Building Effective and Rewarding Classroom Experiences Secondary School Classroom Management and Co-teaching pp.153
Building Effective and Rewarding Classroom Experiences
Secondary School Classroom Management and Co-teaching
pp.153
• Introductions
• SSCM lecture and discussion
• Break
• Co-teaching lecture and discussion
• Questions/ Closing
Objective/ Schedule
Objective: To provide participants with SSCM* and co-teaching methodology along with strategies that can be adapted to your classroom situation.
* SSCM- Secondary School Classroom Management
•Certified Teacher – U.S.A
•8yrs teaching experience 4yrs U.S. 4 yrs South Korea
•B.Sc. K-12 Music Education
•MRes- Educational and Social Research
• EPIK/ TaLK Teacher Trainer
•Assistant Professor of English at Gimcheon University
Daniel Moonasar
Who am I?
•Certified Teachers?
• Education major undergraduates?
•Other major undergraduates
• Teaching experience?
•Visited South Korea before?
• Lived in South Korea before?
Who are you?
MenuSSCM main course: Building a Plan
Classroom Management Strategies Co-teaching
SSCM á la carte: Understanding Your Students Responsibility vs. Obedience
Building Relationships Motivations
Communication
Group Discussion
Directions:
1. In your group discuss and answer Task 1 question.
2. Choose one reason you want to share.
3. When finished, we’ll share answers to the class.
pp.153
5 minutes
Understanding Your Students
6 areas to understand about our students:
• Cognitive levels vs. age vs. experience• Formative, interim, and summative
assessment
1. Student Grade Level and Age
• Insight into student behavior
2. Socioeconomic Background
• Country, regional, family, small group, • Interaction with KET vs. NET
3. Culture
pp. 154-156
Understanding Your Students
• May be difficult to find out• Paperwork and bureaucracy • Your language proficiency
4. Language Proficiency
• Awareness is growing• You need to seek out information• Discuss with co-teachers or special needs teacher
5. Special Needs
• Student, parental, school, and societal expectations
6. Expectations
6 areas to understand about our students:
pp. 154-156
Building Relationships
Directions:
1. Individually answer Task 3 on p.156
2. In your groups discuss, “How did this affect your
experience in class?”
3. When finished, we’ll share answers.
pp. 156-157
5 minutes
Building Relationshipspp. 156-156
Take the time to: -Find sincerity in your actions
-Greet/ say goodbye
-Know about school events
-Participate or attend school events
-Find out about their lives or feelings
Classroom Management
Successful and
Effective
classroom
Obedience vs. Responsibility pp. 157-158
Obedience
Taught behavior
Induced by fear of extrinsic punishment
Convenient and easy but can inhibit personal growth, creativity, and critical thinking
Responsibility
Learned behavior
Induced by the intrinsic motivation to succeed or gain acceptance.
Extensive time is needed to learn but promotes personal growth, creativity, and critical thinking,
Motivations pp. 158-159
• Comes from external stimuli.
• Motivating factors are external rewards
• Rewards provide satisfaction and pleasure that the task itself may not provide.
Extrinsic
• Comes from within the individual rather than from external stimuli.
• The motivation comes from the internal pleasure or fear one gets from interacting with the task. Intrinsi
c
Motivations pp. 158-159
• Reward Examples: • Candy, prizes, break time, free time • Dismissal from class first, coupons or vouchers,
movies• Loss of privileges, loss of the above mentioned
items, staying after class
Extrinsic
• Reward Examples: • Feeling satisfied or capable, enjoying a task• Gaining confidence or self-esteem, self-
accomplishment, internal drive, • Feeling appreciated, self-competition
Intrinsic
Building a Plan pp. 160-164
Month 1
Month 2
Months 3-5
Month 6
Months 7-10
Term Classroom Management Plan
Building a Plan
Month 1
Month 2
Months 3-5
Month 6
Months 7-10
Term Classroom Management Plan• Meet with your co-teachers
• Explain to students and POST CLASSROOM RULES AND ROUTINES
• Setup the classroom to minimize non-educational disctractions
• Nametags, seating plan, number students, obtain test scores for grouping and assessment etc.
• Be strict by enforcing and reminding rules often.
• Do not make jokes (until you have a well established rapport with them).
• Make observations of student learning to use as a basis of ability levels, group, and student roles.
pp. 160-164
Building a Plan
Month 1
Month 2
Months 3-5
Month 6
Months 7-10
Term Classroom Management Plan
• Review and enforce classroom routines and rules often.
• Observe students and if needed, make changes to the seating plan.
• Re-evaluate goals with student and begin differentiating assignments and work for the different ability levels of students.
pp. 160-164
Building a Plan
Month 1
Month 2
Months 3-5
Month 6
Months 7-10
Term Classroom Management Plan
• Review and practice classroom routines.
• Progressively make student learning more challenging and open-ended.
• Provided more freedom and choice for student learning.
pp. 160-164
Building a Plan
Month 1
Month 2
Months 3-5
Month 6
Months 7-10
Term Classroom Management Plan
• Students will be busy and stressed studying with tests and exams.
• Classes will be chaotic because of frequent changes and cancellations.
• Give less homework.
• Focus on review to help refresh student’s memory.
• Incorporate project based learning for students.
pp. 160-164
Building a Plan
Month 1
Month 2
Months 3-5
Month 6
Months 7-10
Term Classroom Management Plan
• Remind students of rules and expectations at the start of a new semester.
• Re-vise class and individual goals.
• Choose a direction plan with students for student learning.
pp. 160-164
Classroom Management Strategies
The following strategies are framework for your own methods.
