Managing+the+Class+Through+Curriculum

//Post information, resources, and tips for using the curriculum to actively manage student behavior here.//

- An example of how one teacher built classroom management into her worksheets and activities user:chericem1

[|Power Teaching - 6th Grade] - Think about the ways the techniques demonstrated in this video could be adapted to a world language classroom in order to provide students with small, functional chunks of input in ways that help them to process and remember what they are learning. Notice how as the video continues, students copy the teachers' voice in their responses. user:chericem1 media type="youtube" key="XroJtR9gQc8&rel=1" height="355" width="425"

[|Differentiation]- Have students who finish their work do things for you around the classroom, like handout the next sheet of paper, get the bingo chips out and ready, turn on the CD player etc. They LOVE feeling involved in the classroom structure and set up. I also have a binder of things they can do when they finish. I slap the worksheets in plastic covers, and let them use a visa-vis pen to write on it, so I can just wipe it off for the next class. Things like Soduku in Spanish, Spot the difference worksheets, and other activities that will keep their attention but don't require me to have to CHECK anything extra. This is in a specific spot in the classroom that they have access to (although they must seek permission first, so that I can verify that they have finished that day's work) It is particularly effective for those students that finish quickly but have a tendancy to distract others who are still trying to work. user:cartierm


 * Movement and Supplies**- Ensure that your classroom setup allows students acess to things like the recylcing bin, pencil sharpner, tissue and paper towel. When students need supplies, I have noticed in High School, you can ask them all to stand up and grab a pair of scissors. Middle school children need more direction, so call them by rows. I usually have something for everyone to do, and then I call them up by rows to get supplies. That way, the students at their seats know they have something they must complete until I call them, and everyone doesn't fight to get to the supplies at once. user:cartierm


 * RESTATE**- I use gestures with my students constantly. BUT- require everyone do it! It won't work if you don't! So, when giving directions, I usually break it into 3 steps. First do this, Second x, third y. Have the students hold up the number that corresponds with the direction you are giving. Then, have student volunteers RESTATE each direction one by one. This allows you to see how much they paid attention, and minimizes the "What are we supposed to do questions?" that come immediately after they are assigned a task. Sometimes when the directions are REALLY important, I have them repeated 2x... and give out candy to those that can restate (keep this a surprise though! There can't be candy every time, and there can't be pattern they figure out, this is to keep them listening!) user:cartierm

See also: Classroom Management, Cooperative Learning, Differentiated Instruction, Games, Instructional Strategies, Interactive Activities, Learning Centers, Lesson Planning Templates, Managing the Class Through Curriculum, Participation Strategies, Problem-based Learning, Review Games, Teaching & Learning Styles, Tools for Transforming Worksheets into Interactive Activities

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