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This workbook will guide you through the virtual learning environment module, providing research findings, classroom management strategies, and tips for creating a positive classroom climate.
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This Workbook will be your companion as you work your way through the Managing to Teach Virtual Learning Environment
Module 2 Assignment: Read the following text and then reflect on what these findings mean to you as a teacher. • Research Says … • Effective teachers create a classroom atmosphere of respect, caring, and cooperation. Research by Everston et al., 1997 (Classroom Management for Secondary Teachers) supports the importance of physical factors on student learning and minimizing student misbehaviour. Everston and Harris (1992) emphasize the need to establish routines and procedures and teach them along with expectations for appropriate behaviour. Brophy 1987 (Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4, p. 5) explains the link between efficient routines and procedures and the time available for learning: • Research on teaching has established that the key to successful classroom • management (and to successful instruction as well) is the teacher’s ability • to maximize the time that students spend actively engaged in worthwhile • academic activities … and to maximize the time that they spend waiting for • activities to get started, making transitions, sitting with nothing to do, or • engaging in misconduct.
Module 2 Reflect on the following text: • Organizing the Physical Environment: • Arrangement of the physical learning space and materials is an important part of your classroom management. • Consider that each day: • The space will house several different groups of up to thirty-five students for several periods each day • Students will be engaged in different kinds of learning activities • A variety of materials, supplies, texts, and equipment will be used • Furniture will need to be moved to best suit the learning activities • Some questions you need to ask yourself regarding the physical classroom space are: • Within the limits of my control, are the lighting and ventilation adequate or appropriate? • How should the desks, tables, chairs be arranged to help me to best implement my lesson? • What areas of the classroom will be used for presentations, activities, centres? • Where will whole-class instruction be conducted? • Where should materials be stored? • Are the high traffic areas free of congestion (pencil sharpener, computers, garbage cans, book shelves, student desks, teacher desk, group work areas)? • Can all students be easily seen? • Are frequently used teaching materials and student resources readily accessible? • Can all students see instructional presentations (overhead, white/chalk board) and displays? Please go to the next page to answer some reflection questions.
Module 2 How would you arrange the classroom for a science demonstration so that all your students could see it? What special challenges would the gymnasium provide for you? For each of the three classroom arrangements, write down trouble spots that could contribute to classroom management problems.
Module 2 Read the following text: • Letting your students know you. • Tell students your name, put it on the white/chalk board so they can see the spelling, and share • some things about yourself such as where you grew up and went to school, your interests, hobbies, family, pets, why you enjoy teaching your subjects. The students see you as a real person if you share something about yourself. Steer away from students’ personal questions if you deem them to be inappropriate or intrusive. • Getting to know your students. • To get to know your students’ names, you might ask them to make name tents and place them on their desks in front of them. You can collect the tents at the end of class and the next day pass them out and begin to associate faces and names. It is important to get to know student names as quickly as possible since it is useful and effective to address students by name when calling on them. An appropriate goal is to know all of your students’ names by the end of the first week. • Have your students fill out a short questionnaire or devise an activity to have them identify their hobbies, interests, family, music, television, and movie preferences. This signals that you are genuinely interested in your students. • To involve students in “Ice Breakers” or team building exercises, go to your Resources webpage for examples. • The results from a learning preference/modality inventory can give the students and teacher information about how individual learning styles. For samples, go to your Resources webpage. Proceed to the next page for some discussion questions…
Module 2 What did the teacher do in the first scenario to develop a classroom climate? What did the teacher do in the second scenario to develop a classroom climate? Assess the success of each approach. What other techniques might be used to establish a positive classroom climate at the beginning of the term?
Module 2 Read the following text: • “Rules for Making Rules” (adapted from Judith and Donald Smith’s Child Management) • Rules must be clearly stated and those affected need to understand what behaviour is expected of them • A rule must be reasonable and aim to establish an orderly environment and contribute to successful learning • A rule must be enforceable • A rule must be enforced consistently • Rules should be kept few in number; a set of five to eight should be sufficient to cover most important areas of behaviour Develop and write out a set of rules for your own classroom: Read the text on the next page, and then proceed to the following page for a quiz.
