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

Monitoring student work and behavior

• Monitoring student work and behavior
• Work the room w/clipboard to write notes about all students about satisfactory group functioning - note degree of explanation/demonstration and use for feedback
• group and individual performance -self-monitor to identify difficulties
• Interventions
• Non/verbal redirect, time out/work alone, conference w/individual students, conference w/entire group
• Effective group work skills:
• Social skills: teach active listening/sharing/support before group work
• Explaining skills: Rotate summarizer role, explain something to partner and explain back, work as group to answer a question and present to class
• Leadership skills: assign presenter/discussion leader roles to build skills

• Chapter 6:
• Managing Cooperative Learning Groups

• Beginning the use of cooperative learning groups
• Room arrangement, procedures, and routines
• Forming groups: star with pairs, working up to larger groups that have a range of achievement levels, match extremes w/middle to motivate lower achiever
• Initial group tasks to build skills: turn to your partner and explain/compare answers, drill partner, reading buddy, checking, reviewers
• Teaching group skills: listening, explaining, asking for help, encouraging, and sharing - introduce one/week and give feedback; assign and rotate roles (keep on index cards w/behaviors) so everyone gains experience
• Using group and individual rewards to practice/improve skills - tickets for good behavior for toy raffle/points for fun activities

• Chapter 6:
• Managing Cooperative Learning Groups

Chapter 7: Maintaining Appropriate Student Behavior

• Monitoring student behavior
• Student involvement in learning activities: “active eyes,” work the room and don’t spend more than 1-2 min/student, start whole-group activity
• Student compliance with classroom rules and procedures: clear expectations that have been communicated to the class
• Consistency
• Inconsistency from unreasonable/inappropriate rules, no detection of inappropriate behavior, not willing to enforce every time
• What to do if you are inconsistent
• Re-teach procedure (discuss problem) and enforce it
• Modify and reintroduce it
• Or, abandon it and substitute another in its place