The Teacher as a Classroom Manager. You are about to enter a demanding profession... In the school setting, you are a.manager operating within a social context which is the classroom, As a manager you will experience wonderful opportunities and serious responsibilities. Your first task is to establish a productive learning environment. This is made possible by an organized personal classroom management plan of behavior, relationship, routine, time, instruction and an environmeht that keeps the learner productively and happily engaged in-learning, 1's). Se 1 ir An effective teacher’s management plan is both preventive, supportive and corrective as opposed to control. Current theories view teacher classroom management as proactive to prevent inappropriate behaviors to occur and keep the learners interested and involved in the process of learning. However, it is important to remember that there is no teacher's management plan that is appropriate for all situations and for all students at all times. ss vail Your Intended Learning Outcome: Hema: Coco andreas i = Develop an organized personal a nln) Cn) ixceraeseanaan ofpttaaatiiay plan of management of instruction, / behavior, environment, relationship, routine and time inferred from — observation of the CT. 6.1 Exposure Data exploration from psychological theories, research models, and time tested teacher management practices ‘ 6.2 Participation Gathering data on teacher management techniques through observation 6.3 Identification Sharing observation experiences 6.4 Internalization . My own wish list of competencies as @ classroom manager Why is the teacher a classroom manager? * ‘+ How can | be a competent classroi 6.5 Dissemination manager? i. 7 Connecting what | observed - A reflection Outcome-Bosed Learning Experience 6: The Teacher as a Clessroom Manager ” ‘Scand th Conseanner78 6.1 EXPOSURE Data exploration from psychological theories, researc models, and time tested teacher management practices Major Key Teacher's Concerns for Organizing a Classroom Management Plan (=m Establishing a teacher presence in thé classroom as a Ke Ne responsible role model * Show respect to command respect. + Know every student and respect diversity. + Master your lessons to act confidently. * Speak courteously to students at all times. + Show personal pride of your students. [xu Establishing a well-organized caring learning environment + Structure a “welcoming” room. + Arrange the seats according to anticipated learning activities. + Structure learning centers and bulletin boards that reinforce instruction. * Arrange an area for display of students’ works to recognize their worth. * Maintain positively stated rules that go with learning territories. Gama Establishing clear set of attainable classroom rules —~ + Very importantly, model all established school and classroom rules. + Lead the learners to set attainable classroom rules themselves. + Direct students to make a plan for observing classroom rules. + Enforce rules positively. + Constantly review and revise rules if necessary. Outcome-Based Learning Experience 6: The Teacher as @ Classroom Manage ‘Scand th ConseannerEstablishing wholesome frieridly relationship with . and among students Model respectful treatment of students at all times. Listen to students’ voices and choices, Foster honest, wholesome and constructive conversation. Reinforce positive behaviors and achievements with deserved praises. Exhibit warm and cheerful disposition. (Qa Establishing a management plan of routines —————\ Establish brief, precise routine procedures for organizing learners, equipment, and activities. Define various noise levels.and limits for different class activities. Specify time for classroom activities and movement. Provide flexibility even with well-planned routines. Adopt a consistent and persistent approach to routine implementation. S [[esnesnND establishing time saving management tasks ———— (ax Establishing a well-organized instruction ——————~ Begin and end all class activities on time. Plan well ahead to minimize interruption. Use prompts and signals to keep students on tasks. Make sure that all needed resource materials are readily available Allow students volunteer to carry out various tasks as privilege. Provide a well-planned, focused, and logically organized lessons. Select varied teaching styles and grouping patterns to suit diverse learners. Observe students’ engagement on task behaviors throughout the lesson. Provide opportunities for productive learning engagement. Maintain smooth transition from one activity to the next. 79 Scand th Conseanner80 Something to Ponder teacher as a classroom manager? What are the challenges o} _ Outcome-Based Learning Experience 6: The Teacher as a Classroom Manager : iw Scand th Conseanner6.2. PARTICIPATION