Module 2 Planning Your Classroom Rules • Keep in mind that you will be expected to enforce general school-wide rules. You need to find out about the individual school’s rules and procedures before you begin to teach. Many schools have a school handbook that outlines these rules. • You will have your own classroom management style and expectations for your students. Even though you will be taking over your cooperating teacher’s classes, don’t assume that the students will immediately follow the rules that have been established within their classrooms. It is necessary for you to discuss expectations with each class that you teach on the first day with them. • To encourage student ownership of rules and consequences, involve students in rule setting. This includes a discussion of reasons for having rules and clarifying the rationale and meaning of particular rules and expectations. The discussion should touch on the importance of protecting individual and group rights and creating a community of learners where everyone feels safe and respected. • You may need to lead the students so that the discussion includes identifying the importance of : • bringing needed materials to class • being ready to work when class begins • respecting and being cooperative and polite to everyone • not talking when other people are talking • respecting other people’s property • following all school rules • Once rules and expectations are agreed upon, discuss reasonable consequences for infractions with students. Most classes will be able to formulate fair and enforceable consequences such as warnings, time out, detentions and referral to the principal. Students should also be aware that you have the final say. You may want to stress that the seriousness of some behaviour may immediately involve the school’s administration and/or parents.
Module 2 Quiz from Module 2 • Answer True or False: • Beginning teachers are likely to reduce management problems by: • Making sure that all students have a chance to participate in every classroom decision • Adapting your classroom management strategy on a regular basis to meet new variables • Altering expectations so that students know who is in control • Holding class forums on student behaviour two - three times a week • Enforcing rules in order to make an example of bad students • Being consistent • A wise teacher prevents classroom problems by: • Creating a safe and caring classroom environment • Developing with the students a well-communicated set of classroom responsibilities • Planning lessons in a way that ensures student engagement • Dealing fairly and forthrightly with problems that arise T F Continue on for a discussion of the quiz.
Module 2 Discussion of the Quiz: • Students function better when they know the rules because they have the assurance of knowing what the limits are. When students have a chance to participate in the development of the rules that apply to them, they feel more accountable to themselves and to the class as a whole. Furthermore, the process of communicating and enforcing rules and expectations occurs more naturally when those affected by the rules have had a chance to participate in their development and implementation. • When the teacher has planned and prepared thoughtful lessons, with an abundance of information and activity to maintain student engagement, then opportunities for the development of discipline problems are removed because students are too busy learning to want to misbehave or distract others. The positive energy that results from advanced planning has the power to overwhelm and cancel the negative energy that is the natural consequence of confusion and chaos. • It is crucial that the teachers model the behaviour that they want their students to exhibit. This means that teachers must be well prepared and keen to be on task. Teachers must be polite. Teachers must display an interest in, and affirm, behaviour that is positive and productive. • Once classroom rules are developed and agreed upon, it is essential that teachers deal with infractions promptly, in a direct and unexcitable manner. Students want forthright consistency from their teachers and respect them for it.
Module 2 As you reflect on the first scenario about rule setting, answer the following: Why has the single, seemingly all-encompassing rule failed to be effective with the class? What are the most serious issues with the teacher’s managment in this class? What can be done before the next class to ensure that things will run more smoothly? What procedures does the teacher need to put in place so that valuable learning time is not wasted?
Module 2 Based on the second scenario about rule setting, answer the following: What are your initial responses to the class discussion on rules and consequences? Will this exercise ensure that classes will run smoothly for the rest of the term? What will make this set of class rules work to create a positive learning environment?
Module 2 As a result of viewing the first situation in the gymnasium, please reflect on and answer the following questions: The first few minutes were problematic. Do you have any suggestions for this teacher? Why were the instructions ineffective? How could more careful monitoring have been accomplished?
Module 3 After viewing the scenario where the class meets the teacher in the lab without receiving explicit instructions first, answer these questions: Who is at fault here? What could have been done to prevent some of these problems? What are the management issues? Is the noon hour detention a reasonable consequence for the class? What can be done to salvage the situation? Is grade seven too early for classes to be conducted in a lab situation?
