Classroom management as time management[edit]

In their introductory text on teaching, Kauchak and Eggen (2008)Kauchak, D., and Eggen, P. (2008). Introduction to

teaching: Becoming a professional (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. explain classroom

management in terms of time management. The goal of classroom management, to Kauchak and Eggen, is to not

only maintain order but to optimize student learning. They divide class time into four overlapping categories, namely

allocated time, instructional time, engaged time, and academic learning time.

Allocated time

Allocated time is the total time allotted for teaching, learning, and routine classroom procedures like attendance and

announcements. Allocated time is also what appears on a student's schedule, for example "Introductory Algebra:

9:50-10:30 a.m." or "Fine Arts 1:15-2:00 p.m."

Instructional time

Instructional time is what remains after routine classroom procedures are completed. That is to say, instructional

time is the time wherein teaching and learning actually takes place. Teachers may spend two or three minutes

taking attendance, for example, before their instruction begins.

Engaged time

Engaged time is also called time on task. During engaged time, students are participating actively in learning

activities—asking and responding to questions, completing worksheets and exercises, preparing skits and

presentations, etc.

Academic learning time

Academic learning time occurs when students 1) participate actively and 2) are successful in learning activities.

Effective classroom management maximizes academic learning time.

Classroom behavior management or time management?

Yes. The research on effectively addressing student misbehavior set the first priorities on the removal

of instructional vacuums and the replacement of inappropriate behavior with student on-task

behavior. Replacement of inappropriate behavior with appropriate behavior requires students to be

actively engaged in a learning task that meets their needs and is generating at least 80% success.

These consistent demonstrations of success dramatically reduce opportunities for misbehavior and

increase student success experiences. Increases in student success experiences generates a

concurrent increase in positive attitudes to school in general and the content area in particular. The

research examining the academic success of students and student behavior problems in later grades

has consistently reports that early effective academic instruction is an important method of

preventing significant behavior problems as students move from elementary to junior high and high

school. A 2006 synthesis of the research clearly concluded that systematically increasing the quality

and quantity of instructional time significantly increases student academic success and significantly

decreases teacher classroom management problems.

The teacher as executive. 

For the teacher who must manage the instruction of students with a range of disabilities, the

coordination of the instruction team is a major challenge. The team for each student often includes,

instructional aides, volunteers, parents, therapists, and regular class teachers. The teacher has an

important management responsibility ensuring that every available instructional minute is used to

systematically and effectively address individual student needs. With these management

responsibilities, the teacher is, indeed, an executive.

Classroom time management: good and bad news. 

The decade, 1980 to 1990, saw a massive research investment in the role of classroom time. The

findings of that decade remain unchanged in terms of conclusions and importance to this day. The

researchers examined four types of time:

1. First, was Available Time, the amount of time available for all school activities. Available Time was

approximately 6 hours per school day.

2. Second, was Allocated Time, the amount of time allocated for content area instruction. Allocated

Time was approximately 4 hours and 45 minutes of the Available Time.

3. Third, was Engaged Time, the amount of time the student is actively engaged in learning tasks.

Engaged Time was approximately 2 hours of Available Time.

4. Fourth, was Academic Learning Time ( ALT), the amount of time the student

is successfully engaged in a needed learning task. ALT was approximately 48 minutes of the

Available Time of 6 hours per day.

The bad news from the research was the massive variability among teachers. One group of

researchers reported a range from 4 minutes to 52 minutes of ALT in reading instruction per day

among teachers with similar students. The number of classrooms with very modest levels of ALT

delivered bad news, because the research consistently concluded a strong, positive and predictive

relationship between ALT and both student achievement, and student attitudes. The good news in

this research data lies in the increased importance of the individual teacher. The teacher who

chooses to manage time effectively can make major differences in the lives of students. The research

also reports that the more the student is at risk of failure, the more important the teacher’s time

management skills become in helping the student close the gap with peers.

An executive time management tool for teachers.