Gathering data on teacher management techniques through observation Request permission from your CT to observe the classroom management system for a week. Use the seven key concerns for organizing a Teacher Personal Management Plan as your guide for observation. Note whether each indicator is observed or not. Learn as much as you can from this observation. Legends: 0 - Observed NO - No opportunity to observe NA - Not applicable Table 6.1 Teacher’s Management Concerns Concern 1: Establishing a teacher presence inthe | 0 NO NA classroom as.a responsible role model * Show respect to command respect. aq a 0a + Know every student and respect diversity. go a oO + Master your lessons to act confidently. o.6o) [68 * Speak courteously to students at all times. a Oo a + Show personal pride on your students. fio oO Concern 2: Establishing a well-organized caring | 0 NO NA learning environment + Structure a “welcoming” room. oo a + Arrange the seats according to anticipated learning activities. ee * Structure learning centers and bulletin boards that o o reinforce instructions. o + Arrange an area for display of students’ works to | recognize their worth. a, a * Maintain positively stated rules that go with learning | O a o territories. | outcome-Based Learning Experience 6: The Teacher as @ Classroom Manager fa ‘Scand th Conseannerattainable Concern 3: E: stablishing clear set of attainable classroom rules ; ished school and * Very importantly, model all established schos classroom rul * Lead the learners to set attainable classroom rules themselves. + Direct students to make a plan for observing classroom rules. + Enforce rules positively. + Constantly review and revise rules if necessary. ° fate] fe} eee fo) O00 go aqa Concern 4: Establishing wholesome friendly relationship with and among students * Model respectful treatment of students at all times. * Listen to students’ voices and choices. * Foster honest, wholesome and constructive conversation. * Reinforce positive behaviors and achievements with deserved praise. * Exhibit warm and cheerful disposi n. ejoo aan GG z S O 0000 z s oO oo00 Concern 5; Establishing a management system of routines + Establish brief, precise routine procedures for organizing learners, equipment and activities. + Define various noise levels and limits for different * Specify time for classroom activities and movement. * Provide flexibility even with well-planned routines. + Adopt a consistent and persistent approach to routine implementation. Oojo oogoo ooo a Qa ooo a oa ooo a Concern 6: Establishing a management plan of routines + Begin and end all class activities on time. + Plan well ahead to minimize interruptions. * Use prompts and signals to keep students on task. * Make sure that all needed resource materials are readily available. + Allow student volunteers to carry out various tasks as privileges. O ooOoo © z Ss Oo ooog Es Oo oOoo00O0 82 Outcome-Based Learning Experience 6: The Teacher‘as a Classroom Manager ‘Scand th ConseannerNA Concern 7: Establishing a well-organized instruction | 0 NO A | + Provide a well-planned, focused, and logically | organized lessons, o o a + Select varied teaching styles and grouping patterns to suit diverse learners, i an. eso + Provide opportunities for productive learning engagement. : oo * Observe students’ engagement on task behaviors | 0 throughout the lesson. oo 90 * Maintain smooth transition from one activity to the next, icome-Based Learning Experience 6: The Teacher as a Classroom Manager ‘Scand th Conseanner84 6.3 IDENTIFICATION Sharing observation experiences Based on your list of observed indicators of each key concern, answer t}, following questions. 1. How did the CT establish her presence in the classroom as a responsible ro}, model? 2. How did the CT establish caring organized learning environment? Outcome-Based Learning Experience 6: The Teacher as a Classroom Manos®* ‘Scand th Conseanner3. Now did the CT establish wholesome friendly relationship with and among, students? 4, How did the CT establish clear set of classroom rules? | Outcome-Based Learning Bxperlence 6; The Teacher as a Classroom Manager 85 x ‘Scand th Conseanner5. How did the CT establish a well-organized instruction? 6. How did the CT establish a management plan of routines? 