Module 3 After viewing the scenario where the class was well prepared for the lab, answer the following questions: Why was it important for the students to go to the classroom before the lab? Note the inclusion of the student in setting the rules for the lab. What purpose is there in having the students involved in developing expectations and consequences? Why did the teacher make the decision to set up groups before the class? Is this always necessary? In this case, what purpose did it serve in terms of classroom management? Are there advantages in students doing a hands-on experiment as opposed to watching a teacher demonstration? During the next class, how can the results of this lab be most effectively shared by the groups?
Module 4 Questions regarding four scenarios on smoking drugs: In the first PDR class, the teacher chose the option of not only refusing to answer a potentially damaging question, but chose to do so in a manner that lead to a disciplinary situation. List the things the teacher did that caused the situation to escalate. In the second situation, the teacher thought that honesty might be the best policy. Explain why such an approach is misguided. In the third PDR class illustration, the teacher moves directly into denial. What are the reasons that this did not work? The fourth PDR scene reveals a different option. Explain why it is effective. Continue on to the next page for a discussion of these scenarios.
Module 4 Read the following discussion in relation to the four scenarios: Adolescents (and, indeed, many adults) often exhibit a degree of curiosity that goes beyond being interested in another’s well being. Instead, some types of curiosity are directed at trying to find another person’s weakness. In the classroom situation, even caring and cooperative students can exhibit an interest in the teacher’s personal life to an extent that is not appropriate and which infringes on the teacher’s privacy. The purpose of these four scenarios was to give the beginning teacher some experience in dealing with inappropriate questions and innuendo from students about the teacher’s personal life. Clearly, it is a mistake for a teacher to admit to students that he or she has engaged in an activity against which there are legal statues; how is a teacher to insist with any credibility that students must follow the rules and cooperate for the best learning environment for all, when the teacher has admitted publicly to having done something which, by society’s standards, is illegal? It is also dangerous for a teacher to engage in a process of denial – regardless of the truth – because denial can arouse unwarranted suspicion and ignite further inappropriate curiosity. The teacher stands strongly on a foundation of personal security, however, when the teacher refers to a safe and respectful environment in which people have a fundamental right to privacy. This is especially true when dealing with adolescents because, at this age, students are very concerned with their own rights in this regard. Such a stand strengthens teachers’ credibility and ability to elicit cooperation from students.
Module 4 Based on the ‘hand raising’ scenarios, answer the following questions: It is clear at the outset that the teacher asks for hands in response to her question. Why do you suppose the teacher wanted students to raise their hands? What do you think was going on in the teacher’s mind when she started accepting responses from student whose hands were not up and from whom she had not requested a contribution? What motivated her to contradict her own request for a certain mode of behaviour? What were the consequences of this self-contradiction? Continue on to the next page for more questions.
Module 4 Based on the ‘hand raising’ scenarios, answer the following questions: In the second situation, the teacher adopts an inflexible approach. As you reflect on this “hands up or seat work” manner of doing things, what are your feelings? How would you feel if you were a student in the class? Remember: this is a Personal Development and Relationships class. In the third example, the teacher sees and understand that there are students who are making comments without raising their hands. However, she neither “lets it go” no becomes confrontational. What, exactly, does she do? How does her behaviour helo all students? Why is her approach effective?
