Chapter+4-6

__Classroom Management for Elementary Teachers__ by Carolyn M. Evertson, Edmund T. Emmer, and Murray E. Worsham (2003: Pearson Education)

Chapter 4: Getting Off to a Good Start
The first part of this chapter discusses the procedures covered during the first three chapters in the context of presenting them to students at the beginning of the year. The key points here are:

- describe and demonstrate appropriate behavior and procedures. Do not assume that the student will simply understand "the way you do it." Model, model, and model some more! - practice those procedures. - discuss what the students have learned; how do your procedures compare to how students have done things in previous classes? This discussion will allow students to provide feedback and gain a greater understanding of your expectations.

__Communicating with parents__: It is a good idea to prepare a letter explaining your procedures and expectations. //Additionally, I will conduct an orientation for parents. I understand that every parent will not attend, but I will take the opportunity to clarify my expectations and procedures.//

__Preparing for a substitute__: As the year begins, create a handbook (//the "blue folder")// for substitutes that may teach in your absence. It should include: - class roll - a copy of rules and consequences - the daily schedule - student medical information - emergency lesson plans - names of teachers and students who can provide assistance - emergency procedures - a map of the school

Chapter 5: Planning and Conducting Instruction
This chapter begins by presenting the idea that well planned instruction--"lessons with a variety of developmentally appropriate activities"--supports the learning environment that the teacher has worked to create. Dry lessons are boring and erode student motivation; this in turn leads to behavior issues.

Before the book develops a suggested flow for instruction, the authors clarify some terms:

Content development: Presenting material to students in a variety of fashions; the most common is whole-group instruction. The key is to avoid boredom by including brief activities that ensure understanding.

Grouped basic skill instruction: Presenting or re-presenting material to students in a small group format. This involves independent practice for the rest of the class.

Discussion: Verifying understanding through group discussion of the topic. It is important that students respond to each other's comments as well as the teacher's.

Recitation: Most commonly a brief "question and answer" session in which the teacher is able to verify student understanding. This may involve material from an earlier lesson to confirm student understanding before moving on to new material.

Individual work: Independent practice.

__Arranging Activities Within a Lesson__

The authors present two basic sequences for a lesson.

1. Checking or recitation 2. Content development 3. Classwork 4. Independent work, group work, or discussion

-and-

1. Checking or recitation 2. Content development 3. Classwork or independent work, usually brief, with checking 4. Content development 5. Classwork, usually brief 6. Independent work, group work, or discussion

//The second method of arranging a lesson's activities is what I try to follow on a fairly regular basis. It is a slight variation on "Orientation, Presentation, Guided Practice, and Independent Practice."//

__Planning for Clear Instruction__

The authors present the idea of considering one's individual enthusiasm before planning a lesson. Is this the kind of lesson you enjoy teaching? If your enthusiasm is lacking, involving the students "early on" is a good plan to follow as it shifts the emphasis to their interest instead of yours.

Presenting new content:

- "If students understand where a lesson is going, they are more likely to be there with you at the end. //List the objectives, show the steps early on, and provide an outline if necessary.

-// Present the material in a short, concise format. Do not digress or add needless information if it can be avoided.

- Presentations should be as focused and concrete as possible.

Checking for understanding:

- Find out whether students understand a presentation during the lesson; do not wait until the next day.

- Some methods of checking for understanding include - using cards to display a multiple-choice-style answer - designated body movements when students don't understand - writing a concept using the student's own words - explaining the concept to a neighbor - journaling

__Kounin's Concepts for Managing Whole-Group Instruction__

Issue: Preventing misbehavior Skills: - Withitness: Communicating general awareness of the classroom to students; identifying and correcting misbehavior problems promptly and correctly - Overlapping: Attending to two or more simultaneous events. //This is commonly practiced during instruction when a routine matter such as a late-arriving student needs attention.//

Issue: Managing movement Skills: - Momentum: Keeping lessons moving briskly; planning carefully to avoid slowdowns - Smoothness: Staying on-track with the lesson; avoiding digressions and divergences that can lead to confusion

Issue: Maintaining group focus Skills: - Group alerting: Engaging the attention of the whole class while individuals are responding (ex: drawing numbers to call on students in a fast-paced interview/question session - Encouraging accountability: Communicating to students that their participation will be observed and evaluated - High participation formats: Using lessons that define behavior of students while they are not directly responding to a teacher's question (ex: students solve a problem on paper to verify the answer of the one student who is at the board).

The chapter ends by addressing transitions and clarity with instruction. The key point for transitions is to have a routine and communicate the expectation that students will adhere to it. Clarity involves ensuring that everyone has an understanding of what is to take place, what is taking place, what took place, and what is expected in the future. Feedback is paramount.

Chapter 6: Managing Cooperative Learning Groups
After presenting research that demonstrates the value of students working in cooperative learning groups, the authors move into strategies and routines that support cooperative learning.

Room arrangement: If students will work in groups often, it is helpful to arrange their desks to facilitate the activity instead of having to reconfigure the classroom each time it is necessary. Materials should be convenient, and a routine should be established if materials are needed from other parts of the room.

Talk and movement procedures: Before starting small group instruction at the beginning of the year, it is necessary to establish procedures, routines, and expectations for group behavior. Expect a volume level that is higher than normal for a classroom--that's the sound of student learning!

Group attention signals: Similar to talk and movement procedures, these should be established and enforced.

Promoting interdependence within the group -and- Individual accountability: Ensure that each student has an assigned role in the group, and check to ensure that each student is fulfilling their responsibilities to the group.

__Monitoring Student Work and Behavior__

Key point: the teacher should be moving throughout the classroom during small group activities. A clipboard and checklist make it easy to monitor both group and individual progress throughout an activity.

__Interventions__

Key point: Intervene as soon as it becomes necessary, and attempt to intervene at an individual level before engaging the group in a conference. Facilitate the group's interaction as well as the activity it is undertaking.

__Effective Group Work Skills__

Social skills: As small group work is introduced, emphasize appropriate social skills; not all students initially have the skills necessary to work without direct supervision. Appropriate social skills should be discussed, modeled, rehearsed, and expected throughout the year.

The chapter ends with examples of how to begin the use of cooperative learning groups. Initial tasks for a small group might include: drill partners, reading buddies, checking, and reviewing.

Chapter 7-10