86 Outcome-Based Learning Experience 6: The Teacher as a Classroom Manoge’ ‘Scand th Conseanner6.4 INTERNALIZATION My own wish list of competencies as a classroom manager \ Create your own wish list of competencies as a future classroom manager. Growth Portfolio Entry [NA Sua !Outeome-Based Learning Ekperiénce 6: The Teacher as a Classroom Manager a ‘Scand th Conseanner6.5 DISSEMINATION >) Connecting what I learned - A re Ww Every future teacher must develop a systematic personal management Dlan for easy referral as you approach teaching internship. Conduct a thoughtul reflection of your observation and inquiry of the cp aS a manager, Include management points from your observation which y,,, juable to you. Fecl free to add what you learned from your readings us organize your reflections, you may use the following promp., Enter your reflection in your professional portfolio. = Growth Portfolio Entry [No.6 dl As a future classroom manager . . . Gime [ Gam/excited abour)) i 8B Outcome-Based Learning Experlence 6: The Teacher as a Classroom Monoge! ‘Scand th Conseanner(ae ee CL (Ginn) P utcome-Based Learning Experience 6: The Teacher as a Classroom Manager 89\ ‘Scand th Conseanner90 ——! GROWTH PORTFOLIO ENTRY (x0. Outcome-Based Learning Experience 6: The Teacher as a Classroom Manage? | I ‘Scand th Conseanner{ | GROWTH PORTFOLIO ENTRY |NO._ |——————_ ‘ outcome-Based Learning Experience 6: The Teacher as a Classroom Manager ‘Scand th Conseanner 91ASSESSMENT ———————______—___ For Use of the FS Program Coordinator Criterion: Depth of Reflection Rubric [ 91-100 | Reflection exemplary demonstrates a synthetic personal management plan. 81-90 | Reflection is supported by observation of teacher management techniques. 71-80 | Reflection shows minimal application of the observations made. 61-70 | Reflection is hampered by minimal understanding of the concept of classroom management. 51-60 | Reflection shows no. understanding of the concept of classroom management. Rating for LE 6: Signature of FS Program Coordinator Outcome-Based Learning Experience’6: The Teacher as a Classroom Manage! ‘Scand th ConseannerANE - 1 ss B46. The Teacher as a Facilitator Se of Assisted Learning O wi is Learning Experience 7 focuses on how learning is better i “we facilitated by the guidance and assistance the learners can G EX? receive from adults and peers/around them. This is based on : Vygotsky's sociocultural theory in the cognitive development of children, that is, children learn through their interactions with others using cultural tools (eg. language and numbers) (Woolfolk, 2007). This theory supports the significant role of teachers, parents, other adults and peers in child’s learning and development through assisted learning. Assisted learning or guided participation in the’ classroom requires scaffolding. This is the support a teacher provides “through clues, reminders, encouragement, breaking the problem down into steps, providing an example or anything else that allows the student to grow in independence as a learner’. LE 7 challenges you to discover and identify all forms of scaffolding strategies teachers give to students for assisted learning. This learning experience can be carried out individually or strategically by groups. Your group discussions using your observation notes will be quite helpful in arriving at generalizations. Spend a day planning how your group will do it. You may need several days to complete this learning experience. [PRR (Nour tntended Learning Outcome: onan? Gapataimens CleminnE i: Identify assisted learning strategies Strid; Aeaiae cme maeecerrnem oy Geanibieng provided by teachers. ae fan pause 7.1 Exposure Observing daily learning routine of students in school 7.2. Participation Noting teachers’ practices in providing assisted learning 7.3 Identification Identifying the effective assisted learning practices 7.4 Internalization Recognizing the importance of assisted learning : Seer learning important for : velopment 7.5 Dissemination pment of learners? Writing a journal article on how to engage in. assisted learning Outcome Based learning Experience 7: The Teacher as Facilitator of Assisted Learning 93 ‘Scand th Conseanner7.1 EXPOSURE a Observing daily learning routine of students in school * As an individual observer, choose a class of any grade which you can observe for one full session, either morning or afternoon. As much as possible, the class is taught by more than one teacher. With your Cooperating Teacher's approval, be inside the classroom before the session starts. + On the first day, observe how the class schedule is carried out. Use the form given in Table 7.1 to plot the class program. Grade Observed: Date of Observation: Table 7.1 Class Program Number of Students: Session: AM / PM ef | ee [Sema Ses a ae 94 Outcome-Based Learning Experience 7: The Teacher as Facilitator of Assisted Learning : ‘Scand th Conseanner xTable 7.2 contains some forms of assisted learning practiced by teachers in the field which have been found to be effective. Discuss and clarify with your group what each form mean. _ Table 7.2: Forms of Assisted Learning** Procedural facilitators - these help students learn a skill or procedure Modeling - demonstrating or showing examples 3. Providing prompts ~ giving clues to give the correct