Reflecting on Our Approach to Classroom Management

transcript

Martha Epperson

English Language Fellow

Universidad de Chile

In 2009 . . .

• English Pedagogy Program

– 4th/5th year students

– Workshops with local teachers

• “Disastrous” workshop

Global Challenge

• Internet search

• Books

• Newspaper articles

• Conferences

English Teaching Forum

• English Teaching Forum

• 2012, Number 1

• Understanding and Teaching Generation Y

– Peter Reilly

Today’s Objectives

PWBAT:

1. Make connections between the characteristics of Gen Y and classroom management

2. Participate in a typical textbook activity with modeled strategies

3. Reflect and discuss on how these modeled strategies support effective classroom management

The Generations

• Baby Boomer Generation

– (1946 – 1964)

• Generation X

– (1965 – 1980)

• Generation Y

– (1981 – 1999)

• Generation Z

– (2000 – present)

Our Understanding of Gen Y (Individually – 2 min.)

• How would you characterize Generation Y?

• Or what traits would you attribute to them?

Write one word or idea on each sticky note.

Share Your Ideas (Small Group - 4 min.)

• What did you say?

• Share your ideas with your group.

Finding the Commonalities (Small Group – 3 min.)

• Find the similarities between your ideas.

• Put your ideas into categories or characteristics.

How Peter Reilly Characterizes Gen Y

Listen for Your Traits

Tech- Savvy

• Life - computers or internet.

• Integral part of their lives

• See wikis, blogs, and chat rooms as beneficial learning tools

A Preference for Entertainment & Games

• Grew up playing video games

Kinesthetic and Visual Learners

• Australian Study

– 52% kinesthetic

– 42% visual

– 6% auditory

• Simulations of the real world or ‘virtual reality’

Feedback-Dependent

• Hours in chat rooms

• Instant-messages

• Feedback from video games and the internet

– Immediate results

Seek a Balance Between Personal Life & Work Life

• Saw parents were:

– stressed out

– suffered a broken marriage

– or lost their job due to downsizing.

• Prefer to work smarter rather than harder.

• Value

– comfort and informality over rules and deadlines.

Want Customized Tasks

• Flexibility in approach to work

• View organization rules as ineffective.

• Accustomed to getting what they want, when they want it.

Redefine Respect

• Lost respect for authority figures:

– politicians, artists, and athletes

• Respect does not (automatically) come with titles or position

• Greater trust for friends

In Summary

Generation Y:

1. Are tech-savvy.

2. Have a preference for games & entertainment.

3. Are kinesthetic and visual learners.

4. Are feedback dependent.

5. Want a balance between personal & work life.

6. Prefer customized tasks.

7. Have a new understanding of how (and to whom) respect is given

Classroom Management . . .

Effective Classroom Management

Martha Epperson

English Language Fellow

Universidad de Chile

Gaining Your Attention

1. I raise my hand.

2. You raise your hand.

3. Everyone keeps their hand raised.

4. The room becomes quiet.

Classroom Management

Discipline

Routines & Systems

Teacher & Student

Expectations

Parent Support

Rules & Consequences

Student Motivation

Classroom Space

Level of Students

Routines & Systems

Teacher & Student

Expectations

Student Motivation

Level of Students &

Student Frustration

Thinking About These Areas (Pairwork – 2 min.)

1. Routines and systems

2. Teacher & students expectations

3. Student motivation

4. Level of students & Student frustration

• How might these areas impact classroom management?

Experiencing the Strategies

Part I: Number Your Paper 1 - 6

1. __________

2. __________

3. __________

4. __________

5. __________

6. __________

Show me your paper like this!

Part I: Thinking Individually

Part I: Agree or Disagree (Individually – 30 sec./statement)

For each number,

1. Read the statement.

2. Write if you agree or disagree.

Example:

Teachers should work during the summer.

1. _____________ Disagree

#1 - Agree or Disagree?

Students who do not understand the instructions for an activity are more likely to be disruptive.

Most students can immediately answer a question in English. They don’t need time to think. Speaking English relaxes students.

Sometimes students respond in Spanish because they are not sure how to respond in English. They know what they want to say, but they aren’t sure how to say it.

Students who think they have a chance at being successful are more likely to participate in an activity.

By asking, “Do you understand?” the teacher knows if all students have understood.

The expectation that students should sit quietly for five hours a day reading, listening, and writing is unrealistic for

today’s generation.

Part II: Pair with a Partner

Part II: Comparing Answers (Pairwork – 90 sec./per statement)

• With a partner, compare your answers.

• Use this language . . .

Partner A: Do you agree or disagree with #1?

Partner B: I agree/disagree because (blah blah). What do you think?

Partner A: I agree/disagree because (blah blah).

Partner B: What about #2? Do you agree or disagree?

Partner A: I agree/disagree because (blah blah). What do you think?

Partner A Partner B

Show Me Your Partner

Partner A Partner B Partner B

Decide A & B

Partner A Partner B

Listen for the Bell (90 seconds/statement)

CCQs (Comprehension Checking Questions)

1.Who starts? A or B?

2.Partner A, raise your hands.

3.What will you say?

4.Partner B, raise your hands.

5.Partner B: what will you say?

6. When you hear the bell, what does that mean?

Partner A: Do you agree or disagree with #1? Partner B: I agree/disagree because (blah blah). What do you think?

Partner B: What about #2? Do you agree or disagree? Partner A: I agree/disagree because (blah blah). What do you think?

