Therefore, ending your lessons with opportunities to summarize what they have learned and low-stakes quizzes to recall key concepts may benefit your students’ overall success
I enjoy doing these in the form of an exit ticket. If I use a program on the computer, I see their level of understanding almost instantly.
“effective teachers often use direct instruction much differently—with questions and short discussion points and engagement strategies embedded within it, and generally for periods closer to ten or fifteen minutes, whereupon it gives way to guided and independent practice (p. 148)”
I tried to do this when I taught my first lesson. I had "checkpoints" in the slideshow I presented that made the students participate and engage with the direct instruction.
every lesson will include at least the four basic components of objectives, presentation, practice, and assessment in some way.
a good little guide to make sure every lesson that is planed will be successful.
planning process and should have a prominent role in the learning process.
Assessment is when the educator gathers information about their student to ensure they are learning at an adequate rate. Assessment can be in the form of a written exam, or an exit game of Kahoot so understand what students retained from the lesson.
First, assessments with more tasks or items typically have higher reliability.
Some objectives will be easier for my students than others. When I know my class will be learning a difficult objective, I need to make sure the assessment that follows is longer so their scores can be a better percent. I also need to add different tasks so each student has a chance to shine during assessments.
Quizlet flashcards and some of their games such as Scatter, Match, and Gravity can be used in a self-directed way by students. Q
Other ways students could learn and be assessed besides paper and pencil.
depending on the way you desire students to interact.
If you want your classroom to be a social learning environment then putting desks in groups could be a solution. If your teaching style revolves more around lectures that are held at the front of the room, then rows of desks would be better. How you want your students to learn should be reflecting in your classroom arrangement.
Break the plane early and often
To correct off task behaviors the best thing is to try and stop it early in the lesson by using your teacher radar and continuing to scan and move around the room.
Radar’ to refer to a teacher’s ability to see the class as it really is
Moving around the room has worked for me in the past. If a student is having trouble paying attention during a lesson it may help to walk closer to that student so they feel your "teacher presence" over them.
decorate some of the walls or bulletin board space, but not to fill it all immediately
One way a classroom set up can be maximized is how the seating is arranged. There needs to be easy walk ways so students and educators can move to the other side of the classroom without obstacles. I think it also matters how the teacher's desk is set up. I never want my back to be facing my students when working in my area because I feel like it gives off the impression that I am ignoring them and I want them tp be able to ask me questions even from their seat. One way a classroom can be hindered is with an excess of decorations. I know I will be one of the teachers that will want tons of posters a funky pieces of décor, but I need to question whether each piece is distracting or helpful.
To best support your goal of establishing a positive learning environment and positive relationships with your student it would be best to start with minor interventions before moving to school-based consequences
A positive learning environment involves students trusting that educators have their best interests in mind. With that being said, it is important to handle smaller issues within your classroom. This will also teach your students how to deal with things they did not prepare for.
Consequences should be used when attempts to correct student behavior have not been successful.
I know I will rely heavily on student/teacher conferences because I am a firm believer that no student acts out just to act out, even when they think that's why they are doing it.
Concise in wording and few in number (3-5) Objective and easy to observe Positively stated Something that you are prepared to uphold at all times
Keep these four things in mind when setting classroom protocol.
starts with defining your expectations for student behavior
Every educator who I have ever had a good relationship with has had boundaries set from the beginning of school.
Effective classroom management starts with defining your expectations for student behavior
The purpose of classroom rules is to make sure students are in an optimal environment to learn.
or to correct off-task behavior
If more than half of my students look at me with that glaze over their eyes and their mouth hanging open waiting for flies, then I'll know I used way too many words or I spoke too fast. Either way, I need to get better at giving explicit instructions.
Do Not Talk Over:
I witnessed a teacher do this throughout a lesson. It seemed like she gave up on half the room and only directed her attention and words to the other half while teaching. It got so bad the other students couldn't hear her talking anymore. I'm still not too sure what her goal was.
If I find myself in that situation I will not talk over students because one, I do not have time for that, and two, the students that are trying to learn can't because they are distracted.
actionable steps
Students need to see progress to help with their motivation.
Quiet power: Lower your voice and speak slower.
I have noticed that the "mean" teachers are the ones who raise there voice when minor inconveniences happen.
intended student learning outcomes,
Instead of hoping that each student will meet the learning outcomes with "forward design", I will already have a plan on how they will get there because I planned starting with my desired outcome.
regardless of your discipline.
no matter what type of educator I become, I will need to plan. It will not matter how many classroom rules I have if my students sense that I do not have a plan for them. Also, how discouraging would it be as a student to come to school and have your teacher just give you bust work instead of trying to educate you. I think that is disrespectful to the students, other colleagues, and administration.
we can effectively plan learning experiences that will prepare them to achieve our desired results.
If I want my students to be able to participate in fun activities that follow my lesson, then I will need to be well prepared and have a specific learning goal in mind.