Active Engagement
Every teacher needs to ensure that her students are actively engaged. According to Himmele & Himmele "several studies and high school reform initiatives cite student engagement as a key ingredient in helping students stay in school and be successful" (2011, p. 5). It is important to make sure that all students get to have a chance to talk and discuss so you can understand what they are thinking and how they are processing the information. In my unit I used two strategies from Total Participation Techniques.
Think-Pair-Share is the first of these strategies. This technique "is a simple but powerful tool" (Himmele & Himmele, 2001, p. 32). The teacher should pose a question to students related to the lesson. Students are then asked to "think-pair-share". After being given time to THINK on their own, students will talk to a designated partner (PAIR) and discuss their response (SHARE). The teacher should circulate during this time to hear responses. Based on these responses the teacher can tweak that day's lesson. After allowing time to talk with a partner, the teacher can lead a discussion. If time allows, partners can meet in groups of four prior to the discussion. This strategy ensures that everyone is thinking and discussing the given question. It is less intimidating to speak to one person than to answer to the entire class. This should encourage more students to contribute during the class discussion based on the response they received from their partners.
Chalkboard Splash is the second strategy I used. This is a great way of seeing what everyone is thinking. Students are asked a question and everyone gets a chance to write his answer on the board or a big piece of paper. The teacher can then ask students to "analyze peer responses for three things: similarities, differences, and surprises" (Himmele & Himmele, 2001, p. 37). This will be the focus of the discussion and the teacher can ask students to defend and/or explain his response.
Think-Pair-Share is the first of these strategies. This technique "is a simple but powerful tool" (Himmele & Himmele, 2001, p. 32). The teacher should pose a question to students related to the lesson. Students are then asked to "think-pair-share". After being given time to THINK on their own, students will talk to a designated partner (PAIR) and discuss their response (SHARE). The teacher should circulate during this time to hear responses. Based on these responses the teacher can tweak that day's lesson. After allowing time to talk with a partner, the teacher can lead a discussion. If time allows, partners can meet in groups of four prior to the discussion. This strategy ensures that everyone is thinking and discussing the given question. It is less intimidating to speak to one person than to answer to the entire class. This should encourage more students to contribute during the class discussion based on the response they received from their partners.
Chalkboard Splash is the second strategy I used. This is a great way of seeing what everyone is thinking. Students are asked a question and everyone gets a chance to write his answer on the board or a big piece of paper. The teacher can then ask students to "analyze peer responses for three things: similarities, differences, and surprises" (Himmele & Himmele, 2001, p. 37). This will be the focus of the discussion and the teacher can ask students to defend and/or explain his response.
Classroom Management
Stations
Centers / stations are a great opportunity for students to work with their peers while receiving more individualized instruction. The keys to stations are ensuring that students are engaged and knowing behavior expectations. This starts even before students enter the room. According to Everston "the best location for centers or stations is usually along the wall spaces" (1981, p. 115). This set-up will keep students separated, limiting interaction with non-group members. It also allows the teacher more freedom to move and observe student behavior.
Expected behavior for stations should be discussed and posted. Students should stay at their assigned stations, actively working, until told to rotate. The teacher should model this with students at the beginning of the year. Students should talk loud enough for their group mates to hear, but not loud enough to distract others. The teacher should have a cue, such as a bell or flashing of the lights, to inform the class that they are being too loud. Multiple usages of this cue could mean loss of privileges. Individual students who are not meeting expectations can return to their desk in the center of the room. To motivate students the teacher could develop a game or fun activity for students to earn the use by following expectations.
Edibles
Food can be a great way to motivate students. In my "Coordinates" lesson I suggest the use of M&Ms in place of counters. Make sure to consider any student allergies before bringing edibles into the room. For some populations, edibles may not be able to be used. To be fair edibles should be the same for every student. If edibles can not be used, counters can act as a substitute, just make sure students don't eat them!
Expectations for the usage of edibles should be given prior to using them. Students should be following the directions given in the lesson. Anyone not following directions and eating out of turn will lose their edibles and have to use counters. Other inappropriate behavior such as throwing or crushing edibles will also result in their removal. Repeat "offenders" may lose the privilege of ever using edibles.
Direct Instruction
At the beginning of the year expected behavior during instruction should be discussed and modeled. Students should stay in their seats, sitting appropriately. Students should raise their hand when they wish to contribute, and otherwise be sitting quietly. It is important for students to feel comfortable so that they will want to contribute. As the teacher you should always keep in mind that "mistakes are all okay; in fact, they often lead to discoveries" (O'Connell, 2005, p. 11) If students are unable to follow these rules time can be spent practicing, or teaching what they missed during recess or other "fun" times.
Centers / stations are a great opportunity for students to work with their peers while receiving more individualized instruction. The keys to stations are ensuring that students are engaged and knowing behavior expectations. This starts even before students enter the room. According to Everston "the best location for centers or stations is usually along the wall spaces" (1981, p. 115). This set-up will keep students separated, limiting interaction with non-group members. It also allows the teacher more freedom to move and observe student behavior.
Expected behavior for stations should be discussed and posted. Students should stay at their assigned stations, actively working, until told to rotate. The teacher should model this with students at the beginning of the year. Students should talk loud enough for their group mates to hear, but not loud enough to distract others. The teacher should have a cue, such as a bell or flashing of the lights, to inform the class that they are being too loud. Multiple usages of this cue could mean loss of privileges. Individual students who are not meeting expectations can return to their desk in the center of the room. To motivate students the teacher could develop a game or fun activity for students to earn the use by following expectations.
Edibles
Food can be a great way to motivate students. In my "Coordinates" lesson I suggest the use of M&Ms in place of counters. Make sure to consider any student allergies before bringing edibles into the room. For some populations, edibles may not be able to be used. To be fair edibles should be the same for every student. If edibles can not be used, counters can act as a substitute, just make sure students don't eat them!
Expectations for the usage of edibles should be given prior to using them. Students should be following the directions given in the lesson. Anyone not following directions and eating out of turn will lose their edibles and have to use counters. Other inappropriate behavior such as throwing or crushing edibles will also result in their removal. Repeat "offenders" may lose the privilege of ever using edibles.
Direct Instruction
At the beginning of the year expected behavior during instruction should be discussed and modeled. Students should stay in their seats, sitting appropriately. Students should raise their hand when they wish to contribute, and otherwise be sitting quietly. It is important for students to feel comfortable so that they will want to contribute. As the teacher you should always keep in mind that "mistakes are all okay; in fact, they often lead to discoveries" (O'Connell, 2005, p. 11) If students are unable to follow these rules time can be spent practicing, or teaching what they missed during recess or other "fun" times.