Module 2
Advanced Preparation
for the School Year
TED 377
Methods in Sec. Ed.
Module 2
Students will explain the roles and
responsibilities (including confidential record
keeping and reporting) of classroom teachers to
motivate and manage all students in Secondary
programs.
• Organizing the classroom.
• Rules and procedures.
• Preparing for the first days of school.
Organizing the Classroom
Importance of Organization
• Appropriate, effective arrangement of your
classroom supports good classroom
management.
• This must be done in advance!
• Arrange your classroom to allow:
– Orderly movement of students.
– Few distractions.
– Efficient use of available space.
Importance of Organization
• Inappropriate or ill-conceived room
arrangement can lead to classroom
management problems.
– Interruptions.
– Delays.
– Dead time.
– Students off-task.
– Behavior problems.
– Lower learning.
Organizational Decisions
Need to Be Made In Advance
• Should desks be in rows or clusters? What
direction should they face?
• Where should the teacher desk be?
• What area should be used for
presentations?
• Where will materials be stored? How will
you and students obtain these materials?
5 Keys to Positive Room
Arrangement
1. Use a room arrangement consistent with
your instructional goals and activities.
2. Keep high traffic areas free of congestion.
3. Ensure students are easily seen by teacher.
4. Ensure students can view instructional
presentations and displays.
5. Keep frequently used materials/supplies
accessible.
(Emmer, Evertson, Worsham, 2003)
1. Identify Instruction Area
• Begin by identifying where you will
conduct whole-class instruction.
– Near chalkboard/whiteboard.
– Near projector screen (for overhead or PC).
– Room for a table for your supplies.
– Near an electrical outlet.
2. Situate Student Desks
• Have students face instructional area.
• Avoid facing sources of distraction
(window, doorway).
• Do not put desks (or anything) in front of
doors, PC’s, pencil sharpener, sink, etc.
• Allow sufficient room around desks to
allow for monitoring seatwork.
3. Situate Teacher’s Desk
• Make it functional:
– Will you keep supplies on the desk?
– Will you work with individual students?
– Will you sit and work at your desk?
If you will be at your desk, place it so that you
can effectively monitor students. It is not
important that students all see you from their
seats. Maybe place your desk at the back
rather than the front of the room.
4. Situate PC Workstations
• Locate PC’s near outlets and network
connection. (Limited choices.)
• Ensure you can monitor room while
helping a student at a PC.
• Allow space for PC supplies.
• Plan to limit number of students working a
computer to 3-4.
5. Locate Centers Area (if used)
• Work on a special activity or study a topic for
enrichment or remediation, or use for free
reading activities.
• Possibly include:
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Area rug.
Bookcases.
Small table.
Comfortable seating.
• Consider value vs. loss of space.
• Ensure you can monitor students easily.
6. Locate Storage and Supplies
• Books and bookcases:
– Determine which books will remain in room
(dictionaries, reference books, additional reading
materials).
– Use bookcases for frequently used material. Seldom
used material should be stored.
– Place bookcases where they can be accessed easily
by students, and where you can monitor use.
– Ensure bookcases do not block your view of students,
nor students’ view of chalkboards or displays.
Locate Storage and Supplies
• Make frequently used materials accessible:
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Paper (various sizes and colors).
Rulers.
Scissors.
Chalk and erasers.
Tape (transparent and masking).
Stapler and staple remover.
Glue.
Push pins, thumbtacks, poster putty.
• Have extra student-supplied items ready at
beginning of year (pens, pencils, etc.).
Locate Storage and Supplies
• Organize teacher materials:
– Grade book, lesson plan book, teacher’s
editions of textbooks, school forms
(attendance, money collecting, etc.).
– Set up a filing system.
• Separate notes, forms, papers for each class in a
separate folder.
• Keep materials used frequently separate from
materials used ocassionaly.
Locate Storage and Supplies
• Don’t forget about these materials:
– Calendar.
– Desk bell and/or timer.
– Tissues.
– Paper towels.
– Soap, cleanser, and a small plastic bucket.
– Band-aids.
– Tools (hammer, pliers, screwdriver).
– Adaptors, extension cords, cord cover
(remember safety).
Locate Storage and Supplies
• Store seasonal and infrequently used
items:
– Holiday decorations.
– Bulletin board displays.
– Special project materials.
– Various tools (protractors, compasses, art
materials, science equipment).
