Managing Stressful Situations

This section will provide you with a number of resources you can use in the classroom to defuse negative behaviours when students get restless in the classroom. They can also be used a ‘brain breaks’ for students, or alternatively used as transitions between lessons.

http://tccl.rit.albany.edu/knilt/images/2/2f/Science_classroom.jpg

’20 minute Brain Breaks’ –

 http://www.minds-in-bloom.com/2012/04/20-three-minute-brain-breaks.html

‘Roll Some Brain Breaks’ –http://yourtherapysource.com/files/Roll_Some_Fun_Freebie2.pdf

‘Ten Simple Activities to Encourage Physical Activity in the Classroom’ –

http://yourtherapysource.com/files/10_simple_activities_classroom.pdf

Grouping Students

Providing students with opportunities to work in groups in the classroom can be successful in producing a wide range of educational outcomes including; improved achievement, and positive interpersonal relationships with other students. These outcomes however, are only achievable when teachers set up conditions that motivate students to prepare and engage in ‘give-and-take discussions’ (Michaelsen 1998). Simply allocating students groups does not mean students will be engaged with one another, thus it is crucial that you thoughtfully plan group work and the types of groups you will be using (BHE 2012). When implementing group work in the classroom your chief role is to plan, manage and monitor the learning environment ‘so that students can collaborate and engage productively in learning’ (Killen 2009 p222).

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When forming groups in your classroom you have three choices. You can;

1) allow your students to form their own groups

2) form groups by random

3) place individuals learners in groups for a specific reason

If you choose to take the third approach, the basic choices are to make the groups heterogeneous or homogeneous (Killen 2009).

Heterogeneous

The first type is heterogeneous grouping. Heterogeneous means to group students of different ability levels together. This definition can also be extended to include grouping together students of different ages and races (BHE 2012).

Homogenous

The second type is homogenous grouping and simply means grouping students who are similar together.

Setting Up Group Work

¨     Start by introduce group work gradually to your class. This can be achieved by progressing from pair work to larger groups; short periods of time to longer periods of time; teacher formulated groups to student formulated groups (Killen 2009). As this will allow students to gradually assume greater responsibility.

¨     The nature of certain tasks you set will ultimately determine the type of grouping strategy that you implement in the classroom. While numeracy groups may be suited best to ability groups, the group for a problem-solving task for example, may be based on student interests (Marsh 2004).

¨     When implementing group work in the classroom be sure to make it clear what the purpose of the task you have set is, as well as the steps required to be complete within the time frame provided. As well as making it clear what you expect of the final product and how you plan to assess it (Killen, 2009).

See De Bono’s six thinking hats (De Bono 1992) for a way of assigning specific roles to students in group work tasks.

Take a look at the following links to find more detailed information on cooperative grouping strategies:

• http://www.myread.org/organisation.htm

• Group Work

Checkout the following link to find one strategy that a practicing teacher used in her class to allocate roles for students in groups: http://stepintosecondgrade.blogspot.com.au/2012/03/group-work-jobs-and-sale.html

 Pictures sourced from http://stepintosecondgrade.blogspot.com.au/2012/03/group-work-jobs-and-sale.html

Picture sourced from http://media-cache-ec5.pinterest.com/upload/175218241722768471_jkR0Dcum.jpg

References

Bright Hub Education (BHE) 2012, ‘The Importance of Group Work in Your Classroom’, URL: http://www.cambridge.org/other_files/downloads/esl/booklets/Jones-Student-Centered.pdf (Accessed 23 October 2012).

De Bono, E., 1992, ‘Six thinking Hats for Schools Book 2. Victoria, Australia: Hawker Brownlow Education.

Killen, R., 2009, ‘Effective Teaching Strategies: lessons from research and practice’ eth edition, Cengage Learning, Victoria: Australia.

Marsh, C., 2004, ‘Becoming a Teacher: knowledge, skills and issues’

(3^rd Edition). NSW, Australia: Pearson Education Australia.

