Before school starts, it is critical to arrange the classroom so maximum learning can take place. Here are some questions to answer before arranging the room:
1--Where is the quietest place in the room?
2--Where are the doors?
3--Where is the internet access?
4--Where is the whiteboard/bulletin board?
5--Where is a good place for whole class activities/lessons?
6--Where is the sink?
7--Do I want students in small groups or placed in individual desks?
Here are some things to consider:
1--Guided reading should take place in the quietest area of the classroom.
2--Place tables/desks to allow for easy individual access by the teacher.
3--The noisiest activities (during guided reading time) should be on the opposite side of the room.
4--When placing desks either in small groups or individually, make sure no students have their back to the area where most of the instruction will occur.
5--Place reminders of rules and procedures on walls or doors where students can see them often and be frequently reminded.
6--Messy centers or projects should be located in the wet/sink area.
FEEL FREE TO LET ME KNOW WHAT I HAVE LEFT OUT!!
Thursday, July 22, 2010
Tuesday, June 8, 2010
Classroom Management Stuff
First Day
1. Set class goals for the year.
'Your primary aim here is to spark interest in the subjects you are going to teach. Give
them an overview of all the subjects --the big picture as well as the highlights -- so that
they can say to themselves: “Gee, by the end of the year I will have learned all about X.”
Say things like: “We’re going to be doing a lot of reading this year about the pioneers.
We’ll be putting on a play about them, and even create our own pioneer village.”
Use enthusiasm. Show your own interest and excitement about the subjects you are going
to teach. Let them know that they will have input into how these subjects are covered,
that you would be interested in hearing their ideas of how to make the curriculum more
interesting.' Classrooms That Work by Stan Shapiro, M.A. & Karen Skinulis, 2007.
2. Create social guidelines through rules and procedures.
'Just as important as what you will be learning is how the class will function together
socially. Think of it as the “social curriculum”. Stress that you can only achieve the first
goal – to learn – if you are all happy in the class and getting along with each other.
Explain that the freedom to learn involves limits and responsibilities. Use the analogy
that if everyone didn’t agree to line up to get on a bus, everyone would be pushing and
shoving and it would be much harder to get on the bus. Respect and cooperation help
groups function better and accomplish more in a more pleasant way. Have a discussion
on the basic social guidelines you will use to govern the social interplay within the
classroom, which will be based on mutual respect. Talk about ways you can all
demonstrate respect for each other.
The teacher and the class should then work together to come up with a set of “rules of
respect”, such as:
• being on time
• speaking to each other in respectful ways
• listening to each other
• eliminating put downs
• taking care of the physical classroom
• respecting yourself
This list will be added to as a result of decisions made in class meetings and other
discussions.' Classrooms That Work by Stan Shapiro, M.A. & Karen Skinulis, 2007.
3. Begin establishing the democratic process using a class meeting.
'The ideal forum for the expression of the above ideal of respect is the class meeting. Talk
to your class about what the meeting is (see chapter 10) and how it will work. Stress to
your students that the class meeting will be used to make decisions together, plan special
events, and solve difficulties.
This will probably be the first exposure your students have to the idea of a class meeting,
so show them what a typical agenda might look like. Talk about when you will have the
meetings, and the different roles they will take in conducting them.
Get them excited about it. Point out how good they are going to get at helping each other
solve problems, in leading meetings, and just generally expressing their feelings and
listening to each other.
One of the most important things to do that first day is to have an actual class meeting.
It's never too early to get them used to the idea that class meetings will be held regularly
over the year, and that they will be the most important decision-making mechanism the
class will have. Briefly show them how the chairperson operates, as well as everything
else pertaining to the running of a meeting. Hold a short (half-hour) meeting the first day
with a follow-up meeting the next day and every day the first week to keep the ball
rolling and to firmly establish the meeting format in their minds. After that you can hold
them once a week.
You might want to structure your first class meeting around the idea of creating social
guidelines.' Classrooms That Work by Stan Shapiro, M.A. & Karen Skinulis, 2007.
1. Set class goals for the year.
'Your primary aim here is to spark interest in the subjects you are going to teach. Give
them an overview of all the subjects --the big picture as well as the highlights -- so that
they can say to themselves: “Gee, by the end of the year I will have learned all about X.”
Say things like: “We’re going to be doing a lot of reading this year about the pioneers.
We’ll be putting on a play about them, and even create our own pioneer village.”
Use enthusiasm. Show your own interest and excitement about the subjects you are going
to teach. Let them know that they will have input into how these subjects are covered,
that you would be interested in hearing their ideas of how to make the curriculum more
interesting.' Classrooms That Work by Stan Shapiro, M.A. & Karen Skinulis, 2007.
2. Create social guidelines through rules and procedures.
'Just as important as what you will be learning is how the class will function together
socially. Think of it as the “social curriculum”. Stress that you can only achieve the first
goal – to learn – if you are all happy in the class and getting along with each other.
Explain that the freedom to learn involves limits and responsibilities. Use the analogy
that if everyone didn’t agree to line up to get on a bus, everyone would be pushing and
shoving and it would be much harder to get on the bus. Respect and cooperation help
groups function better and accomplish more in a more pleasant way. Have a discussion
on the basic social guidelines you will use to govern the social interplay within the
classroom, which will be based on mutual respect. Talk about ways you can all
demonstrate respect for each other.
The teacher and the class should then work together to come up with a set of “rules of
respect”, such as:
• being on time
• speaking to each other in respectful ways
• listening to each other
• eliminating put downs
• taking care of the physical classroom
• respecting yourself
This list will be added to as a result of decisions made in class meetings and other
discussions.' Classrooms That Work by Stan Shapiro, M.A. & Karen Skinulis, 2007.
3. Begin establishing the democratic process using a class meeting.
'The ideal forum for the expression of the above ideal of respect is the class meeting. Talk
to your class about what the meeting is (see chapter 10) and how it will work. Stress to
your students that the class meeting will be used to make decisions together, plan special
events, and solve difficulties.
This will probably be the first exposure your students have to the idea of a class meeting,
so show them what a typical agenda might look like. Talk about when you will have the
meetings, and the different roles they will take in conducting them.
Get them excited about it. Point out how good they are going to get at helping each other
solve problems, in leading meetings, and just generally expressing their feelings and
listening to each other.
One of the most important things to do that first day is to have an actual class meeting.
It's never too early to get them used to the idea that class meetings will be held regularly
over the year, and that they will be the most important decision-making mechanism the
class will have. Briefly show them how the chairperson operates, as well as everything
else pertaining to the running of a meeting. Hold a short (half-hour) meeting the first day
with a follow-up meeting the next day and every day the first week to keep the ball
rolling and to firmly establish the meeting format in their minds. After that you can hold
them once a week.
You might want to structure your first class meeting around the idea of creating social
guidelines.' Classrooms That Work by Stan Shapiro, M.A. & Karen Skinulis, 2007.
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