• Store in closets or in boxes on top of
cabinets.
Traditional
Consideration:
Seating and Student Interaction
Source: jamescmccroskey.com/publications/082.pdf
Horseshoe
Consideration:
Supporting Classroom Activities
Source: web.utk.edu/~mccay/apdm/classmgt/classmgt_b.htm
Pencil Sharpener
OP
Bulletin Board
Chalkboard
Teacher
Computer
Storage
Books
Chalkboard/Screen
Door
Bulletin Board
Chalkboard
Bulletin Board
Garbage
Filing cabinet.
Windows
Online Tools
• Classroom Architect at 4Teachers.org:
– Allows a teacher to design a classroom.
4Teachers.org
Class Activity #1
1. In dyads/small groups, analyze the
layout of a classroom arrangement:
a) Identify advantages and disadvantages:
•
•
What are the potential problems to classroom
management? (Remember the 5 keys.)
What are the advantages of the layout?
b) Suggest specific rearrangements of the
layout that would improve classroom
management.
Module Activity (Individual)
2. Draw a room arrangement:
a) Determine what you will need to support your style
of teaching
–
Overhead projector, PowerPoint, cooperative learning
groups, learning centers, access to materials, etc.
b) Using tools at 4TeacherTools.org, draw a room
arrangement that will support positive classroom
management.
c) Identify several important key aspects of your room
arrangement and how it supports the 5 keys to a
positive room arrangement.
d) Write a brief essay or list bulleted points that
indicate how your design supports positive
classroom management.
Rules and Procedures
Rules and Procedures
• Good classroom management is based on
students’ understanding of behaviors
expected of them.
• System of rules and procedures helps
communicate expectations to students.
Rules and Procedures
• Rules: Stated expectations or a standard
regarding behavior (respecting other
peoples’ property, no gum chewing,
speaking after receiving permission).
– Usually 5-8 rules is sufficient.
– Also called policies or guidelines to avoid
negative connotation of rules.
• Procedures: A routine that applies to a
specific activity (collecting assignments,
leaving the room). Usually are specific
behaviors that support rules.
Rules and Procedures
• Widely recognized that the establishment
of rules and procedures is a vital part to
maintaining class control.
– Rules identify expectations of student
behavior (Evertson, Emmer, & Worsham,
2003).
• An effective practice is to discuss the
rationale for rules and procedures (Good &
Brophy, 2003).
Rules and Procedures
• Effective teachers:
– Spend significantly more time establishing
and enforcing rules and procedures than 1st
year teachers (Moskowitz & Hayman, 1976).
– Plan for classroom management before the
beginning of the year (Evertson & Weinstein,
2006).
– Spend time at the beginning of the year
making sure that students understand the
rules and procedures (Evertson & Weinstein,
2006).
School Rules and Procedures
• Find out school-wide rules and
procedures:
– Behaviors specifically forbidden or required
(carrying of weapons, hall passes).
– Consequences of rule violations.
– Administrative procedures teachers need to
accomplish (taking attendance, collecting
money, assigning textbooks to students).
Sample Rules
1. Bring all needed materials to class.
– Emphasizes preparedness.
– Communicate exactly what is needed.
– Possibly certain materials on specific days.
2. Be in your seat and ready to work when
the bell rings.
– Pencils sharpened before bell rings.
– Paper and pens out and ready to go.
– Start activities upon entering room.
Sample Rules
3. Respect and be polite to everyone.
– Listen when teacher or student is speaking.
– Behavior for a substitute.
– No fighting, name calling, etc.
4. Listen and stay seated when someone is
talking.
– Specific, but less inclusive, than previous
rule.
– Requires little interpretation.
Sample Rules
5. Respect other people’s property.
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Keep room neat and clean.
Pick up litter.
Return borrowed property.
No writing on desks.
Get permission before using someone’s property.
6. Obey all school rules.
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Suggests that you monitor behavior covered by
school rules.
Including this in your rules provides an opportunity
to discuss.
Involving Students in Rule Setting
• Hold a discussion of reasons for having certain
rules.
• Share in the decision-making process for
specific rules.
– Remember that you might be teaching 5 different
classes.
– Policies essential to managing instruction should be
set by the teacher.
• Permit student choice regarding particular
behaviors (gum chewing, silence or
talking allowed during seatwork).
Involving Students in Rule Setting
• Many effective managers do not allow
students to participate in rule setting.
