Instructional Coaches Newsletter
September 2018
CLASSROOM MANAGEMENT 101
It isn't enough for us to teach students the knowledge and skills necessary to master our content, we also have be clear about our expectations about how students should go about doing an assignment or activity. Too often, directions we give to students lack clarity and result in misunderstandings and off-task behavior.
Important steps for giving good instructions:
- Internalize your plan
- Ensure you have every student's full attention before and while you give directions
- Communicate the activities connection to the objective/indicator/I can statement
- Emphasize key parts of the instructions
- Address potential confusion
- Communicate and enforce specific time periods for each task
- Use age-appropriate language and directions
- Find the right balance between 'too much' and 'not enough information'
- Check that students understand the directions
These steps were taken (and adapted) from the Teaching as Leadership rubric
http://www.teachingasleadership.org/execute-effectively/manage-student-practice-e-2
R.A.C.E.S
A short video is below!
Modeling In The Classroom
In order to be an effective modeler, there are a number of steps you should take. Prepare the lesson well, particularly if you are going to conduct a demonstration that is new to you. If you are about to model something new for the first time, you might write out a script and rehearse what you are going to say (see resources in the) As you grow in confidence, it will no longer be necessary to write out a script but you will still plan exactly what you want the pupils to learn.
Take into account the pupils’ prior knowledge and experiences. Model your thinking to explain links between an idea they have seen before and the one you are about to introduce. Think out loud the connections and the reasons for developing or changing this model.
By your behavior when you are writing you are modeling the technique. Maintain the pace of the lesson by using modeling for short periods only, especially if pupils are not used to this way of working. Until pupils’ listening skills have developed, the model just a small part of an activity, for example, the conclusion of an investigation. Repeat the modeling of a process whenever necessary. Some skills are only acquired through repeated practice.
Modeling processes with pupils involve
- establishing clear aims;
- providing an example;
- exploring thinking – yours and the pupils;
- demonstrating the process;
- working together through the example;
- providing prompts (or scaffolds) as appropriate;
- providing an opportunity for pupils to work themselves (alone or in pairs);
- drawing out the key learning.