1 Chapter 3 Organization Prepare Routines and Procedures

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Chapter 3 • OrganizationPrepare Routines and Procedures

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Intro to Organization

• Think about two different college professors.

• Think about an organization like Disney.

• Well designed structure gives you the sense that you are in good hands.

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Chapter 3, Task 1: Arrange the Schedule of Activities for Each Class Period to Maximize

Instructional Time and Responsible Behavior

I have evaluated my schedule by listing the subjects I teach and the length of class periods. Then I listed typical activities and the amount of time those activities take. I have used this information to:

• Arrange my daily schedule to include a reasonable balance of teacher-directed, independent work, and cooperative group activities;

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Chapter 3, Task 1: Arrange the Schedule of Activities for Each Class Period (Continued)

• Arrange my daily schedule so that no one type of activity (for example, teacher-directed, independent work, or cooperative group) lasts for too long a period of time; and

• Schedule independent work and cooperative group activities to immediately follow teacher-directed tasks.

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Chapter 3, Task 1: Arrange the Schedule of Activities for Each Class Period (Continued)

I have identified and taken steps to address those times of the class or day when students are more likely to misbehave, such as:• Last hour of day• Last five minutes of class

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50 Minute Block

2 minutes Independent warm up exercise and attendance

5 minutesTeacher-directed review of previous concepts

10 minutes Teacher-directed introduction of new concepts

8 minutesTeacher-directed guided practice, working on assignment

20 minutes Independent work/cooperative tasks (depending on task)

5 minutesTeacher-directed corrections/guided practice to help students identify errors or misunderstandings

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90 Minute Block2 minutes Independent warm up exercise and

attendance

6 minutes Teacher-directed review of previous concepts

10 minutes Teacher-directed introduction of new concepts

10 minutes Teacher-directed guided practice, working on assignments

15 minutes Independent work

5 minutes Teacher-directed correcting and clarifying

5 minutes Introduction to cooperative exercise

15 minutes Cooperative group task

5 minutes Teacher-directed clarification

10 minutes Independent work

5 minutes Teacher-directed introduction to homework

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Will???

• Can I use the audience for the ACCESS example in task 2?

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Chapter 3, Task 2: Arrange the Physical Space in Your Classroom to Promote

Positive Student/Teacher Interactions and Reduce

Disruptions

I have arranged the physical space in my classroom to create a comfortable and functional space. I have achieved this by:

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Chapter 3, Task 2: Arrange the Physical Space in Your Classroom (Continued)

• Arranging desks so that I can easily circulate about the room;

• Arranging desks to optimize the most common types of instructional activities students engage in and to reflect the level of structure students require; and

• Arranging desks so they are not near high-traffic areas so that disruptions caused by activity in high-traffic areas will be kept to a minimum.

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Desk in Rows, Front to Back

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Desks Side to Side

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Desks in Clusters

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Desks in U-Shape

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Chapter 3, Task 3: Decide on a Signal You Can Use to Immediately Quiet Your Students

and Gain Their Full Attention

I have identified an age-appropriate attention signal to use that has both an auditory and visual component so that I can gain my students’ full and immediate attention at any time during class. I have taught my students this signal and how to respond to it.

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Chapter 3, Task 3: Decide on an Attention Signal (Continued)

• Plan to teach students this signal and how to respond to it. Think about the rationale you will provide:– Function as a unit (team, orchestra,

etc.)

– Protects instructional time

– Saves your voice

– We are in this together

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Chapter 3, Task 3: Decide on an Attention Signal (Continued)

• Decide how long is reasonable between giving the signal and expecting it to be silent enough to begin.

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Attention Signal

“Class, your attention please.”

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Chapter 3, Task 4: Design Efficient, Effective Procedures for Beginning and

Ending the Class Period

I understand that setting procedures for beginning and ending class allows me to use class time more efficiently, and communicates to students that time in my class will not be wasted.

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Chapter 3, Task 4: Design Efficient, Effective Procedures for Beginning and Ending the Class (Continued)

1. I have identified how I will begin class and the school day in a way that makes students feel welcome and has them going immediately to their seats to work on a productive task.

2. Students will be instructionally engaged while I take attendance.

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3. I have set up procedures for dealing with tardiness that will insure that tardy students will not disrupt class or greatly involve me.

4. I will not waste valuable class time by spending more than a minute or two on announcements and housekeeping tasks.

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Record of Tardies form

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5. I have procedures for dealing with students who do not have necessary materials and/or are unprepared that:

• Ensures student(s) can get needed materials in a way that does not disrupt instructions;

• Establishes reasonable penalties to reduce the likelihood the student(s) will forget materials in the future; and

• Reduces the amount of time and energy I have to spend dealing with this issue.

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6. I have identified how I will deal with students returning after an absence so that they can easily find out what assignments they have missed and get any handouts/returned papers in a way that does not greatly involve me.