– Establish reasonable rules.
– Provide an understandable rationale.
– Enforce rules consistently.
If you are reasonable and fair in the setting and
enforcing of your rules, the majority of students
will abide by them.
Strategy: Involving Students
in Rule-making?
• Characteristics of a
Good Teacher
• Characteristics of a
Good Student
Consequences for
Not Following Rules
• Be aware of consequences for schoolwide rules and enforce them.
• Plan consequences for not following rules
in advance.
• Provide consistency in enforcing rules.
Examples
Suggested
Rules
Suggested Rules for High
School (Teach-nology.com)
Suggested
Rules #2
Suggested Classroom
Rules for Teachers
Establishing
Rules
Suggested resource for
collaboratively designing
rules.
Communicating Rules
All Teacher
Rules
Rules Online for Every
Teacher
Video: What if no one
followed the rules?
PowerPoint
See a teacher’s PowerPoint
for opening day.
Class Activity #2
• Create a set of general rules (approx. 5-8
rules) you might want in your first
classroom.
– Specify the grade for which you are preparing
these rules. Rules for younger students will
need to be more specific than for older
students.
Video: Preparation
• As you watch this video:
– What is the importance of establishing
classroom rules?
– How much student involvement might you
incorporate in setting your classroom rules?
– What insights did you gain?
Classroom Rules (4:07)
40277
Video: Discussion
• Rank each of the following, in order of
importance, that you consider to be
necessary in a good teacher:
– Setting boundaries around student behaviors
in your classroom.
– Establishing routines for classroom conduct.
– Developing a relationship with your students.
– Knowledge of your topic and appropriate
lesson plans.
Classroom Procedures
• Beginning of period procedures:
– Attendance check.
• Roll call at first; use seating chart later.
– Students absent previous day.
• Absence slips.
• Handouts and missed assignments.
– Behavior expected of students.
• What will students do while you handle administrative tasks?
– Students leaving the room.
• Visits to lav, fountain, office, nurse.
• Visit to locker to retrieve materials for class.
Classroom Procedures
• Use of materials and equipment:
– Student materials and equipment:
• Identify what student should use, how it should be
operated, and under what conditions.
• Identify what should not be used and explain
rationale.
– Teacher materials and equipment:
• Younger grades need this stated.
• Rationale is obvious. Spend little time here.
Classroom Procedures
• Ending of period procedures:
– Get students and room ready.
• Allow sufficient time at end for cleanup and
announcements.
• Allow enough time so students can travel to their
next class without being tardy.
– Signal for dismissal.
• Teacher (rather than bell) signals end of period.
• Allows you to hold students longer if needed.
• Prevents students to quit working early in
anticipation of the end of the period.
Classroom Procedures
• During instruction:
– Student attention during presentations.
• Require textbook and notebook on desk
only.
• State if students should take notes.
Possibly:
– Provide guidance on important points to notate.
– Provide a partially completed outline.
– Describe (and show) a well-organized
notebook.
Classroom Procedures
• During instruction (cont’d):
– Student participation.
• Require students to raise hands.
• Call on volunteers and non-volunteers.
• Maybe let answering student name the next
person.
• Exceptions: 1) choral response, or 2) when
hand raising might interfere with a
discussion.
Classroom Procedures
• During instruction (cont’d):
– Seatwork.
• Talk among students.
– No talk or quiet talking (must be explained).
• Getting help.
– Raise hands vs. having a line of students at your desk.
• Out-of-seat activities (pencils, garbage, submitting work).
– One-at-a-time rule.
– At end of period or when necessary.
• After seatwork is completed.
– Enrichment activity (explain details).
– Free reading, work on other assignments, etc.
Classroom Procedures
• During group work:
– Assign students to groups.
• Avoid students who do not work well together.
• Include various motivation levels.
• Base grade on individual and group activity.
– Specify goals and procedures.
• Specify goals and how to address task.
• Assign students to specific roles.
Classroom Procedures
• Miscellaneous procedures:
– Establish signals.
• Turn off lights, turn on overhead, ring a bell, walk
to the lectern.
– PA announcements.
• Students must be silent.
– Fire and disaster drills.
• Explain how students will leave room, and where
they will go.
• Familiarize yourself with school procedures.
Examples
Example 1
Mrs. Grayot’s procedures
and sign-off sheet
Wall HS
Example 2
Mr. Neives’ procedures
Freedom HS
Example 3
Mrs. Felciano’s procedures
Corning Union HS
Preparing for the
First Days of School
Video: First Week of School
• As you watch this video:
– What is the first week of school like?