A review of the Time Management Teacher Self-Evaluation Checklist will show examples of the

previously listed research findings in practical classroom contexts. The four types of instructional time

are listed. For teachers interested in applying the research, this checklist should be used monthly

until problems are identified and successfully addressed. All members of the instructional team

should be aware of the areas monitored by the checklist. Even when problems have been addressed

successfully, the checklist should be used quarterly. For a more detailed list of suggestions for using

the Time Management Teacher Self-Evaluation Checklist, the reader is referred to a chapter on Time

Management in a book, “Research Into Practice“, by Hofmeister and Lubke.

Time-Saving TipsBy Mark WarnerAge Range: 5 to 11

Save yourself some time with this collection of tips:

Fed up with washing out paint palettes? Go to your local supermarket and ask them to save you the plastic trays that yoghurts are sold on. They make great disposable palettes!Contributed by Leila Behrman.

Set up a finishing off work file for each child in your class. Put them in (nicely coloured) box files in register/alphabetical order. The children can file away their own work that is not finished, and get it themselves to finish when they have a spare 10 minutes.Contributed by Kate O'Rourke.

Each group in my class is named by colour, but if you prefer not to, you can still use colour to identify a group. I have several small plastic storage boxes, but baskets are just as good - and cheap - and I keep their workbooks in these. I stick a coloured label across the spine of each book, and store them spine upwards. When the children need to find their workbooks, one person can go to the box or basket, and retrieve the books for the whole group. This is also helpful when I want to focus on a particular group for marking or monitoring. The children quickly get used to the system, and I notice that they are more careful in storing their books neatly. It also means their storage trays do not get too cluttered. I use the colour system to tie lengths of wool in a loose loop around the handle of their reading folders / book bags. At 'home time' this is a quick way of each group finding their own set of bags in the large box I use for storage - it also encourages the children to store their bags with the handle at the top, so that they can find it easily at reading times.Contributed by Sheena Florey.

Hi, I'm a nursery nurse working with a group of ESN children in year 5. Like all schools we have limited budget for resources so we make as many of our own as we can. One idea is to collect the caps off drinks bottles to use as counters.Contributed by Hilary Banks

Always carry a large file with word sleuths and jumbles on it. This is great for emergency activities in any situation.Contributed by Tracy

This is just a management thing that has worked for me. On my computer, I create a table with the students' names and subjects taught. I print this out and make 6 copies, one for each six weeks. As I average my grades, I pencil in the student's score under the appropriate subject, rather than putting it in my grade book. When a parent comes in, I just pull up the sheet of paper, cover up the other students' grades. This way, I don't have to flip through my entire planning book to get the student's information.Contributed by JoAnna

Short of good quality card? Visit your local picture framers and ask them for off-cuts. When they cut mounts for pictures, they have no use for the middle bits and discard them. They are usually pleased to donate them to schools and thick card can have many uses in a primary classroom. Contributed by Leila

If your students have trouble bringing back their homework this may work. Have them use a pocket-folder. On the left side trace their left hand and write "LEFT at home" and on the right side, trace their right hand and write "Bring RIGHT back". This works well for all young children and they will learn their left from their right! Contributed by Amy Uhl

I use this timesaver to check attendance in the morning. When students arrive, they each have a bird with their name on it. They place their bird in birdhouses labled hot lunch, sandwich, salad, brought lunch. This lunch count is on a white board. The birds have magnets on their backs.Contributed by Angela Tanner

Fed up of making wordsearches? Why not give blank grids to the children and instruct them to make their own, using all the vocabulary that they know. Photocopy the better ones and give them back out for the class to fill in on another occasion. Contributed by Graham Baines

To cut back on time when marking and handing out books, I have given my groups colours for names so that I can colour coordinate all their work books etc. I just stick a coloured sticker to the spine of the books and can see at a glance when handing out books or marking. You can also colour coordinate pencils, etc. This encourages them to look after the groups things.You know straight away what is missing from each group.Contributed by Jill Wilson

