Managing Classroom Procedures
What is component 2C?
Student engagement can be maximized through a classroom that runs smoothly. This involves appropriate use of groups, tasks transitions, materials are ready when needed, and non-instructional activities take as little time as possible.
Why do you need it?
Managing classroom procedures allows for optimal use of time. Students can easily get distracted and off-task if the teacher does not careful plan how the class will operate. If the students are distracted, they are less likely to learn and time will be wasted.
What are the elements?
Management of instructional groups: Students spend a majority of their day at school sitting silently and working, so it is no surprise that when you put them in groups the first thing they want to do is have off-task conversations. The goal of group work is that student can collaborate with their peers to apply what they have learned.
Management of transitions: A lot of time can be wasted if a teacher needs to prepare between every activity and leaves the students with nothing to do. The teacher should have something prepared to focus students on the next task.
Management of materials and supplies: Before each activity, the teacher should have any needed materials or supplies ready to be used. Teachers should have a system for distribution and collection of any of these materials, and students should know any expectations that come with the use of materials before they are distributed to limit misuse.
Performance of non-instructional duties: There are unavoidable non-instructional tasks that need to be completed. These include taking attendance, announcements, or collecting permission slips and other official paperwork. These tasks should be completed in an efficient manner to avoid taking away from instructional time.
In the classroom:
*Assign students jobs at the beginning of each week such as paper passer, material collector, and board eraser. This will help transitional tasks to move more efficiently, as there is less confusion about what the students are to be doing. These tasks can be rotated every week make it more exciting for the students.
*When the teacher is taking attendance, students can be completing a bell ringer problem on the board that reviews what they learned during the previous class session. This allows for the teacher to complete a non-instructional task while not taking from instructional time. Also, the students will be transitioning into the lesson. By using a problem from the previous lesson, students’ knowledge will be refreshed and they should not need help from the teacher who is busy with attendance.
*When students are working in groups, have a task they should be working to complete. By just telling students to discuss something, there is little accountability to actually discussing it. The teacher could ask the groups to share out to the class, complete a worksheet, or create something.
What is component 2C?
Student engagement can be maximized through a classroom that runs smoothly. This involves appropriate use of groups, tasks transitions, materials are ready when needed, and non-instructional activities take as little time as possible.
Why do you need it?
Managing classroom procedures allows for optimal use of time. Students can easily get distracted and off-task if the teacher does not careful plan how the class will operate. If the students are distracted, they are less likely to learn and time will be wasted.
What are the elements?
Management of instructional groups: Students spend a majority of their day at school sitting silently and working, so it is no surprise that when you put them in groups the first thing they want to do is have off-task conversations. The goal of group work is that student can collaborate with their peers to apply what they have learned.
Management of transitions: A lot of time can be wasted if a teacher needs to prepare between every activity and leaves the students with nothing to do. The teacher should have something prepared to focus students on the next task.
Management of materials and supplies: Before each activity, the teacher should have any needed materials or supplies ready to be used. Teachers should have a system for distribution and collection of any of these materials, and students should know any expectations that come with the use of materials before they are distributed to limit misuse.
Performance of non-instructional duties: There are unavoidable non-instructional tasks that need to be completed. These include taking attendance, announcements, or collecting permission slips and other official paperwork. These tasks should be completed in an efficient manner to avoid taking away from instructional time.
In the classroom:
*Assign students jobs at the beginning of each week such as paper passer, material collector, and board eraser. This will help transitional tasks to move more efficiently, as there is less confusion about what the students are to be doing. These tasks can be rotated every week make it more exciting for the students.
*When the teacher is taking attendance, students can be completing a bell ringer problem on the board that reviews what they learned during the previous class session. This allows for the teacher to complete a non-instructional task while not taking from instructional time. Also, the students will be transitioning into the lesson. By using a problem from the previous lesson, students’ knowledge will be refreshed and they should not need help from the teacher who is busy with attendance.
*When students are working in groups, have a task they should be working to complete. By just telling students to discuss something, there is little accountability to actually discussing it. The teacher could ask the groups to share out to the class, complete a worksheet, or create something.
Resources:
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 24 Sep. 2017].
Vimeo. (2014). Jigsaw: Management in the Active Classroom. [online] Available at: https://vimeo.com/84899673 [Accessed 24 Sep. 2017].
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 24 Sep. 2017].
Vimeo. (2014). Jigsaw: Management in the Active Classroom. [online] Available at: https://vimeo.com/84899673 [Accessed 24 Sep. 2017].