answer 4. Regulating difficulty of problem or task ~ starting first with something easy to do or answer 5. Providing half-done examples ~ starting the task first and letting students finish it. ** These were sourced from those given in “Effective Teaching Redux’, ASCD Update 32(6) Association for Supervision and Curriculum Development cited by Woolfolk (2007). utcome-Based Learning Experience 7: The Teacher os Facilitator of Assisted Learning 9s ‘Scand th Conseanner7.2 PARTICIPATIONe Noting teachers’ practices in providing assisted learning You will now actually observe how teachers assist learners individually g, as a group while teaching. Note down every move the teacher does to help o; assist his/her students understand an idea, solve a problem, answer ® AN" tion, perform a procedure, follow directions, etc. These are some commot tasks the students are expected to do. Use the form in Table 7.3 for this pulpoer. Use separate forms if you observe more than one subject or teacher. Identify the learning task to be performed by the students and the form of assistance given by the teacher. An example is given below. Table 7.3 Scaffolding Strategies Observed Subject Area: Name of Teacher?|. —————-~—— Time Observed: to Example: Solving a math problem + Repeats explanation + Demonstrates steps in doing it 1 2 3. 4. 5. 96 Outcome-Based Learning Experience 7: 'g Experience 7: The Teacher as Facilitator of Assisted Learnins Scand th Conseanner7.3, IDENTIFICATION Identifying the effective assisted learning practices Gather the field notes you have completed for the class by subject area or teacher, Study the scaffolding strategies you have written in the forms. See if } you can classify them according to some forms of assisted learning given below. } You can identify other forms which you can write in the last row. Meme Oe! Bei SBE) Werth 1. Procedural Facilitators - these help students learn a skill or procedure i c 2. Modeling - demonstrating or showing a. examples ° b. a 3. Providing Prompts ~ giving clues to give | a. the correct answer b « 4, Regulating Difficulty of Problem or Task~ | a. starting first with something easy todo | or answer : c 5. Providing Half-done Examples - starting | a. the task first and letting students finish it. | 6. Others b. © ** These were sourced from those given in “Effective Teaching Redux’, ASCD Update 32(6) "Association for Supervision and Curriculum Development cited by Woolfolk, (2007) Outcome-Based Learning Experience 7: The Teacher as Facilitator of Assisted Learning 97 Scand th Conseanner98 7.4 INTERNALIZATION ; Recognizing the importance of assisted learning 1, From your experience when you were a student, what other strategie, have your teachers used which have helped learners understand complex subject matter? Can you cite a specific example? 2. What benefits do students derive from assisted learning? How is this related to their cognitive development? 3. What about the teachers? What do they get out of using scaffolding strategies while teaching? 4. What have you learned from this episode? Outcome-Based Learning Experience 7: The Teacher as Facilitator of Assisted Learnt ‘Scand th Conseanner7.5 DISSEMINATION Writing a journal article on how to engage in assisted learning | You have seen how important it is to scaffold learning to enhance the cognitive development of learners. As a future teacher, imagine how you would act as a facilitator of learning. Write a journal article on what strategies a techniques you can provide to assist or lead your learners to carry out expecte learning tasks. Specify the subject area and the grade/year level of your learners. “Gfuth Portfolio Entry [NZ (Title of Article) Grade Level: Subject: Area: 2 utcome-Based Learning Experience 7: The Teacher as Facilitator of Assisted Learning 99 ‘Scand th Conseanner100 utcome-Based Learning Experience 7: The Teacher as Facilitator of Assisted Learning i ‘Scand th Conseanner| | Growth portrouo entry (vo. | Outcome-Based Learning Experience 7: The Teacher as Facilitator of Assisted Learning 101 Scand th ConseannerASSESSMENT For Use of the FS Program Coordinator Criterion: Depth of Understanding Rubric PEC 13th) 91-100 | Has demonstrated exemplary ability in understanding the strategies and benefits of assisted learning. 81-90 | Has demonstrated adequate ability in identifying teaching practices for assisted learning. 71-80 | Has some difficulty recognizing the teaching practices for assisted learning. 61-70 | Has much difficulty in identifying the teaching practices for assisted learning. 51-60 | Needs substantial guidance in understanding assisted learning. Rating for LE 7: Signature of FS Program Coordinator 102 Outcome-Based Learning Experlence 7: The Teacher as Facilitator of assisted Learnin@ | ‘Scand th Conseanner