Sometimes students respond in Spanish because they are not sure how to respond in English. They know what they want to say, but they aren’t sure how to say it.

Part III: Share

Part III: Sharing Your Answer with Me (Whole Class – 2 min.)

1. If you agree, do this . . .

2. If you disagree, do this . . .

Sometimes students respond in Spanish because they are not sure how to respond in English. Students might know what they want to say, but they aren’t sure how to say it.

The Activity: Think-Pair-Share

1.Think

2. Pair 3. Share

The Thinking Part

To whom is Pablo more likely to give the correct answer?

Teacher B gives the class 7 seconds to think. Then, Teacher B calls on Pablo.

Teacher A calls on Pablo immediately.

Research Says!

Increasing the wait time for students to seven seconds results in an increase in:

1. the number of responses from less capable children

2. achievement

3. student-student interactions

http://www.agpa.uakron.edu/p16/btp.php?id=wait-time

Complete the Stem (Individually – 2 min.)

It’s important to give students time to think because _________________.

The Activity:_______ - ________

1.Think

2. Pair

Recalling the Steps of the Pair Activity

(When Teachers Get Nervous)

Recalling the Pair Activity (Pairwork – 2 min.)

For this activity:

1. What instructions or structures did I provide for this pair activity?

2. What did I do first, second, third, etc.?

For example. . .

First: Written Instructions

• With a partner, compare your answers.

• Use this language . . .

Second: Modeled the Language

Partner A: Do you agree or disagree with #1? Partner B: I agree/disagree because _______. What do you think? Partner A: I agree/disagree because _______. Partner B: What about #2? Do you agree or disagree? Partner A: I agree/disagree because ______. What do you think?

Partner A Partner B

Third: Participants Modeled

Partner A Partner B

Fourth: Checked for Partners

Partner A Partner B Partner B

Fifth: Asked CCQs (comprehension checking questions)

1.Who will start?

2.What will you say?

3.Partner B – what will you say?

4.When you hear the bell, what does that mean?

The Steps

Martha:

1. provided written instructions.

2. modeled the language.

3. had participants model the language.

4. checked everyone had a partner.

5. asked (CCQs) comprehension checking questions.

Reflecting on the Purpose for the Strategy

(Why We Use the Strategy)

a) How does this strategy help the teacher and/or the students?

b) Without this strategy, what are the students likely to do? What is the teacher likely to do?

Discussing the Strategies (New Pairwork - 2 minutes per question )

Strategy Blah

Strategy #1 (2 minutes)

Having a System for Gaining Attention

Providing Written Instructions

• With a partner, compare your answers using this language . . .

Having the Teacher Model the Language

Having the Participants Model

the Activity

Having the Teacher Check for Partners

Having the Teacher Ask CCQs (comprehension checking

questions)

1. Who will start? 2. What will you say? 3. Partner B – what will you say? 4. When you hear the bell, will

continue talking about the same question? Yes or no?

Reporting Out

1. System for Gaining Attention

2. Providing Written Instructions

3. Teacher Modeling

4. Student Modeling

5. Checking for Partners

6. CCQs

The Activity: _____-______-______

1.Think

2. Pair 3. Share

Part III: The Share Part

Reasons for Increasing

Kinesthetic Activities

Do Many of Your Students Like to . . .

If your students like to do ______, show me by . . .

If your students do NOT like to do _____, show me by . . .

Do Many of Your Students Like to . . .

1. Play video games? 2. Read Shakespearean plays for fun. . . in the dark? 3. Play sports? 4. Do lots of homework on Friday nights? 5. Dance? 6. Play on computers? 7. Clean bathrooms on Saturday nights? 8. Chat online? 9. Text each other?

Students Like to Move & Talk!

Including Kinesthetic Activities

• True/False

• Multiple choice questions

• Cloze activities

• Matching activities

• Agree/Disagree

Benefits of Kinesthetic Activities (Small group – 2 min.)

What are some benefits of using kinesthetic activities to check comprehension?

• Make a list. (5)

• Example:

– Addresses students’ interests

Compare Your Answers

1. Teacher receives feedback from many students.

2. Students “wake up” and/or release energy.

3. It’s a major learning style for many students.

4. It doesn’t require lots of materials or extra planning.

5. There are less papers to grade.

Returning to Classroom Management

Routines & Systems

Teacher & Student

Expectations

Student Motivation

Level of Students &

Student Frustration

As Language Teachers…

What’s a structured activity that:

• Includes classroom routines?

• Addresses students interests like moving and speaking?

• Minimizes student frustration & anxiety?

• And ultimately helps create a more manageable classroom environment?

What connections can you make? (Small Group – 5 min.)

Generation Y:

1. Tech-savvy

2. Games & entertainment

3. Kinesthetic and visual learners

4. Feedback dependent

5. Balance between home & work life

6. Customized tasks

7. Redefined respect

1. Routines and systems

2. Teacher & students expectations

3. Student motivation

4. Level of students & Student frustration

Ex: If Gen-Y students understand that a routine or a system is designed to increase classroom efficiency, perhaps they’ll be more likely to follow it.

Thank You!!

Much of today’s workshop was based on the work of: – Peter Reilly: Understanding and Teaching Generation Y

– Robert Marzano: Classroom Management that Works: Research Based Strategies for Every Teacher

– Kate Kinsella: Academic Language

– Jeff Zweirs: Building Academic Language

Questions or comments?

Martha Epperson

Mepperson.chile@gmail.com

Reflecting on Our Approach to Classroom Management

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