Classroom+Management

//This is a summary of the book with my comments/reflections. Quotes or summarized passages from the book are in a plain font. My words/ideas are in an italicized font.//

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


 * Preface**

[The authors state that what] we have learned is that well-managed classrooms exist because teachers have clear ideas of the types of classroom conditions and student behaviors necessary for a healthy learning environment. They not only have clear ideas, but they also work very hard to create these conditions.

//For me, the key points are "clear ideas" and the idea that work goes into creating conditions that support a well-managed classroom.//

Chapter 1: Organizing Your Classroom and Supplies
Arranging the physical setting for teaching is a logical starting point for classroom management because it is a task that all teachers face before the school year begins.

Four Keys to Good Room Arrangement

1. Keep high-traffic areas free of congestion. //My classroom's high-traffic areas are my desk, the pencil sharpeners, the lockers, the computers, and the doorway.//

2. Be sure students can be seen easily by the teacher. //My classroom has no "dead spots." The only areas that might be hard to monitor are under the tables or desks. Students are not permitted to sit under a table or desk.//

3. Keep frequently used teaching materials and student supplies readily accessible. //Students will start the day/learning period with the supplies they need. I am going to make paper/pencils readily available at two locations in the room.//

4. Be certain students can easily see whole-class presentations and displays. //My seating arrangement requires some students to look to the side to see the front of the classroom. I will try to avoid seating easily-distracted students in those desks, and I will ask all students to turn their chairs (if necessary) for whole-class presentations.//

This chapter concludes with suggestions for arranging the classroom. Here are some highlights: - Ensure that the small group instruction area allows me to see the entire room - Ensure computer monitors are visible from anywhere in the room - A limited amount of classroom supplies will be available for students to get them as needed. This will be monitored.

//As I set up my classroom for the 2007/8 school year, I will start with the arrangement that I developed over the course of the previous year. It allows student interaction with clusters of desks but also facilitates whole-class instruction. This year I'll be working to reduce the amount of "face the front" time by accomplishing more through small groups and learning stations. I'll manage my high-traffic areas by ensuring students know the procedures for those areas.//

**Chapter 2: Choosing Rules and Procedures**
Good classroom management is based on students' understanding of the behaviors expected of them.

The rules and procedures you design will depend on the kind of classroom community you want to develop. //I want a classroom that is a hybrid of small group and whole-class learning. I want my students to understand the behavior expected during each type of instruction. One of the big things I'll be working toward is helping them control their conversation. I want conversation (when appropriate), but I want the students to understand how to converse in a small space.//

The book presents a number of suggestions in response to a chaotic classroom example. The suggestions are followed by this comment. "Although these suggestions could be helpful under some conditions, they do not address the fundamental problem in this classroom: The students have not learned the behaviors that are expected of them. Furthermore, the teacher has not established procedures to guide student behavior." //That is almost a summary of the problems I had last year. I did have expectations, but they weren't high enough. I did establish procedures, but I did not properly enforce/encourage them.//

//On school rules and procedures:// In most schools, teachers are expected to enforce a set of school rules. It is to your advantage to do so. Rules applied consistently in all classes and areas of the building are easy for students to learn. These rules also acquire more legitimacy in the eyes of some students because the rules are everyone's rules.

//On planning classroom rules:// Many different rules are possible, but a set of five to eight rules should be sufficient to cover most important areas of behavior.

Here are some examples of commonly used rules: 1) Be polite and helpful 2) Respect other people's property //This, of course, includes school property.// 3) Listen quietly while others are speaking 4) Respect and be polite to all people 5) Obey all school rules

//I like, and agree with, all of these rules. I've experienced a problem with these type rules in that not everyone has the same idea of what "polite," "helpful," and "respect" means. This can be modeled, however, and is not a hindrance to using these rules.//

//On student participation in rule setting:// Student involvement in rule setting can take many forms. - discuss reasons for and meanings of rules - actually generating the classroom rules; this often takes place during a whole-class discussion - students can choose to adopt various rules - students can share in the decision making process

It is important to note that many effective managers do not allow choice in rule setting. Instead, they clearly present their rules and procedures to students and provide explanations of the need for them. A teacher who establishes reasonable rules and procedures, who provides an understandable rationale for them, ans who enforces them consistently will find that the majority of students are willing to abide by them.

