Chapter 11 (Effective Learning Environments)
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Purpose of Activity:
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To explore effective management strategies that elp teachers prevent serious management issues/incidents in their classes.
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The focus of the activity will be a simulation of a classroom where students use several techniques identified from this web site:
http://www.ttac.odu.edu/Articles/influence_tech.html
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If possible, duplicate this site article and assign it before this class meets.
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The activity should take place after the chapter is completed. It can serve as a review of the chapter.
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Key Concepts:
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Teachers can be pro-active in dealing with managing their classes.
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Teachers can utilize management strategies that will help them maintain a high degree of engagement in learning.
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Management strategies effectively utilized can help create a community of learners and empower teachers.
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Start by reading this quote:
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"I like a teacher who gives you something to take home to think about besides homework." Lily Tomlin as "Edith Ann"
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Teachers. (2002). Teacher quotes. http://www.quotegarden.com/teachers.html
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Then have your class write a two-minute paper about a teacher who had a similar impact on them. If they are unable to do so, have them write about a teacher they will never forget.
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Have your class share their answers. Then have them brainstorm the
techniques the teachers utilized: (I suggest the following format):
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Review the above and connect it, where possible, to the management
strategies discussed in Chapter 11. Then explain that
simulations of real classrooms will be used in class today to explore the
effectiveness of the management strategies identified in the latest
reading assignment (see above).
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You have to divide your class into groups (4/5 group members should be the maximum in each group). Utilize the following technique:
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Number off your class in fours (1….2….3…..4……).
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Place all your 1's in one corner, the 2's in another etc.
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Equalize each group by combining/re-grouping where necessary. Remember, 4/5 group members should be the maximum in each group.
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Then have the groups meet. Have them review the article by Carolyn Ito, and select two strategies they would like to simulate for the class.
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After a few minutes, call a member from each group to identify the techniques that will be used for their simulation. During the meeting, you can make sure there is no replication by groups by helping them select two strategies. You will probably only have time for each group to complete one simulation.
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Then allow the groups to prepare for their presentation. They should be directed to complete the following steps:
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Assign someone to be a teacher who will work with her/his class (i.e., the group) and someone who will act out. The group must select the person for this role.
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The group must select the management strategy from their readings that the TEACHER will attempt to use with this acting out student.
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The group and the person selected to act out should try to react like children in a real classroom.
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Then practice the simulation.
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Please Note: the more realistic the portrayal, the greater the learning and discussion after the group presents.
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Have the groups present, and have the remainder of your class take
reaction notes for each group using this suggested format:
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Have your class reflect (i.e., what did you learn about classroom management) on the simulations by completing the following Acrostic Poem using the word: classroom management:
Examples:
