Chapter 7 Managing the Classroom

Name: Kendra Buddenberg

Triangle Tag Video Clip: After watching the video: discuss the t pe of management techni!ues this particular teacher used throughout his lesson "provided # e$amples% &o ou believe he utili'ed good management techni!ues( )f so wh or wh not( "be specific when e$plaining% ) have no idea what video ou are tal*ing about+ There is no video lin* on this wor*sheet and there is no video on blac*board+ ) loo*ed up a classroom on outube pla ing triangle tag+ The teacher used active supervision, cooperative activities, and challenge activities+ Active supervision means that the teacher was pa ing attention to the students, scanning for problems, inappropriate student behavior, and *eeping her e es on the students+ The goal in cooperative activities is for the students to wor* together cooperativel while also learning the lesson content+ The students displa ed this in groups of four as the pla ed triangle tag+ Three of the students formed a triangle with their arms and the fourth student had to tr to touch the desired student in the triangle+ This made ever person in the group wor* together to tr to avoid getting their partner tagged+ This activit was also *nown as a challenge activit because it involved a group of students creating movement solutions to a stated challenge+ This teacher did utili'e good manage techni!ues+ -he e$plained the game and demonstrated to the class how to pla , she then supervised while also giving encouragement+

&efine Classroom Management: Classroom management is the process of ensuring that the classroom runs smoothl and effectivel + )t involves lesson planning, preparation, organi'ational s*ills, and much more+ Teachers must determine how to discipline their students as well as how to plan, implement, and evaluate+

Are there different st les of classroom management( .$plain: /es, there are man different st les of classroom teaching+ .ver teacher does things differentl , whether it be how the ma*e their lesson plan or how the discipline+ &irect teaching methods occur when the teacher ta*es total responsibilit for planning, implementing, and evaluating+ )ndirect teaching methods allow students to be active in the planning, implementing, and evaluating phases of the lesson+

&escribe what an effective teacher is or needs to have to be successful: )n order for a teacher to be successful the must alwa s loo* for wa s in which the can improve their lesson plan+ The can accomplish this b observing their students and providing consistent, specific feedbac*+ Another wa in which teachers can become successful is to set organi'ational routines+ This allows standard behaviors to be set while entering the g m, leaving the g m, etc+

0hat is it( An understanding of their students and the learning techni!ues in which the benefit most from+ This is a *e to success in the classroom+ Teachers need to get to *now their students, find out what the li*e and don1t li*e, and how the can incorporate the best learning strategies into their classroom+

2arr 0ong state 3 ma4or goals, the are: 2arr 0ong stressed the importance of preparation+ 5rime time in the classroom is the first few minutes of class+ Teachers need to *now what the are doing and the need to start it immediatel + 6outine is another goal that 2arr 0ong felt was important+ -tudents need to *now what the are doing and the need to have set guidelines and responsibilities throughout the da +

Characteristics of a well7managed classroom are given an example of each:

Characteristic

.$ample

2as goals7 the students *now what the are tr ing to achieve and for what reason the are achieving it 6outines7 students need to have a dail schedule in which the can follow each da

5reparation7 teachers must alwa s have the lesson planned out accordingl and be prepared for what ma arise

&escribe the effective teacher: .ffective teaching re!uires using multiple approaches to *eep students engaged in the process of learning+ The teacher must be prepared and organi'ed+ )n order to be an affective teacher ou must understand our students and *now what wor*s in our classroom and what doesn1t wor*+ A dail routine in which the students immediatel get to wor* on something is ver beneficial+ &iscipline must also be ta*en into consideration+ 8uidelines and rules must be set, which will allow for a well behaved class+

-trategies to be proactive in the classroom: Be succinct7 give straightforward e$planations in a step7b 7step manner -how relevance7 lin* content to other areas studied and to student1s personal goals and interests -how immediac 7 maintain e e contact with students, smile often, var the classroom area 9se animated presentation st le7 be dramatic, spea* with e$pression, use hand gestures, be friendl Activel listen7 maintain e e contact with the spea*er, do not interrupt, nod head to indicate ou are listening our voice, move around