Module 4 Background Material on Maintaining a Cooperative Classroom Climate(Adapted from Emmer et al Classroom Management for Secondary Teachers, 6th edition, 2003) • A. Monitoring Student Behaviour Carefully: • What do you look for when monitoring your classes? • 1. student involvement in learning activities marked by: • • attention during presentations • • engagement in discussions and group work • • efforts to complete work and assignments • 2. student behaviour that reflects rules and procedures marked by: • • monitoring carefully students’ compliance with the rules and procedures • How do you monitor? • • position yourself so that you can see the faces of all the students • • scan the room frequently • • during individual assignments, circulate and check each student’s progress, not just students who have their hand up • • don’t stay behind your desk • • if you must stay with one student for an extended periods of time, make sure that you can see the rest of the class • • don’t allow students to congregate around your desk, deal with one or two students at a times • • when starting seat work, have the students get out the materials they will need and do the first part of the assignment together to get them started • • checking assignments regularly and keeping accurate records Continue on to the next page for more discussion…
Module 4 Background Material on Maintaining a Cooperative Classroom Climate(Adapted from Emmer et al Classroom Management for Secondary Teachers, 6th edition, 2003) B. Being Consistent with Procedures, Rules, Expectations, and Consequences Inconsistency with procedures and consequences leads to students “testing the limits” by not following procedures or complying with rules. This, in turn, leads to teachers abandoning the procedures or tolerating inappropriate behaviour. Three sources of inconsistency: • lack of involvement in learning activities • prolonged inattention or work avoidance • obvious violations of classroom rules and procedures C. Prompt Management of Inappropriate Behaviour: Examples of Inappropriate Behaviour: • lack of involvement in learning activities • prolonged inattention or work avoidance • obvious violations of classroom rules and procedures Ways to Manage Inappropriate Behaviour: • deal directly with the behaviours • don’t overreact •a calm, reasoned tone will help to avoid confrontation Continue on to the next page for more discussion…
Module 4 Background Material on Maintaining a Cooperative Classroom Climate(Adapted from Emmer et al Classroom Management for Secondary Teachers, 6th edition, 2003) Suggested Ways to Manage Inappropriate Behaviour: • If a student is off task – not working on an assignment – redirect attention and then check to make sure the student is working • Make eye contact or move closer. Use a non-verbal signal such as a finger to the lips or a head shake. • Monitor until the student is working. • If a student is not following procedure, remind student of the correct procedure • Ask or tell the student to stop the inappropriate behaviour • You may choose to ignore the inappropriate behaviour if : • it is of short duration and not likely to spread • it is minor in its nature • if reacting to it would interrupt a lesson or call attention to the behaviour (examples include occasional whispering or daydreaming) Dealing with More Serious Problems: Examples: • rudeness toward the teacher • chronic avoidance of work • fighting, aggression, defiance These can generally be prevented by: • finding out what triggered the incident and dealing with the cause • having a well managed classroom with reasonable and consistent rules and procedures • involving a school counsellor, a resource teacher, or principal in dealing with chronic cases Continue on to the next page for more discussion…
Module 4 Background Material on Maintaining a Cooperative Classroom Climate(Adapted from Emmer et al Classroom Management for Secondary Teachers, 6th edition, 2003) Suggestions for Dealing with Serious Problems: 1. Rudeness such as crude remarks, arguing, gesturing, name calling, “playful” pushing or shoving or other attention getting behaviour: depending on the seriousness, a reasonable first reaction by reminding the student of the general classroom rule about respect, cautioning that the behaviour is not acceptable. Give no more than one warning. If the behaviour is repeated, more serious measures should be taken, including sending the student from class. The school will usually have a policy for dealing with this type of incident. 2. Chronic Avoidance of Work: deal with the problem before the student faces failure. This includes keeping good records and collecting work on a regular basis, contacting home, meeting with other teachers to see if this is a pattern in other courses 3. Fighting: depending on the seriousness of the altercation, you may choose to intervene directly or you may alert other teachers or the principal. You may send another student to alert the office or other adults of the situation. Continue on to the next page for more discussion…
Module 4 Background Material on Maintaining a Cooperative Classroom Climate(Adapted from Emmer et al Classroom Management for Secondary Teachers, 6th edition, 2003) Defiance: A public confrontation should be dealt with by trying to defuse the situation. Because the offending student will rarely back down and lose face with peers, keeping it private and not allowing it to escalate in front of other students is advisable. If it is not extreme, telling the student that it is taking away from class time and that you will discuss it later may work. This allows time for the student to calm down. Later, you can have a private conversation with the student and apply consequences if necessary. If the situation is serious or if the student chooses to continue with the confrontation, sending the student from the room to wait in the hall is advisable. After you have the class involved in a learning activity, you may leave them for a few minutes and discuss the situation with the student. You should remain objective, and avoid arguments and power struggles with the student. Instead, the focus should not be on the student but on why the behaviour was unacceptable. If the student is totally uncooperative or refuses to leave the room, you may choose to have another student go to the office for assistance.