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7. I have developed procedures for wrapping up at the end of the school day/class period that:

– Ensures that students will not leave the classroom before they have organized their materials and completed any necessary clean-up tasks; and

– Ensures that I have enough time to give students both positive and corrective feedback, and set a positive tone for ending class.


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8. I have developed dismissal procedures that ensure that students will not leave the classroom until they have been dismissed by me (not by the bell).

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Chapter 3, Task 5: Design Efficient, Effective Procedures for Assigning, Monitoring, and

Collecting Student Work

I understand that implementing well-designed and organized strategies for assigning, monitoring, and collecting student work will let students know that I put a high value on their completing work, prompt more responsible student behavior regarding assigned tasks, and help me effectively manage student work without taking unreasonable amounts of time.

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Chapter 3, Task 5: Design Procedures for Assigning, Monitoring, and Collecting Student Work (Cont.)

I have designed procedures for assigning class work and homework that ensure that students can easily find out information about the tasks they have been assigned.

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Five Major Areas to Consider

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Sample of Assignments on the Board

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Upright Book as a Signal for Needed Teacher

Help

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Completed Assignments Checklist

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Chapter 3, Task 5: Design Procedures for Assigning, Monitoring, and Collecting Student Work (Continued)

As I set up my independent work periods, I will make sure that:

• I only assign independent work that I know all students can do independently

• The independent work times will be scheduled at a time, and in a way, that maximizes on-task behavior (see Task 1).

• I have a clear vision of what I want student behavior to look and sound like during independent work times, and I have made that vision clear to my students.

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• I will arrange to provide guided practice on tasks and assignments, working with students in a teacher-directed activity for the first 10% to 50% of an assignment, that I expect students to do independently.

• I have a visual signal for how students can get questions answered during independent work periods, and have taught them this signal.

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I have developed procedures for students to check off completed tasks.

I have developed procedures for how I will return graded work to ensure that it is returned in a timely, legible, and confidential fashion.

I have designed efficient and effective procedures for dealing with late and missing assignments.

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Organization: Peer Study Worksheet

With one or more of your colleagues, work through the following discussion topics and activities related to the tasks in Chapter 3. If necessary, refer back to the text to get additional ideas or for clarification. (See the Chapter 1 Peer Study Worksheet for suggestions on structuring effective discussion sessions.

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Peer Study Worksheet, Task 1: Arrange the Schedule of Activities to Maximize Instructional Time and Responsible

Behavior

A. Have all group members share their daily schedule and explain the balance they have established among teacher-directed instruction, independent student work, and cooperative group activities.

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Peer Study Worksheet, Task 1: Arrange the Schedule of Activities to Maximize Instructional Time and Responsible Behavior (Continued)

B. As a group, identify those times or events during the day or class that are likely to produce more irresponsible student behavior and discuss how you each might proactively address those times and events to reduce misbehavior.

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Peer Study Worksheet, Task 2: Arrange Physical Space to Promote Positive

Interactions and Reduce Disruptions

A. Arrange for the group to visit each group member’s room, one at a time. When the group is in a particular room, have group members give feedback on the arrangement of desks, the use of bulletin board space, and the general effectiveness of (or potential problems with) the way the room is arranged.

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Peer Study Worksheet, Task 2: Arrange Physical Space (Continued)

B. If you are not in a location that allows visiting other rooms, have a general discussion about the difficulties and questions you have—e.g., too many students in a small room.

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Peer Study Worksheet, Task 3: Decide on a Signal to Quiet Students

and Gain Their Full Attention

A. Have each group member share what he or she has decided to use for an attention signal and get feedback from the other group members.

B. As a group, discuss how you will provide positive and corrective feedback to students regarding how they respond (or don’t respond) to the signal.

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Peer Study Worksheet, Task 4: Design Efficient, Effective Procedures for

Beginning and Ending Class

A. For each of the following designated areas, have each group member explain his or her procedures. Give each other feedback and help each other problem-solve any areas that have proven difficult to address.

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Peer Study Worksheet, Task 4: Design Efficient, Effective Procedures for Beginning and Ending Class (Continued)

• Before/immediately after the bell rings• Taking attendance• Dealing with tardy students• Dealing with students who come to class

without necessary materials• Dealing with students upon their return

from an absence• Wrapping up at the end of the day/class

period• Dismissal

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Peer Study Worksheet, Task 5: Design Efficient, Effective Procedures for Assigning,

Monitoring, and Collecting Student Work

A. Have individual group members explain the procedures they use for managing the following aspects of student work. Give each other feedback.

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Peer Study Worksheet, Task 5: Design Efficient, Effective Procedures for Assigning, Monitoring, and Collecting Student Work (Continued)

• Assigning class work and homework• Collecting completed work• Keeping records and giving students

feedback about their performance and progress

• Setting up independent work periods• Dealing with late/missing work

Documents

1 Chapter 3 Organization Prepare Routines and Procedures