– What are your priorities for the first week of
school as a new teacher?
– What insights did you gain?
New Teacher: First
Day/First Week (4:11)
40278
Before Students Arrive
1. Prepare bulletin boards:
– Decorate one bulletin board to gain student
interest and set a welcoming tone to start.
•
“Welcome back” or “Go Trojans.”
– Establish a place to list daily assignments.
– Cover large bulletin boards (that are
currently unused) with colored paper and
possibly a border to brighten the classroom.
Before Students Arrive
2. Place a numbered list of class privileges
on poster paper on one side of the
chalkboard.
3. On poster paper, place a list of your
classroom expectations (rules) and
consequences—no more than ten—and
numbered.
4. On the board write: “Until everyone has
arrived, please quietly read over the
syllabus and list of privileges,
expectations, and consequences that are
on your desk. Thank you.”
Before Students Arrive
5. On each desk place a packet for
students:
– Handout of Classroom Expectations.
– Syllabus.
– Attach an end page with your academic
honesty policy and a place for the student’s
signature and personal information. You will
collect this last page.
6. On each desk place a tent card with a
student’s name.
As Students Arrive
7. Stand at the door and greet the
students.
8. Stop and observe the students in class
periodically, correcting attempts to
talk or leave their desks. (Remember,
you already placed an assignment on
the board.)
9. Once all students have arrived, close
the door.
First Activities
10. Go over the Handout of Classroom
Expectations.
– Call on a student and ask, “Why is it a reasonable
privilege or standard?” Ask three or four students to
give different reasons. Affirm each one, elaborate,
and say, “Thank you.”
– Ask students for questions and comments after each
privilege, standard, and consequence is stated.
11. Go over the syllabus items one by one.
First Activities
12.When you get to explaining homework:
– Tell the students that you also have a
standard for the teacher.
• Explain to students they will always receive
feedback from you the next day after submitting
homework.
– Call on several students to explain why
homework is important.
– Call on several a student to explain why
giving feedback right away is important.
– Affirm each response, elaborate, and thank
each student.
First Activities
– At the end of this discussion, ask students if
there are any modifications or additions to
the expectations and privileges that they
think would make the class go better.
•
If you get a good idea, add it to the poster paper
and tell them to add it to their documents.
First Activities
13. Then give them a homework assignment
14. If there is any time remaining, teach
something!
Class Activity #3
• Given a list of areas where classroom
procedures are necessary, briefly describe
what your procedure for each of the listed
areas might be. Each is a common aspect
of daily life in a classroom, and planning in
advance in each area is essential to
promote positive classroom management.
Starting the Ongoing Course
Project: Wiki
Ongoing Course Project: Wiki
• Ongoing Course Project (30%):
Participate as an author and organizer of a
classroom management online resource,
in the form of a class Wiki. Research as
needed, submit material to the Wiki, and
participate in organizing the information
into a practical, usable resource.
Evaluation of Wiki Project
• Individual:
1. Number of contributions.
2. Overall value of contributions to the
Wiki project.
3. Substance of individual contribution.
4. Quality of writing.
5. Individual effort.
Evaluation of Wiki Project
• Overall:
1.
2.
3.
4.
Organization of the Wiki.
Value of the Wiki to teachers.
Breadth of content (topics).
Research beyond classroom
discussion.
5. Group effort.
Using the Wiki Tool
• Logging in and editing the Wiki.
• Using the discussion tool.
• Using the history tool.
Class Wiki
Graduate Class
Example
Organizing: Review of
Topics/Modules
• Mod 1: Intro. to Classroom Management.
• Mod 2: Advanced Preparation for the School
Year.
• Mod 3: Legal Rights and Responsibilities.
• Mod 4: Motivation and Behavior Management
Challenges.
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A: Motivating students.
B: Maintaining appropriate behavior.
C: Managing problem behaviors.
D: Managing students with special needs.
Organizing: Review of
Topics/Modules
• Mod 5: Planning and Conducting
Instruction.
• Mod 6: Developing a Classroom
Management System.
Discussion /
Planning
Session
Review:
MODULE 2
•
•
•
•
Organizing the classroom.
Rules and procedures.
Preparing for the first days of school.
Starting the ongoing course project: Wiki.