Classroom Management Handout 1: Jigsaw Resources

Expert group A: Establishing daily routines in an iPLS classroom

In your expert groups, discuss the examples presented below and share ideas for how you
might apply this practice in your iPLS classroom.

Routines are the daily procedures for simply getting things done as smoothly as possible. It may well
involve plenty of training and practice to get routines and procedures working as smoothly as they
should.

Daily routines may include the following:

• Handing out and collecting in materials

• Moving into learning groups
• Entering and leaving the classroom
• Taking the register
• Checking the board or displays for updates
• Managing personal belongings (bags/coats/etc)
• Procedures for working in groups
• Noise level management for different learning purposes
• Three before me: students with an inquiry ask three students before asking the teacher

Establishing daily routines

Focus Routines or procedure

Advance Prepare a schedule for group learning. For example:
Planning 9am – Group A – [names of students] – Focus – [e.g. critical reading]
9am – Group B – [names of students] – Focus – [e.g. reading for meaning] etc.
9.30am – Change groups as follows…
Seating Set up the class to maximise learning. For larger classes, desks arranged in small
Arrangements groups with everyone able to face the board is often the most suitable semi-
permanent arrangement. This allows for individual, pair, small group and whole-
group class work most easily.
Entering the Greet the students before they enter the room if possible. Have an activity that
Classroom students will start immediately. If you move classes, develop a routine where
selected students hand out tasks immediately and there is an instruction card
that asks students to start on task immediately.
This gives you time to deal with individuals and get the class settled before
gaining the attention of the whole class.
Moving Groups Model how to get up from a chair with minimal noise. Have clear directions
about where students should go. Develop routines around this so it becomes
familiar. Have directions on the board.
Daily Schedule Post the lesson (or daily) schedule – with timing – so the whole class can see it
clearly.
Leaving the Ensure there are clear expectations around leaving the class (handing back
Classroom materials, leaving the area tidy, moving onto the next class quietly and
respectfully).
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Classroom Management Handout 1: Jigsaw Resources

Expert group B: Choosing seating for effective iPLS Learning

In your expert groups, go through these seating arrangements and think of two or three
examples of iPLS activities you would carry out in each seating formation.
Seating arrangement Learning purpose

Single desks in rows. Single desks, facing the front, suit test conditions.

Here students can concentrate and work individually.

U shape or horseshoe A U shape formation lends itself to whole-class discussion. It

can also accommodate a combination of whole-class
discussion and pair work.

Small groups of desks The small-group desk arrangement suits activities involving
students in inquiries or other kinds of small-group work.

Paired rows Paired rows can be suitable for a combination of whole-class

presentation and pair work to process the information.

Paired rows can also be turned quickly to small groups of

four.

Front of class This may be good for a semi-permanent arrangement as it

enables groups to work together; it also allows whole-class
work where everyone needs to see the board.

Group desks with all chairs able to

see front of the class
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Classroom Management Handout 1: Jigsaw Resources

Expert group C: Developing positive teacher-student relationships in an iPLS classroom.

In your expert groups, discuss the examples presented here and share ideas for how you might
apply this practice in your iPLS classroom.

The following suggestions aim to support positive student-teacher relationships.

• Create opportunities for one-to-one conversations with students to get to know them as
individuals. This can be done outside class (break times or at the school gate/class door) but can
also be achieved during group activity where the teacher aims for one-to-one mini conferences
with each child. This may take place over a number of days but ensures that each student has the
opportunity for some individual time. Example: So, Aisha, let’s look at your last homework activity.
Tell me a bit more about how you did x? What might make it even better? Next time could you could y?

• Try to personalise the written feedback you give to students. This cannot be done every time
you mark their work but try to write something as often as you can that shows you know the
student. Example: Rajesh, you have done x, y and z well. I am particularly impressed with the way
you…for your next piece of work try a, b, c.

• Aim to be curious rather than judgemental in your dealings with students. Ask yourself,
why might a particular response (that you are not happy with) or behaviour be happening. Think
hard about the root causes rather than the surface behaviour. Example: if students are easily
bored, for example you could ask yourself, is the work challenging enough or does it need more
structure for them to really understand it? Do they have enough input into the task? And so on.

• During group work, circulate and aim to have personal and learning conversations with
students. Example: Lean in and praise some good work or constructive learning behaviour. That
was an excellent explanation, Ivan. Or I like the way you asked such a good question there, Elizabeth.
Or I can see that this group is working very well within your assigned roles.

• Give students specific feedback that they can act upon. Example: Next time, Anisha, write
sentences of no more than ten words. This will help you focus on the main message of your sentence.

• Ensure students are clear on their goals. Example: Luka, can you explain what you should be
able to do by the end of this task?

• Show an interest in their lives and bring in examples of their interests outside school when you
can add meaning to their learning. Example: I know that John is interested in fishing. John, how have
you learning to be so patient when you may have to wait hours to catch a fish?! Or make reference to
a cultural event that will involve the students and may be occupying their thoughts (end of term
event, local pop concert or sorting event and so on).
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Notes
Classroom Management Handout 1: Jigsaw Resources

Expert group D: Developing positive student-student relationships in an iPLS classroom.

In your expert groups, discuss the examples presented here and share ideas for how you might
apply this practice in your iPLS classroom.

Benefits
In iPLS classes, it is especially important that students are able to work together well. This enables them
to:

• Learn from each other

• Work on a problem together to arrive at a solution

• Cooperate in the daily routines to ensure a smooth flow to activity

What are some strategies I can use?

1. Use the ‘Three Before Me’ rule: When working in groups, students should ask three classmates
a clarifying question before they turn to the teacher for information.

2. Use the Think-Pair-Share protocol: When introducing new content to the class, invite students
to think about the new information (2 minutes), then work with a partner to come up with
questions/comments (5 minutes) and finally work in a group of four to establish shared
understanding (10 minutes).

3. Small group tasks: Set each small group a challenge and reward their ways of working together,
as well as the outcome of the task.

4. Peer marking of quick quizzes: Encourage students to swap their quiz papers and to mark each
other’s work (with you providing answers from the front).

5. Reward collaborative behaviour: Give a weekly prize for the group or pair of students that
have worked in the most collaborative and constructive way that week.

6. Devise roles for students in the group: Assign roles to group members, for example,
spokesperson, scribe, chairperson. Change the roles so that students can experience a variety of
roles and therefore develop different skills.
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