__Planning Classroom Procedures__

//This section covers various procedures for activities inside and outside of the classroom.//

Teacher's desk and storage areas: //both of these are off limits unless directed by me. This is to regulate the use of supplies, and, more importantly, to ensure the privacy of student records/work.//

Restrooms: //When students will leave the room, they will place a card indicating their destination in a library pocket (with their name on it) mounted on a chart for this purpose. Except in emergencies, students will use the restroom alone. Students may freely use the restroom except during those times I am teaching or testing.//

Computer stations: //Students will use a sign-up roster for AR and AM testing. Other computer usage will be during "station time."//

Student attention during presentations: //I will require students use "inside voices" during the day; I will not require silence as a matter of course. When I am teaching (or another student is making a presentation), students will give me their attention. If necessary, I will ask students to "give me five" and hold my hand in the air. This means: be quiet, look at me, empty their hands, be still, and listen.//

Student participation: //Routinely, students will raise their hands to answer a question. This gives me the opportunity to ensure all students participate. Exceptions will arise; students will be instructed at that time as to their expected behavior.//

Obtaining help: //Students will typically be seated in an arrangement that facilitates peer-questioning. Unless I am actively teaching, peer questioning is their first step in obtaining help. If a fellow student cannot help, I will assist as necessary. I will also assist if "I get there first" as I walk around the room monitoring progress.//

When individual work is completed: //Students will complete additional work in the subject area if provided; otherwise, they may read quietly from material that is at their desk.//

Opening and closing the school day (transitions): //Transitions in and out of the classroom follow these simple guidelines: either "top" or "bottom lockers" are at the lockers at one time for safety, talking is at a low volume, and students "take care of business" before they stand and converse.//

Procedures during teacher-led, small-group instruction: //Students are in the group to receive direct instruction as part of a small group. Distractions are held to a minimum, departures are only in an emergency, and instruction is as brief as possible to emphasize the intensity of small-group instruction.//

Procedures during cooperative group activities: //These procedures are similar to those for teacher-led groups. Students will be provided with an ample amount of learning to keep them engaged. I will circulate through the room to ensure students are familiar with the material and can remain on task.//

General procedures: //Regardless of the situation, student behavior and procedures will follow the same set of basic guidelines: school rules and procedures will be observed, movement from place to place will be direct and courteous of learning taking place in the surrounding classrooms; students will speak at an appropriate volume level, and student actions will be appropriate for the activity. One specific note: students will observe basic manners and decorum in the cafeteria. Shouting, playing with food, and excessive play is not permitted.//

Chapter 3: Managing Student Work
"Ultimately, the goal of any accountability system is to help students develop into independent learners; thus, your procedures should give as much responsibility as possible to the students themselves, rather than having the students depend on either you or their parents to see that assignments are completed." (Page 40)

Students should understand that their "work" is accomplished in light of a greater goal: their learning. The classroom system should facilitate that goal and not impede it. Work should be meaningful and clearly supportive of a specific objective.

__Clear Communication of Assignments and Work Requirements__

Instructions for assignments: //Most assignments will be given orally, but the student will be "holding the work" (either an example from guided practice or a worksheet to be completed) as the assignment is given in order to minimize confusion. If the assignment has more than one step, they steps will be written on the whiteboard or presented on the television monitor.//

Procedures for absent students: //Missed work will be placed into a folder or the student's "mailbox." All incoming student work is placed in the "inbox." When students return from an absence, I will review missed work to ensure student understanding.//

__Monitoring Progress on and Completion of Assignments__

Monitoring work in progress: //Students will transition into independent practice from guided practice during a typical lesson. I will circulate throughout the room to ensure everyone gets started without a problem. As students work, I will periodically circulate throughout the room and monitor progress while answering questions as needed.//

Monitoring the completion of assignments: //Students will place work in the inbox (for work that is self-paced) or pass it forward to me as a group. Students who have not completed the assignment will turn it in by the end of the day or before an established time.//

Maintaining records: //Student records are maintained initially in my grade book; grades are posted to STI within established time guidelines (weekly).//

Feedback: //Students will receive graded papers as soon as possible to receive feedback. Ideally, this will be by the end of the school day.//

Chapter 4-6