Teach a Book: Classroom Management for Middle and High School Teachers

Chapter 4: Getting Off to a Good Start

• The first day of class
• Stand near door (sign w/name outside), make eye contact and smile, correct any students that enter with unacceptable behavior, and make sure students are in the correct room
• Administrative tasks (forms on hand), check attendance by raised hands (not call-outs), teacher/student/course introductions
• Discussion of class rules and rationale/penalties, emphasizing benefits to all, and presentation of course requirements
• Interesting initial content activity: should require little or no assistance, which allows time for teaching procedures
• Explain what students are expected to do, list steps on board if complex, demonstrate when possible, give corrective feedback
• Avoid pre-tests, small groups, projects, and individualized instruction
• Establish end-of-period routine

The second day of classes

• The second day of classes
• If 1st day was short, review class procedures and follow 1st day plan
• Identify new students and get them seated, re-state beginning-of-class routine, review major rules and procedures
• Present content activity
• Close period with procedure introduced on day 1
• After the second day
• Continue using procedures, adding new ones as needed
• Monitor student behavior and give students feedback when their behavior does not meet expectations
• Should start giving regular assignments for in-class and at home and check work promptly using grading procedures

• Chapter 4:
• Getting Off to a Good Start

Chapter 5: Planning and Conducting Instruction

• Planning classroom activities: types
• Openers to transition into the classroom (Do Now’s) and Closers
• Checking work: must teach appropriate procedures (different ink color)
• Recitation: oral check of student understanding, distribute questions to all members of class, watch for too slow or too rapid pacing
• Content development: intro/extension of material, concepts, or skills; teacher questions/collect work for understanding
• Discussion: encourage evaluation, awareness of other points of view, sharing of opinions; requires planning prompting questions and management of activity
• Seatwork on previously presented material, start as class then independent work
• Test administration (plan work for early finishers)
• Student presentations and demos - give guidelines in advance, audience behavior
• Small-group work: lab work, promote greater comprehension, cooperative learning, reciprocal teaching
• Tests and presentations/demonstrations