To continue our focus on
classroom strategies for the year, this month’s newsletter will focus on
managing the details of class. Historically, we have called these
“classroom management” strategies and practices, but my thinking has changed a
little over time. For starters, I am no longer really working to get
absolute control over a class, to manage all of their choices and
behaviors. Instead, my objectives are to
first, create conditions within the classroom where they are interested and
engaged versus compliant; and second, create conditions where students learn to
manage their own behaviors versus having me do it for them. So in this
context, “managing the details of the class” is more about the practices and
structures we can employ to create those optimal learning conditions.
Door
Greeting
In terms of perhaps the easiest, most
powerful practice a teacher can employ, I would suggest the door greet.
The benefits are pretty tangible. For
starters, it ensures that you have -- even in passing-- at least one moment of
connection with everyone who enters your room. Let the students know that
you simply see them, and that they are welcome in your space. The act is so simple, but it communicates so
much. It tells students, this is my space, I value it, and I am eager to share
it with you. My brother, who teaches middle school in Alaska, is actually
required to stand in the hall between classes.
They are also instructed to shake hands, high five, or fist bump every student as they
enter.
Hand-Out
This is really simple, but it can
expedite some of the business of class. If you have a hand-out or reading
for the first part of class, hand it to them as they enter the room. You later
discover who snuck in after the bell as well! :)
Structure
of Class
Another detail of management that I
have continued to work on is how I try to structure the time I have in
class. My general template involves a “Welcome” or “Conversation Starter”
with students. Sometimes, it is just a
quick joke. Other times, it is a whip around or a turn and talk. I find
that variety is the trick! And I find
that even just taking a moment to engage them in a little light banter allows
them to first see you as human, before you jump into teacher mode. Then I
quickly move into a quick (2-3 minute) overview of the period along with some
announcements. Following that, there is
typically a 10-15 minute mini-lesson / lecture which leads into work time (ie.
writing, reading, or small group). Then, the last five minutes includes a
closing activity (circle up, exit slip, stations, author chair, share out,
quiz). Each day, I also try to get them
up and moving at least once.
Real Time
Adaptations
Classes that show little energy, I will
often pull into a walk-n-talk. I might also make use of music, to simply
chop up the silence a little. Sometimes
I re-arrange lesson plans depending on the time of day. For example, in
early morning classes, I place things involving movement early in the class to
get them more awake. But in afternoon classes,
I place it towards the end. And sometimes, if I feel them losing energy,
I’ll go ahead and do something in the middle.
Screen
Casts
Have you ever had a lesson that
involves explaining a lot of details? For certain lessons, I will
actually make a 5-7 minute screen cast and show that to class instead of doing
it as a lecture. Here are the benefits:
I know exactly how long it will take versus trusting myself not to go on
too long, I can be more specific with my word choices and use of visuals, I can
post it in Schoology so that students can view it later, and students will
sometimes pay more attention to me in video than in real life! :) Use
QuickTime! It’s easy! And keep the videos short!
Good teaching is predominantly about
creating a sense of community. It’s about establishing personal
connections with students. It’s about
nurturing a culture of learning and inquiry. But, it can also be about the
techniques we employ along the way. Although you could become easily
overwhelmed by all of the different choices you can make, it’s important to
consider which aspects of your class are the least productive or efficient, and
how you can better deliver those lessons when you change the techniques you
use. If you would like to learn more about the strategies mentioned here,
or perhaps you have a few you can add to the list, stop by my room or send me
an email.
See the full newsletter here.
