Classroom Management – 60′ session (for teachers)

This session was planned for both more experienced and new teachers to reflect upon their own practices and understand more about what is ‘Classroom Management’. I based this session on Jim Scrivener’s ‘Learning Teaching’ (Macmillan) since the session takes only 60′. 

Materials used:

PPT file: Classroom Management

Book: Scrivener, J. (2011) Learning Teaching. Macmillan.

Google Drive: https://drive.google.com/open?id=1UimeUSn6gzWnepjZYRoW6_LF7QixfoZA 

Website: https://bouncyballs.org/

[Slide 1]

  1. Introduction of the topic
  • Interaction: T-SS (Coach/Teachers)
  • Timing: 2′
  • Monitoring: Check whether everybody is on the same page
  • Feedback: — (only if needed)

[Slide 2]

CM

2. Setting the scene

  • Interaction: T-SS (Coach/Teachers) / SS-S / S-S (pair teachers up or work in trios)
  • Timing: 10′
  • Monitoring: Coach walks around the room, and takes notes on the teachers’ contributions and examples mentioned.
  • Feedback: Board points mentioned before showing Scrivener’s points.

Scrivener, J. (2011) Learning Teaching. Macmillan.

Describes it as the most important job of a teacher. Which is to create the conditions in which learning takes place.

The skills of managing a successful class may be the key to the whole completion of the course.

[Slide 3]

3. Open discussion

  • Interaction: T-SS (Coach/Teachers) / SS-S / S-S (pair teachers up or work in trios)
  • Timing: 10′
  • Monitoring: Coach walks around the room, and takes notes on the teachers’ contributions and examples mentioned.
  • Feedback: Board points mentioned before showing Scrivener’s points.

I show teachers the following points from Scrivener’s book (and also from experience) and ask teachers to talk about how they have been dealing with these in their classes. 

  1. Activities
  2. Grouping and seating
  3. Authority
  4. Critical Moments
  5. Tools and techniques
  6. Working with people

4. Open discussion – sharing

CM1

  • Interaction: T-SS (Coach/Teachers) / SS-S / S-S (pair teachers up or work in trios)
  • Timing: 20′
  • Monitoring: Coach walks around the room, and takes notes on the teachers’ contributions and examples mentioned.
  • Feedback: Board points mentioned before showing Scrivener’s points.

When sharing, open a space so teachers can share what they have been discussing, their doubts and thoughts and then show point by point from what Scrivener mentions. Check whether what teachers have mentioned are similar or different and open a discussion about each point. 

[Slide 4]

5. Sharing experiences

  • Interaction: T-SS (Coach/Teachers) / SS-S / S-S (pair teachers up or work in trios)
  • Timing: 10′
  • Monitoring: Coach walks around the room, and takes notes on the teachers’ contributions and examples mentioned.
  • Feedback: Board points mentioned by teachers as well.

These are the points I have gathered from my own experience. Have some minutes so teachers can talk about each point.

  1. Developing effective working relationships with students
  2. Training students on how learning takes place in your classroom
  3. Protecting and leveraging time
  4. Anticipating student behaviors in well-written lesson plans
  5. Establishing standards of behavior that promote student learning

[Slide 5]

6. Food for thought (7′)

While I was researching, I came across this teacher who uses “Bouncy Balls” tool for disruptive classes. I really liked this tool, that’s why I decided to share it as food for thought. 

https://bouncyballs.org/ 

OBS.: It may not have an effect on YLs since they will enjoy seeing the balls moving when they make noises. 

[Slide 6]

7. Revisit the topic

  • Interaction: T-SS (Coach/Teachers)
  • Timing: 2′
  • Monitoring: —
  • Feedback: Ask teachers to leave their comments (feedback) on the session. 
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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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