Module 270: Present an Effective Curriculum-based Program

Classroom Management Tips

The best group management is planned ahead of time. When developing your lesson for the day include management tips for working with the teachers/chaperons, movement of groups, transitions, setting expectations, and handling the occasional challenging behaviors.

Involving Teacher/Chaperons

· Talk with the teacher prior to the start of the program to find out if there are any special management concerns.
· Check with the teacher to see if s/he has a special management technique or signal (raising hands, clapping, rhythm, flicking on/off lights).
· Involve the classroom teacher in the technique so you are not alone in trying to manage the group.
· Involve the teacher and chaperons by explaining their role in the program.

Movement of Groups/Transition Points

· Tell students the safety reasons for rule for moving from place to place.
· Set expectations for students by letting them know what to do.
· Tell students that they should be able to see your back at all times to keep them from running ahead of the group.
· Ask teacher/chaperon to be the end of the line when the group is moving from place to place.
· For younger students have movement be a follow the leader game with you being the leader.
· Have two students be line leaders with you. Change the line leaders at several points along the way.
· Be sure all students are with you and attentive before you begin giving directions or information.
· Sometimes you need to stop and gather the group. Plan those stopping points and incorporate the places into your program.
· The more prepared you are the smoother the transitions will be and the easier the group to manage. (Examples: Know where all the trashcans are located at the particular site. Have materials organized for distribution. Have workshop materials ready to go.)

Things you can do

· Modulate the pitch of your voice to get students' attention.
· Modulate the volume of your voice to get students' attention. Quiet voices are often more effective than overly loud ones. Use a softer voice as an attention getting technique.
· Use quiet- or wait-time.
· Use eye contact to make a connection with a student.
· To help a student participate more fully, model the behavior you desire.

Giving Directions/Setting Rules

· Set expectations for students. Let them know what is coming next to help prepare then for the change.
· Explain the reason behind the requested directions/guideline.
· State rules or guidelines in positive not negative whenever possible to let students know how you expect them to behave.
· Make rule statements that are reinforced with reason. (Example: In a program called "Workers on the Line," tell students that the aprons they must wear are needed to keep the ink off of their clothes. The ink is permanent and will not wash out.)

Re-directing/Reinforcing Student Behaviors

· Incorporate student names into your talk whenever possible. By using student names you actively engage them into the program. Be sure to learn the names of students who are behaving as well as those who are not.
· Speak to disruptive or inattentive student one-on-one so you do not embarrass them in front of their peers.
· Get another student involved in help an inattentive student participate.
· Check with the student to see if s/he understands what to do. (Can you tell me…)
· Reinforce the directions with a student or group when needed to help keep students on track. Sometimes the students will forget a list of directions.
· Remove an article of disruption quietly as you continue the program. This lets the student know you saw what was happening. Follow it up with a quiet statement if needed.
· Involve students in setting expectations by asking them what they think is appropriate in a particular space or activity.

Focus Questions For Classroom / Education Program Visits

Observe students for fifteen minutes and determine percentages for the following activities. Put checks in boxes and then calculate percentages after total class observations.

Students Listening:

Students Asking Questions:

Active Learning by Students:

Students Organizing Information and Formulating Ideas

Other

Identify Traits of Development:

• What items around the classroom environment may stimulate or distract the students learning.

• Write down three examples of the students' body language representing moments of learning or not learning.

• How do students interact with teachers? How do students interact with classmates? Are there patterns?

• Describe positive examples of students connecting with the subject material being presented.

Focus Questions For Classroom / Education Program Visits

Observe the teacher(s) for fifteen minutes and determine percentages for the following activities. Put checks in boxes and then calculate percentages after total class observations.

Teacher Styles

Questions and Answers:

Time Lecturing:

Interactive Learning:

Demonstrations:

Other Styles:

Identify the following:

• Materials teacher uses to stimulate the students learning process.

• Methods used by the teacher to connect with the students. Are they inclusive? Biased?
  (See Module 201)

• Methods teacher uses to assure/assess learning:

• How is the classroom setup? Is there a relationship between the student location and participation?

• What techniques does the teacher use to maintain classroom decorum?

Draw a map of the classroom setting. Use a five-minute block of time and draw movements of the teacher. "X" areas where the teacher ask/answer questions, or engages the students' participation.

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