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Classroom
Management :
3.
Monitoring
The
key to this principle is to circulate. Get up and get around
the room. While your students are working, make the rounds.
Check on their progress.
An
effective teacher will make a pass through the whole room
about two minutes after the students have started a written
assignment. She checks that each student has started, that
the children are on the correct page, and that everyone has
put their names on their papers. The delay is important. She
wants her students to have a problem or two finished so she
can check that answers are correctly labeled or in complete
sentences. She provides individualized instruction as
needed.
Students who are not yet quite on task will be quick to get
going as they see her approach. Those that were distracted
or slow to get started can be nudged along.
The
teacher does not interrupt the class or try to make general
announcements unless she notices that several students have
difficulty with the same thing. The teacher uses a quiet
voice and her students appreciate her personal and positive
attention.
4.
Modeling
McDaniel tells us of a saying that goes “Values are caught,
not taught.” Teachers who are courteous, prompt,
enthusiastic, in control, patient and organized provide
examples for their students through their own behavior. The
“do as I say, not as I do” teachers send mixed messages that
confuse students and invite misbehavior.
If you
want students to use quiet voices in your classroom while
they work, you too will use a quiet voice as you move
through the room helping youngsters.
5.
Non-Verbal Cuing
A
standard item in the classroom of the 1950’s was the clerk’s
bell. A shiny nickel bell sat on the teacher’s desk. With
one tap of the button on top he had everyone’s attention.
Teachers have shown a lot of ingenuity over the years in
making use of non-verbal cues in the classroom. Some flip
light switches. Others keep clickers in their pockets.
Non-verbal cues can also be facial expressions, body posture
and hand signals. Care should be given in choosing the types
of cues you use in your classroom. Take time to explain what
you want the students to do when you use your cues.
6.
Environmental Control
A
classroom can be a warm cheery place. Students enjoy an
environment that changes periodically. Study centers with
pictures and color invite enthusiasm for your subject.
Young
people like to know about you and your interests. Include
personal items in your classroom. A family picture or a few
items from a hobby or collection on your desk will trigger
personal conversations with your students. As they get to
know you better, you will see fewer problems with
discipline.
Just
as you may want to enrich your classroom, there are times
when you may want to impoverish it as well. You may need a
quiet corner with few distractions. Some students will get
caught up in visual exploration. For them, the splash and
the color is a siren that pulls them off task. They may need
more “vanilla” and less “rocky-road.” Have a quiet place
where you can steer these youngsters. Let them get their
work done first and then come back to explore and enjoy the
rest of the room.
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