Michaelsen, L, K., no date, ‘Three Keys to Using Learning Groups Effectively’, URL: http://www.cambridge.org/other_files/downloads/esl/booklets/Jones-Student-Centered.pdf (Accessed 23 October 2012).

Classroom Management

See the following link for a guide to ‘Promoting and Managing Positive Pupil Behaviour’  (EPD Team 2009). http://www.belb.org.uk/Downloads/i_epd_promoting_and_sustaining_positive_pupil_behaviour.pdf

http://nyteachers.files.wordpress.com/2011/05/edi-700-blog-classroom-management.jpg 

For further tips and tricks for managing your classroom effectively see the behaviour management plan available on this blog, or alternatively visit the following links and watch these fantastic videos on Youtube:

Part One: ‘Creating an Effective Learning Environment’

http://www.youtube.com/watch?v=vvlR7o81x2Q&feature=channel&list=UL

Part Two: http://www.youtube.com/watch?v=tuDh9juNFsQ

How to Manage Student Dynamics in the classroom?

An effective classroom management system is integral in the creation of a learning environment that is supportive, calm and most importantly organised. You may have found that other teachers at your school have provided you with some advice or teaching methods that they believe will be useful. But before you implement the strategies, you must sit down and carefully analyse the student dynamics in your class. You must ask yourself: will these techniques suit my students’ learning styles and classroom behaviour? As we already know, all students are different and we must acknowledge that some techniques that are a success in one class may not necessarily be useful in another.

Below are some links that you may find helpful in making a start on building your skills to improve your classroom management.

• Class Dojo
• Bill Rogers

References:

No Author (2012). Classroom Management – Creating a Learning Environment, Setting Expectations, Motivational Climate, Maintaining a Learning Environment, When problems occur, last accessed: 21/10/2012, www.education.stateuniversity.com/pages/1834/Classroom-Management.html

Image: reflectiveteacher.com.au

Behaviour Management Strategies

The following students are entirely fictional and solely aim to provide student teachers and educators the support in how to confront student dynamics in your class and what strategies may be useful to implement. As I always say though, all students are different and what strategies that may work on one student may be a complete failure towards another so tread carefully!

Katie, the enthusiastic helper

Katie, is an enthusiastic member of the learning environment who willingly volunteers to help in particular tasks in order to be able to control the management of the students and the classroom. The other teachers have even told you that she can almost run the classroom if you have to step out. Although this originally seems a strong, positive addition to your class, it will be important to ensure other students get turns being the class helper to fairly share the responsibility. Some of the students are already complaining that Katie is overly controlling during group work. She eagerly wants to control her group, the activities and the teacher as well.

schoolofrock.wikia.com 1 

Strategies:

• Make a class volunteer weekly timetable, which will randomly allocate class chores to the students in pairs and will be changed on a weekly basis. Chores may include: taking the roll back to the office, handing out work books, turning off electrical appliances on dismissal of classroom 
• During group work, explain the whole class that it is important that each person in the group chooses a role, for example: chair person, gophers and scribe. It is also important that these roles change so students all get a turn at each role.
• Katie is such an enthusiastic learner and should be utilised when you think the time is right. For example, as the other teachers have suggested, if you need to step out of the room, Katie may be the perfect helper to step in. However, it is important that you instruct Katie to be nice and not authoritative towards her peers.
• Whenever you feel that Katie is stepping on your toes, explain to her calmly that you are grateful her helping attitude but it is your turn to be the leader at that moment.
• Reward other students in your class that are showing initiative and leaderships skills with class peers. This will show Katie that she is not the only student with such skills.