• Rules and Protocol
• Classroom Arrangement
• Assigned Seating
• Grouping Students and Roles
• Communication
pp. 162-165
Rules and Protocol
• Foundations for encouraging classroom behavior
• Review regularly
• Make them concise, unambiguous, and encompassing
• Check with your co-teacher and school’s discipline plan before making.
Classroom Management Strategies pp. 162-165
Classroom Arrangement
• Promotes: participation, concentration, and communication
• Change depending on effectiveness or mid-year.
Arrangements:
• Grouped tables
• U-shaped/ Hoarse Shoe
• Circle
• Semi circle
Classroom Management Strategies pp. 162-165
Assigned Seating
Promotes:• An orderly classroom
• Behavior control
• Identify and group students
• Accurate grading and assessment
Classroom Management Strategies pp. 162-165
Pros of Grouping Students
• Helps to organize the teacher’s workload
• Higher with lower level students can provide assistance
• Pairing students with contrasting personalities can encourage students to work together
Cons of Grouping Students
• Time intensive
• Can promote off task behavior
• Can be distracting to others
Classroom Management Strategies
Grouping Students: by ability levels, behavior, contrasting personalities, and or demographics can be challenging but extremely rewarding.
pp. 162-165
Possible Project Roles
• Leader/Editor: Is in charge of organizing the final product of the project and making sure everyone is on task
• Recorder/Secretary: Takes notes during group meeting, keeps track of group paperwork and makes sure everyone has the same information.
• Checker: Is in charge of checking the accuracy of all information written or spoken.
• Spokesperson: Is responsible for representing the group in classroom discussions, updating the teacher and/or reporting any issues or problems to the leader or teacher.
Possible Discussion Roles
• Facilitator/Encourager: Is in charge or starting and keeping the discussion moving.
• Timekeeper: Is in charge of making sure the group is staying within the time limit and finishing on time.
• Summarizer: Is in charge of summarizing the group’s discussion into a manageable and understandable.
• Reflector: Is responsible for making sure that the original speaker’s message is coming out the way they want it to.
• Elaborator: Is responsible for seeking out connections and/or continuity within the discussion.
Classroom Management Strategies
Group Roles: pp. 162-165
Communication
• Most overlooked classroom management strategies
• Students who don’t understand or do not receive clear instructions are more likely to have behavioral issues or create commotion as they attempt to figure out what is going on.
• Both verbal and non-verbal
Classroom Management Strategies pp. 162-165
Communication
• Speak slowly
• Using clear, simple, and concise English
• Using consistent repetitive classroom language
• Not using idioms, jokes, or verbal crutches i.e. “uh, oh, like, hmm, ok, etc.”
• Gesturing while speaking (controlled and intentional gesturing)
• Non-verbal communication, i.e. using your eyes, facial expressions, body gesturing, proximity and cueing
• Using names
• Using assertive language- “I want you to…” “I need you to…”
Classroom Management Strategies pp. 162-165
In South Korea, EFL co-teaching serves two primary func-tions.
• By law a Korean teacher must be in the classroom
• It delivers instruction through the utilization of two or more instructors.
Co-teachingp. 166
Co-teaching should be…
Agreed upon and shared responsibility of:
• Classroom management
• Assessment
• Planning
• Accountability
• Communication to students and co-teachers
Co-teaching should be…
One teacher:
• Does all lesson planning
• Delivers all instruction
• Solely assess and grades students
• Does not attend the full length of the class
• Attends class periodically
Co-teachingp. 167Ideal Characteristics of Co-teaching
Co-teaching should be…
Agreed upon and shared responsibility of:
• Classroom management
• Assessment
• Planning
• Accountability
• Communication to students and co-teachers
• Reducing student teacher ratios
Co-teaching should be…
One teacher:
• Does all lesson planning
• Delivers all instruction
• Solely assess and grades students
• Does not attend the full length of the class
• Attends class periodically
Co-teachingpp. 167Ideal Characteristics of Co-teaching
Co-teachingpp. 169Co-teaching Models
One Teaching- One ObservingDescription
One teacher delivers instruction while the other observes
AdvantagesWorks well with new teachers Allows time for teachers to connect styles and methods
Give time to observe students
Minimal joint planning required
DisadvantageUnintentional hierarchy perceived by students
Imbalanced roles
Co-teachingpp. 170Co-teaching Models
One Teaching- One Assisting Description
One teacher delivers instruction the other
is responsible for assisting students
AdvantagesWorks well with new teachers Allows time for teachers to connect styles and methods Students who need extra help accommodated for
Classroom management
DisadvantageUnintentional hierarchy perceived by students
Assisting teacher can be a distraction
Students can become dependent on the assisting teacher
Imbalanced roles
Co-teachingpp. 170Co-teaching Models
Station TeachingDescription
Both teachers divide instruction, then switch groups.
Advantages
Lowers student to teacher ratio
Promotes participation
Students who needs extra help are accommodated
Supports various learning styles
Disadvantage
Noisy and lot’s of movement
More joint planning
Possibility for confusion
Co-teachingpp. 170Co-teaching Models
ParallelDescription
Students are divided. Each teacher delivers same content at the same time
Advantages
Lowers student teacher ratio
Promotes participation
Works well for drilling, review, or practice
Disadvantage
Noisy and lot’s of movement
More joint planning
Teachers must be confortable with each other
Possibility for confusion
Co-teachingpp. 170Co-teaching Models
Team/Tag TeacherDescription
One teacher in charge of large group, one teacher in charge of a smaller group
Advantages
Students who needs extra help are
accommodated
Accommodates varying learning style
Allows for re-teaching, tutoring, or enrichment
Disadvantage
Unintentional hierarchy perceived by students
Can stigmatize smaller group
More joint planning
Feedback and Questions
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http://www.waygook.org/
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