Graduate:
Demonstrate the capacity to organise classroom activities and provide clear directions. |
Proficient:
Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks. |
Highly Accomplished: Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities.
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Lead:
Initiate strategies and lead colleagues to implement effective classroom management and promote student responsibility for learning. |
Effective classroom management is integral for establishing and maintaining an orderly classroom environment where productive learning can occur. I manage classroom activities and maintain orderly and workable routines through a range of engaging and effective strategies.
Examples of My Classroom Management Strategies
Pop-sticks:
During my teaching practice at Saint Mark's College, I used pop-sticks labelled with students' names and randomly selected these out of a tin for brainstorming discussions and questioning. This strategy was used often and I would give the students' some warning at the beginning of the lesson that this strategy would be used. As a result, the pop-stick strategy decreased the amount of calling out and enabled different students to have a go rather than the same few always answering.
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Noise Level Charts:
Throughout my professional practice, I have used various 'noise level charts/meters'. I have used these visuals in mainstream and special education classrooms and have seen effective results in both sectors. Students are reminded before and during a task about the set voice level which is required for the lesson. The visual is made visible to students throughout the lesson, so it can be referred to when necessary. The last photo of the 'voice meter' chart is an individual voice level meter, which I have used in a special education class to reinforce the appropriate voice level.
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Individual and Class Schedule:
I have used schedules during my teaching practice in a special options class and as an SSO in a special school. While pre-service teaching, I encouraged my students to use an individual schedule which was placed on their desk, allowing them to refer to it throughout the day. This enabled students to independently refer to their schedule and complete their daily jobs. Students were able to take the visuals off of their schedule and place it in their communication book to indicate the job had been completed. Depending on their reading levels, some students had written schedules while others had a visual schedule.
I also use a class schedule which is read out every morning before the morning routine tasks are completed. This enables students to have an awareness of the daily schedule and know what to expect for the day. While pre-service teaching, the majority of the students in the class were on the autism spectrum, so sharing the daily routine, reduced anxiety for some of the students. Another strategy I use is informing students of any changes to the schedule, allowing time for them to process the changes.
I have used schedules during my teaching practice in a special options class and as an SSO in a special school. While pre-service teaching, I encouraged my students to use an individual schedule which was placed on their desk, allowing them to refer to it throughout the day. This enabled students to independently refer to their schedule and complete their daily jobs. Students were able to take the visuals off of their schedule and place it in their communication book to indicate the job had been completed. Depending on their reading levels, some students had written schedules while others had a visual schedule.
I also use a class schedule which is read out every morning before the morning routine tasks are completed. This enables students to have an awareness of the daily schedule and know what to expect for the day. While pre-service teaching, the majority of the students in the class were on the autism spectrum, so sharing the daily routine, reduced anxiety for some of the students. Another strategy I use is informing students of any changes to the schedule, allowing time for them to process the changes.
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Bubbles:
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While pre-service teaching in an R-3 special options class, one of the main low-level issues in my classroom was that students had little idea of personal space. I used the concept of 'bubbles' to manage and maintain the issue of students being in each others personal space. Bubbles were drawn on the carpet with chalk every morning with the students' initials inside. The students would find their bubble each morning and stay inside their bubble when it was time to sit on the carpet. Students would be asked to remain in their bubble and stay out of other students' bubbles. Even when the students were not physically sitting inside their bubble, the concept was still used. For example, I would ask students to step out of my bubble if they were standing too close to me.
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Student Jobs Chart:
This is a 'student job' chart which I have used. The student jobs are read out each morning to the students to make them aware of their role for the day. The names are rotated every day to ensure each student gets to participate in different jobs each day.
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SMARTBoard Monitor/ Turn Taking Chart:
This is a chart which I have used to determine whose turn it is to be the 'SMARTboard monitor' for the day. The SMARTboard monitor helps the teacher with setting up the Jolly Phonics tasks on the SMARTboard and any other SMARTboard lesson during the day. The flower in the right column determines who the monitor is for the day. This format could be used for any type of turn-taking or monitor/role chart.
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Student Sign-In:
Timer:
I believe a timer is one of the most essential tools to use in an effective lesson. I have used the interactive timer on the SMART Notebook program which is shown in the first photo. This is displayed on the SMARTboard for students to refer to throughout the lesson. I have also used a 'Time Timer' which is shown in the second photo. Time Timers are useful because they are a visual, non-cluttered clock face which shows how much time is left for a task. Timers are useful tools for students to be aware of how long they have left for a task as well as for the teacher to manage the time during the lesson effectively.
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Supporting Statement from 2015 Final Practicum Report
"Sophie is able to give clear instructions and communicate expectations to students as well as follow through and manage any behaviour issues, ensuring the safety of all students."
P. Arbon, mentor teacher