Sally, the addictive reader

Sally supposedly does not do anything else but read. She also rarely talks and you almost have to MAKE her get out of her seat when it is time to go somewhere else. Her mother insists that she is gifted.

flutteringbutterflies.com 

Strategies:

• It is great that Sally loves to read, but she needs to learn that there is a time and a place for such activity as she needs to be involved in other learning experiences. Take Sally’s book away and place it on you table and tell her that she will get it back either when it is break time or when she has finished her work. This will encourage her to participate in the learning environment.
• The reason she rarely talks is probably because she is always reading. Once her book has been taken away, program lots of lessons around group to provide Sally and the other students to interact.
• Organise a weekly or daily Drop Everything And Read (DEAR) session that will reward students, especially Sally, to read.
• The count down warning is an effective classroom management technique to encourage students to follow instructions. Students never want you to get to one because they know this is always followed by a disciplinary consequence. 

Dale, the bewildered boy

Dale started attending PHPS a year ago. DoCS removed him from his mother and he is now living with his maternal grandparents. He is 18 months behind in his outcomes.

Strategies:

sumupfilm.blogspot.com 

•  I have posted links on information about who DoCS are and their roles so it might be a good idea to read this first.
• Although Dale is 10-11 yo, he may still be experiencing some separation anxiety being apart from his mother so you must ensure that he is included in a sensitive learning environment. This my involve creating a R&R space in the classroom where Dale might want to spend some time on his own.
• When handing out homework, hand out one sheet that the whole class gets, but then another sheet that involves content each student needs improvement in or can further challenge them. Providing Dale with this extra homework will support his academic growth and development.
•  Research tutoring in the local area that may help Dale to climb back up the outcomes ladder. This private, out of school time tuition, will provide Dale with the opportunity to work at his own pace and not be embarrassed by working through year 3 work.

Sam, the unique learner

Sam has been diagnosed with Asperger’s Syndrome. His parents have also recently separated and he has not been dealing with his new domestic arrangement very well. Apparently it was an acrimonious separation and there was a court order in place and Sam’s mother has full custody.

aspergers911.com 

Strategies:

• First, you must ask yourself: Do I know what Asperger’s Syndrome is? If you require further information, look through our other posts on our blog or make an appointment with the school councilor to talk about your student and Aspergers.
• Because Aspergers is a condition that can mildly or severly effect a personal social development and peer interactions, it may be difficult for Sam to communicate how he is feeling. Make up some cue cards that have a facial expression on each card and the emotion it is showing undernealth. If Sam if feeling a certain way, he can hold up a particular card to show you.
• Weekly visits to the school councilor may also be needed as a regular checkup on his emotional well being and to determine whether or not it is effecting his school work.
• Celebrations such as father’s day will have to be carefully implemented during this time as you will have to be extremely sensitive for Sam. To remain inclusive, encourage Sam and other students in similar position to choose another male significant other such as a grandparent or an uncle or a sports coach.
• Sam may not be able to concentrate on tasks for lengthened periods of time due to stress or lack of sleep. Provide Sam with tasks that involve short bursts of cognition or provide Sam with lots of breaks in between.

Prisca, the traveller

Prisca only has limited English. She was one of several new children from the one family who were starting at the school on Monday. The family had fled from Sudan and had been waiting for many years to enter Australia via a refugee camp in Kenya. In class, she is very withdrawn and very quiet following Sally around the classroom. Prisca was good with numeracy but struggled with her English and her written work.

salem-news.com 

Strategies:

• Prisca will require an English as a Second Language (ESL) Support Teacher in your classroom to help her with school work.
• Prisca’s family probably speaks limited English also so you may need to apply for an interpreter to meet with Prisca’s family and talk about her class progress.
• To help Prisca working at her own pace, encourage her to draw pictures with her writing, almost like a comic strip so she can show the process in her writing. Over time, she will be able to gradually take out the pictures and just write.
• Provide Prisca with praise on her achievements in Numeracy. Simple as that, to boost her self confidence.
• Prisca is probably very withdrawn because she is unsure about the new country she is now in, where people do not speak her language. Implement learning experiences where we translate Australian songs and words around the classroom into her home tongue. This may make Prisca feel more at home.