The 69:.- for ;6ules;: 0hat are the and should rules be used( The 69:. for <rules= is that each and ever ob4ective of the rule shall be clearl stated and understood b the students+ ) feel as though rules need to be used in the classroom+ )t lets the students *now what is e$pected of them and what the need to do in order to be successful in the classroom+

Discussion: 0ill ou have a rules as a future teacher( .$plain: /es, ) feel that it is important for ever classroom to have some t pe of rules+ 0ithout rules students ma not *now what is e$pected of them+ 6ules need to be stated and abided b in order for the classroom to reach the appropriate behavior level+

Create # rules ou might have for our students to be successful in our classroom: Be *ind to one another+ >ollow directions+ 2ave a positive attitude+

6ules vs 5rocedures: )s there a difference( .$plain

6ules are for undesirable behaviors which have set conse!uences while procedures are e$pected classroom behaviors with no set conse!uences+

Classroom Schedules 6ole for using 6outines: -tudents must learn to implement the routines !uic*l and appropriatel in order to reduce management time+

&iscussion: 0hat # routines ou might have for our classroom( .$plain each: 9sing the restroom during class7 This routine is one that ever elementar teacher has to implement into their classroom+ ) would have set times each da in which the classroom would ta*e group restroom brea*s+ 0e would have a set procedure for it and would conduct it in the same wa ever da + 8etting the attention of the students7 At times teachers ma need to get the attention of their students who have gotten off sub4ect or are interrupting the classroom+ This can be done in man wa s+ >or e$ample a light switch, a hand signal, or even a command can be used+ 2andling emergenc situations7 .mergenc situations must alwa s be ta*en into account+ A routine for how to line up, where to go, wh we are going there, and so on, must be *nown+

Transition vs Allocated Time: A transition is one in which the students are transitioned from one sub4ect or lesson plan to another smoothl and effectivel + Allocated time is time set aside for certain activities or lessons+

5rocedure vs 6outine: A procedure is and give an e$ample: A procedure is an established or official wa of doing something+ Ma*ing sure our name is on our paper is an e$ample of a procedure+ )t is a *nown rule that was established and is used to identif the wor* of students+

6outines are used for and give an e$ample: 6outines are used dail for things that must be conducted in the classroom+ >or e$ample, the teacher ma have a set routine as how to leave the g m, enter the g m, etc+

Designing a Lesson Considerations:

&escribe the purpose of a lesson plan: The purpose of a lesson plan is to offer the teacher a detailed description of what the material is and how e$actl to cover it+ )t ma have *e points that need covered, list the amount of time to do each activit , and guide them through what the are meant to teach that da + :esson plans help for classroom organi'ation and *eep not onl the teacher on trac*, but also the students+

0hat challenges might a 5. teacher face when developing a lesson( .$plain: ?ne challenge that a 5. teacher ma face could be that a student has a ph sical disabilit and is unable to participate in the activit + This could ma*e the planning of activities difficult+ The teacher must ensure that each and ever student is able to participate in the activit in some wa and benefit from the class instruction+

Video Clip Components: -tephanie 6o @s class: A few of the components that were visible in -tephanie 6o 1s class video were that each student had a designated spot on the floor in which the were to come in and sit it+ The students then participated in an activit where the were to run around the g m doing whatever the teacher had instructed them to do as the music was pla ing+ ?nce the music stopped the were to listen to instruction from the teacher and perform the new activit + This lesson wor*ed on man different muscles and parts of the bod + The students reall en4o ed it+ The teacher then as*ed <Can an bod tell me++= !uestions before beginning the ne$t activit + This engaged the students and gave them a chance to input their ideas+

Teaching Strategies for Physical Education:

&irect )nstruction is: A teaching method where the teacher controls all aspects of the lesson and serves as the onl source for learning information+

