that also reflects your personality (chimes for the Zen masters, catchy hand claps or simple countdown). Whatever you choose to do, the most important thing to do is wait for silence and their full attention before proceeding. If someone starts talking, immediately stop (in mid-syllable even) and wait again. Silence is more effective sometimes than lectures or endless complaints.

Become the BFFs with the Homeroom Teacher

Having a support system in place is crucial. Homeroom teachers tend to have a lot of leverage with their students (usually more than the Core French teacher anyway) and are potentially your number one ally. Not only can they provide you with much needed insight and information about your students, you can also use what works for them and apply it in your own classroom. If by chance (and the probability is high) that you are both struggling with the same student, you can coordinate your efforts (join in on any parent meetings) to gain more credibility.

November 2, 2012 Erin.Grewar Classroom Management

Classroom Management Core French Style Part 1 – Owning It

For those of you who are fellow Core French teachers (especially those of you in middle school), classroom management is without a doubt the greatest challenge for a whole set of unique reasons. No more needs to be said about why this is so, it is just the reality of the situation. Having been approached recently by two new Core French teachers who were doubtful as to their very survival (“I hope I can make it through, I really do”), it seems to be an ongoing issue that deserves to be addressed in depth. The following “series” (in three parts) is the culmination of many years of experience, trial, error and hindsight. New teachers take heart (sort of)! It will always be more of an issue for you than your colleagues but classroom management becomes easier once you accept this and work with it instead of bemoaning your fate. Consider the following a roadmap not only to survival but also to emerging as a stronger individual.

Strategize – Never Underestimate the Value of a Well-Crafted Seating Plan

By now, the calm and complacent behaviour of the first week of school is but a distant memory. On the plus side, you should have a much better idea of who your students really are in terms of their ability, their peer relationships and any other outstanding issues. Use this knowledge to your advantage to come up with a classroom setup and pairings of students. I usually illicit some feedback from students by getting them to give me the names of two to three other students they feel would be effective partners. Some of their input may be surprising. When it comes time to the “reveal”, you might be surprised at the amount of excitement a new seating plan generates. It’s a sure fire way to shake things up (as I am fond of saying) and keep it fresh.

Plan Meticulously

I found when faced with management issues, knowing exactly what you wanted to accomplish and how to go about doing so was an effective way of keeping your lesson and your students on track. This means having a clear overall vision of where you’re headed but also includes accounting for every minute of the period. Being unprepared opens up the floodgates to potential problems. The amount of work this requires is daunting and relentless but it really does pay off in spades and will allow you to be more spontaneous later on.

Break Down the Period Predictably into Chunks

Example of a 40 min period.

Warm up – 5 min

Conversation – 5 min

*Mini Lesson – 10 min

Work Time – 10 min

Review Activity – 5 min

Clean Up/Exit – 5 min

The most important time frame is the 10 minute mini lesson. When struggling with classroom control, DO NOT EXCEED THIS LIMIT. Short but sweet should be your motto. Your goal here is to be able to clearly communicate a concept without being sidetracked. No matter how tempting, do not get involved in long winded explanations about why they have to take French or why chair is a feminine word but blackboard is not. Also don’t worry if not everyone gets what you’re trying to teach. Stop after the 10 minutes and instead work with students one on one or in small groups.

October 10, 2012October 11, 2012 Katie Pryde Classroom Management, Occasional Teaching

Classroom Management Tools

As a supply teacher, I was constantly in and out of different classrooms on a daily basis. I found so many great ideas that I knew I would use (or modify) when I got my own classroom. I believe that classroom management is key! It not only helps students feel that they are in a welcoming classroom, but it also diminishes the behavioural problems that could occur in any of our classes today. I created a monitoring device in my classroom to help with my classroom management. I have placed each students’ name on a piece of paper, that has been laminated with a magnet on the back. Students are responsible for moving their own name on the chart throughout the day. On my whiteboard, I have made a small area that has 4 boxes, which are labelled: I’m Here and Ready to Learn, We Missed You, Washroom/Drink Break, and On a Mission.

Each morning, students will move their name from We Missed You (those names that stay here are because the students are absent from school) to I’m Here and Ready to Learn. By using this, it makes it very easy to quickly look at the board while completing the attendance and knowing immediately who is and who is not at school. Whenever students need to go to the bathroom or get a drink, they move their name to Washroom/Drink Break, and when they return, they put their name back to I’m Here and Ready to Learn. This is a great tool to use when other students ask to leave the classroom, you can take a quick look at the board and see whether any other students are out of the room (as we have a rule that only 2 students from each class are allowed to leave the room at a time). Likewise, if students are out of the room “On a Mission” such as dropping off the attendance, getting something from another classroom, etc. then they will move their name to On a Mission. Upon returning to the classroom, they move their name back to I’m Here and Ready to Learn.

My students really seem to enjoy using this chart as well. Students can work on their self-regulation by moving their own name to whatever box they need to. I have had a lot of teachers in and out of my classroom as coverage, and they all enjoy using this chart as a monitoring system. Many other teachers have also adopted using this in their own classrooms and I hope you do too.

I also created an anchor chart to remind my students what they need to do every morning. It is October, and my students are FINALLY getting into the routine, however, it did take quite some time. After the first week of school, I got the idea to create a Morning Routine anchor chart that helped students remember what they need to do in the morning upon entry.