     Reference: 

    Sburlati, S (2012) 

 

Classroom Management Plans

The purpose of a classroom management plan is to outline your current beliefs about classroom management. In this plan, you will mention the theories and practices that will help guide your approach for collaborating with students. This plan is a “working document” and you will make changes to it throughout its implementation in the classroom as they occur. Below is a link to a PDF which covers multiple aspects of developing a classroom management plan including:

• Class Situational Analysis
• Philosophy
• Procedures and Routines
• Responsive Strategies
• Preparation for the Special Case
• Crisis Intervention Plan
• Strategies to deal with bullying
• Communication with parents

A Classroom Management Plan

Image: http://edpsychtemple.wikispaces.com/file/view/LEclassroom_management.gif/222704946/LEclassroom_management.gif

Creating and Maintaining Class and School Rules/ Routines

Rules

The “Rules within the classroom should be based on mutual respect and safety, and the consequences should fit the cause” (Rogers, B. 1995. Pn 76).  Rules that are developed for the classroom must be clear, few in number and above all enforceable. Having rules within the classroom that are consistently enforced with the same consequences every time allows the students to always know what to expect, where they stand I relation to the rules and what is expected of them (Rogers, B. 1995). Positive reinforcement should also be used as an encouragement and support, to empower the students to achieve positive behavioral goals and outcomes within the classroom and school environment.

Image: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcQocCYsdIUl0Gm6vcN1fpzh3cCR2Ha1tNxvD6MN33YWq2iY43J4p1Vh9obdHud8tQbZs9Ept4svaEcGS-vDLGThI4wKCGqKgt-YC_Kh-qzurAVCTL7kLyMe3lIlfp2I7vlaJEGbVjaAKm/s1600/class_rules_poster.jpeg

Routines

Rogers states that during the “ Establishment Phase” of the year, this being mainly at the beginning of the year but also reestablishing at the beginning of the term and when ever the teacher deems necessary, ‘teachers work hard to set up positive rules and routines which assist in the smooth running of the classroom’ (Rogers, B. 1995. Pn 22). It is important that a routine is always view as a positive experience within the classroom and that reminders are used to help the students negotiate through new routines or in times of forgetfulness.(Rogers, B. 1995).

Routines are important in assisting teachers to encourage good behavior choices as they help a student build confidence in themselves by allowing them to predict what will happen next (Glasser, W, M.D. 1998). Self-confidence is important in preventing behavioral issues and routines can assist both the student in gaining self esteem and self confidence in the classroom. When a teacher has a routine established within the classroom, it allows the students to know what is expected of them and how long they have to complete the set work or task. This will it will help the students to manage their time and as well as their behavior. Children thrive on pleasing people, in this case their teacher and in most cases, work hard to do so. When you have routines it not only benefits the individual student, but the entire class as a whole, as the students experience less stress are confident in their environment and everyone is prepared.

Image: http://usm.maine.edu/smart/mainetac/files/images/class_routines2.jpg

Effective Teaching Strategies

Effective teaching techniques assist teachers to encourage good behavior choices and redirect undesired behavior. Positive reinforcement should be used to redirect the student way from the negative behavior displayed and toward a positive and more welcome or appropriate behavior. To assist in the monitoring of the negative behavior, the teacher should reset the rules and expectations of the classes’ behavior at the beginning of each day and whenever the teacher feels the class or the individual may need reminding. In order for the reinforcement to work the student needs a reachable goal for them to work towards. The student should be rewarded for the desirable behavior when it occurs with praise. For praise to be effective it should be said immediately following the desired behavior, frequently or every time the desired behavior occurs, be said enthusiastically whilst describing the desired behavior the student is exhibiting whilst making eye contact with the individual. The teacher should try to look for a variety of positive behaviors or occurrences to praise. The positive feedback the student is getting will encourage them to display the behavior again in order to receive the positive response from the teacher. (Maag, 2010)