)ndirect7 -tudents are active in decision ma*ing or development of the lessonA the ma discover, e$plore, share, or create *nowledge+

)ndividual or partner: 0hen might a teacher use this techni!ue( )ndividual involves a lesson in which the assignment can be accomplished with 4ust one student+ 5artner wor* involves an assignment where 3 people are wor*ing together to accomplish a certain goal or tas*+ This allows for communication as well as instruction+ &epending on the lesson a teacher could choose either techni!ue+ >or e$ample, if it is something that one person can accomplish individual techni!ues can be used+ )f the teacher assigns something in which two people can give input, ideas, and contribute, then partner techni!ues can be used+

Cooperative: 2ave ou observed a teacher using the cooperative method( .$plain+ /es, ) have observed a teacher using cooperative method when heBshe needs an assignment accomplished with 3 or more students input+ This could be used during a group pro4ects, an educational game, etc+

Movement .ducation@s purpose is: Movement educators are classroom teachers who teach ph sical education but do not have the same professional preparation as ph sical educators+

5lanning for teaching what must ou consider( .$plain+ 0hen planning for teaching ou must consider the grade level and abilities of the students, the standards, time frames, e!uipment, and instruction+ These are all important factors for creating a lesson plan+ The teacher must also *now if a child has a disadvantage in an wa and be able to accommodate that student+

Critical Dimension to being a .ffective Teacher are:

0ithitness: &efine and &? ou have it( 0ithitness is a teacher1s awareness of what is going on in the classroom at all times+ )t is almost as if the have e es in the bac* of their head, or the *now what is going to happen before it even happens+ Teachers must be prepared for an thing that ma happen and having <withitness= and being alert and read is *e to success+ ) do feel as though ) have withitness while in a classroom+ The past 4obs that ) have had have given me great e$perience and growth wor*ing with children+

2ow to superviseBmonitor a class( )n order to supervise or monitor a classroom a teacher must be able to ad4ust to sudden or une$pected changes+ Classrooms are an ever changing environment+ Teachers must ma*e sure the children are aware of the rules of the classroom and also of the conse!uences that ma happen if these rules are bro*en+

Teacher 6eaction: A teacher1s reaction can change students1 behavior+ >or e$ample, if a teacher shows that the are angr or upset and that the children have gotten under hisBher s*in, the teacher is going to have a hard time controlling the students+ Teachers1 reactions must be cool and collected and show professionalism+

Dealing with misbehavior:

2ow might ou create a ;Caring Classroom;: Caring classrooms can be created with a welcoming environment+ The children need to *now that the are important and that the teacher is not there to give them a hard time in an wa + Teachers 4ust want to help children grow, progress, and learn+ 8iving children the opportunit to have some freedom, such as giving their choice on an activit , is an e$ample of a caring environment+ -tudents should also be *ind to one another, show positive attitude, and respect one another+

.ver Behavior has a function( The primar reasons for misbehavior are: -ome primar reasons for misbehavior are ine$perience or ignorance, lac* of social s*ills, ph sical immaturit , emotional immaturit , curiosit , need for belonging, need for recognition, need for power or control, anger release, and en4o ment+

# -trategies ou as a teacher might use for off7tas* behavior: Three strategies that can be used to help a student who is off tas* are allowing them to regain composure, loss of a privilege, and reflection time+ -tudents can regain composure b going to a <time7out= spot where the can regain control of their behavior+ :oss of a privilege can be conducted b ta*ing awa a certain activit or en4o ment+ :astl , reflection time allows students to thin* about their actions and develop a plan for change+

>inal Video Clip &iscussion: http:BBwww+ outube+comBwatch(vCK5&B-mC'#Co

This teacher had great techni!ues+ 2e used <let1s see how fast ou can do this=, partner activities, and all around 4ust a fast paced integration+ The students didn1t have time to reall thin* about things or get distracted, he smoothl went from one activit to the ne$t+