Module #1: Introduction
Overview
Simply put, successful teaching is not possible in a chaotic environment. To
ensure learning, students must be engaged in meaningful activities, which require
that they understand classroom expectations, procedures/ transitions, and
instructional routines.
Good classroom management is not a substitute for high-quality instruction, but it
is a prerequisite to it.
- In well-managed classrooms, classroom expectations (rules) are Explicitly
taught, modeled, practiced, periodic positive feedback given and retaught.
Expectations must be consistently enforced/reinforced by the teacher, otherwise it
would be better not to have taught them in the first place. Inconsistency promotes
student confusion and an increase negative behaviors.
- In well-managed classrooms transitions are seamless, with students assuming
considerable responsibility for smooth operation. The term “automaticity” is used
meaning that students perform these routines without verbal prompts. In addition,
teachers have established routines that enable very little instructional time to be
lost between activities or on non-instructional matters, such as taking attendance,
moving from one area of the classroom to another, or a shift in instructional
strategies. Such classrooms appear to be running themselves, and an untrained
observer might conclude that the teacher is not doing very much. However,
teachers are the ones who have to establish successful routines and teach them to
students.
Below are found some of the sub-domains of the teacher evaluation rubric (the
rubric Livingston Schools use) of Ann Tomlinson. In reviewing some of the “best
practice found in the proficient and distinguished statements, you will have some
ideas you may wish to try.
Management of Instructional Groups
Description
Much work in classrooms takes place in small groups, which enable students to work with their
classmates, discuss possible approaches to a problem, and benefit from one another’s thinking.
But students cannot be expected to automatically know how to work productively in small
groups. These skills, like others, must be taught.
Proficient
Small-group work is well organized, and most students are productively engaged in learning
while unsupervised by the teacher.
At the proficient level of performance, teaching practices may include the following
types of activities:
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Teacher has established procedures for group work, such as listening and sharing
responsibilities.
Teacher assigns students roles for work within the group.
Teacher instructs on social skills that will promote expected group behavior.
Teacher ensures that students understand what they are supposed to accomplish in the
group and how they are supposed to do it.
Teacher establishes instructional groups based on the instructional goal.
Teacher provides students with feedback on how they have worked as a group.
Distinguished
Small-group work is well organized, and students are productively engaged at all times, with
students assuming responsibility for productivity.
At the distinguished level of performance, teaching practices may include the following
types of activities:
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Expectations for group work have been developed with student input and are posted.
Students assign their own roles in the group and can easily assume other roles.
Students remind each other of their roles within the group.
Students are able to explain to each other what the group is supposed to accomplish.
Students self-assess how well their group worked together on that day.
Management of Transitions
Description
Coherent lessons have clear beginnings and endings, with a discernible structure between the
different parts. Little time is lost as students move from one activity to another. They know the
drill and execute it seamlessly.
Proficient:
Transitions occur smoothly, with little loss of instructional time.
At the proficient level of performance, teaching practices may include the following types of
activities:
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Teacher brainstorms a list of transitions that occur throughout the day.
Teacher establishes the procedures for each transition and teaches those procedures to
students.
Teacher models transition procedures for students.
Teacher uses time as a motivational factor for students to move into groups. Timing
devices might include a teacher countdown, a timer that rings after a given time, or a
timing device projected on a screen.
Teacher establishes a signal for attention, such as raising a hand, clapping in a pattern, “If
you can hear my voice, clap once,” blinking lights, or playing a sound.
Teacher reinforces procedures for transitions by practicing them throughout the year.
Distinguished: Transitions are seamless, with students assuming responsibility in ensuring their
efficient operation.
At the distinguished level of performance, teaching practices may include the following types
of activities:
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Students brainstorm a list of transitions that occur throughout the day.
Students discuss what procedures would work best for each transition and decide
how to apply them to each situation.
Students model transition procedures and correct each other when procedures are
not followed.
Group members monitor the time it takes to get into groups.
Students decide which attention signal will work best for their group and remind
each other about using it.
Students indicate that they need a practice session to reinforce the procedures for
transitions.
Management of Materials and Supplies
Description
The procedures for distributing and collecting materials are a clear indication of a teacher’s
experience. Experienced teachers have all necessary materials at hand and have taught students
to perform the routines with minimum disruption to the flow of instruction.
Proficient: Routines for handling materials and supplies occur smoothly, with little loss of
instructional time.
At the proficient level of performance, teaching practices may include the following types of
activities:
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Teacher purposefully teaches routines to students.
Teacher color codes the location of supplies so that students know where they belong.
Teacher takes a picture of the proper placement of supplies and puts it above the area.
Teacher provides baskets for work labeled with what goes in each basket.
A basket of supplies is placed in the middle of each group so that students have access to
needed materials.
Homework is placed in an individual folder to be turned in to the teacher. Teacher
places homework back in the folder with feedback.
Teacher creates a student folder that includes activities the students can do when they are
finished with their work.
Distinguished: Routines for handling materials and supplies are seamless, with students
assuming some responsibility for smooth operation.
At the distinguished level of performance, teaching practices may include the following types of
activities:
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Students have input into how systems are working and suggest revisions.
Students assume responsibility for making systems work.
Students take initiative in a range of procedures related to materials and supplies, such as
passing out papers, collecting everything needed by their table group, or putting art
materials away neatly and efficiently.
Performance of Non-instructional Duties
Description
Accomplished teachers are masters of multitasking. Where appropriate, students themselves
contribute to the design and execution of routines for non-instructional matters. Overall, little
instructional time is lost in such activities.
Proficient: Efficient systems for performing non-instructional duties are in place, resulting in
minimal loss of instructional time.
At the proficient level of performance, teaching practices may include the following types of
activities:
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Teacher establishes routines for what to do if, for example, a student’s pencil breaks,
there is a fire drill, a student needs to use the bathroom, a student finishes work early, or a
student was absent.
Teacher uses an attendance board to indicate which students are present, placing their
names in the correct area as they enter the room.
Elementary teacher uses “home folders” for communications from home. Secondary
teacher has a basket or bin for communications from home, permission slips, and so
forth.
Distinguished: Systems for performing noninstructional duties are well established, with
students assuming considerable responsibility for efficient operation.
At the distinguished level of performance, teaching practices may include the following types of
activities:
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Students suggest classroom procedures to address the range of situations that arise in a
classroom.
Students use the attendance board as they enter the room. They may also indicate their
lunch preference with such a method.