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Classroom Management for Elementary Teachers

Classroom Management for Elementary Teachers

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Classroom Management for Elementary Teachers

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  1. Classroom Management for Elementary Teachers Chapter 1: Organizing your Classroom and Supplies RE 4000 N. Vines

  2. Think about it… • “Your room arrangement communicates to students how you expect them to participate in your class.” • How so? What are your thoughts on this statement? • Look around our room…What does the arrangement communicate to you as the learner? In what ways could we create a more student-centered learning environment?

  3. 4 Keys • Keep high-traffic areas free of congestion. • Be sure students can be seen easily by the teacher. • Keep frequently used teaching materials and student supplies readily accessible. • Be certain students can easily see whole-class presentations and displays.

  4. Quick and Collaborative • In small groups, quickly discuss your KEY using guiding questions: Why is your key important? How can you make your key work? Have you seen positive or negative examples of these keys in classrooms? How would you address negative examples?

  5. Walls and Ceilings • Ceilings: A lot of schools will not allow for items to be hung from the ceiling. • Walls: The most important thing you can display is student work. Especially for writing samples (also working portfolio) you can staple page protectors to a bulletin board to put student work in. • Peeking in colleagues’ rooms is a very valuable practice! Asking for tours is a great way to get to know fellow teachers, make connections, and gain valuable resources!

  6. Floor Space • What are some key things to keep in mind as you play with your floor plan? • The text offers a few nice examples of floor plans for your room and again, looking at peers’ setups is valuable. • Much of this planning will also be subject to your personal tastes and preferences. • You will be creating your own classroom plan for our next class meeting which you will share with a partner for feedback and I will provide feedback as well.

  7. Special Work Areas • Small group instructional areas? • Centers? • Storage areas? • What should these look like? Where should they be located? How can they be best utilized?

  8. Let’s Evaluate • With a partner look at the diagram on page 15. Discuss the potential problems and solutions to those problems. • Share your thoughts and ideas.

  9. My Personal/Professional Insights… • While cute displays can be aesthetically pleasing, remember they should be educational first and foremost. Whether your displays are a source of information or support, they should have a purpose. • Your classroom, as with your lessons, can be flexible. Rearrange and play with the setup throughout the year as the need arises. I have rearranged multiple times in a school year to better accommodate students as well as myself. Some groups can handle grouped seating, others need individual desks.

  10. Something to Think About… • Chaos often breeds life,where order breeds but habit.~Henry Adams It’s important to remember that a quiet, orderly classroom is not necessarily indicative of a learning environment. Learning often takes place in what can appear to be complete and utter chaos.