Devise a jobs list, whereby you outline specific areas in the classroom, e.g. construction/book corner etc. 2 children each week are responsible for checking these areas after the class has tidied up. Develops a sense of responsibility.Contributed by Sam Donnison

This works particularly well with older children... I have one person per table who collects the tables books open at the appropriate page to be marked, each book stacked open on top of the other. Each table monitor then brings my books over to my marking corner to create a set of x number of books that are ready to be marked... no need to spend ages flipping through trying to find that piece of work!Contributed by Victoria Cook

If my class is inclined to be noisy (I am a supply teacher) I appoint noise police. One child per table or group is allowed to hush other children if they get too noisy. Noise police change per session and children end up by appointing their own policeman. Contributed by Carol Brathwaite

When you run something through the laminating machine and you end up with excess film, don't throw it away. It can be used to draw on with the overhead projector if you would like to enlarge something. If it is cut to 8 1/2 x 11 it can also go through your laser jet printer to make very inexpensive transparencies. The overhead markers can be wiped off with a damp tissue.Contributed by Maggie Thompson

Instead of my children asking to go to the toilet - which often interrupts with the flow of learning and teaching, a child stands at the door and I nod him/her to go rather than a hand up which invariably will lead you to ask - 'what's your question' - 'Can I go to the toilet'? Just a pet hate of mine that I have turned around to give the class more time and free from interruptions. Contributed by Stephen McKernan

I have a red PE sash hanging by the door. If a child wants to go to the toilet they put on the sash and wait for me to acknowledge them. They can then go to the loo. I know that a child is out of the room and only one child can go at a time.Contributed by Carole

At the beginning of school as I make the children’s packets that are full of information for the entire year, I make several extra and set aside for new students. Then, when I receive a new student I already have a packet ready to hand to the parents. Included in the packet is my business card that included our district website, school phone number and website, and my school email address.

Contributed by Sandy Lawrence.

http://www.teachingideas.co.uk/more/management/timesavingtips.htm

Lesson Plan for Essay WritingBy Bruce J. Martin, eHow Contributor

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The Essay is a Process

An effectively structured essay is fundamental to academic and career success as well as social advantage. Planning a lesson for any age group includes understanding the pattern, structure and organization, as well as providing sufficient examples to assist the writer in understanding writing standards. Allow the writers plenty of time to plan, write, revise and review so they can engage multiple learning styles and cognitive strengths.

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Essay Writing Exercises

How to Teach Writing Five Paragraph Essays

1. Examples and Rubricso Provide the students with a well-written or even a professional essay appropriate for the

age group and lead the writers in evaluating the sample for its strengths and weaknesses. Identify structure such as title, introduction paragraph, thesis statement, paragraphs and conclusion. Discuss what the purpose of the essay might be and how the writer successfully achieves his writing goals. Provide an example of a poorly written essay and discuss why this example does not succeed in its purpose. This would be a good time to provide the writers with your grading rubric to help them see how you will assess their end product.

Pre-writingo Demonstrate several strategies for pre-writing, including both visual and verbal methods.

Pre-writing enables a writer to identify as many ideas as possible for potential inclusion in the essay, as well as organizing ideas for an effective structure. Verbal pre-writes include brainstorming, T-charts, etc., while visual pre-writes can include thinking maps and Venn diagrams. Encourage the writer to consider multiple organization strategies even at this stage to best meet the purpose of the essay. The pre-write can show a chronological structure, argumentative pattern or thematic plan to the essay.

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Compositiono Demonstrate and assist the writers in composing sentences and paragraphs. Help the

writer with main idea sentences and supporting details in each paragraph and begin aiding the writer to follow the chosen pattern of development. Remind the writer that the composition stage is about getting ideas into paragraph form, and not on the important minutiae of editing.

Revising and Editingo This stage is a good one for peer review or whole-class review. A paragraph can be shared

with a classmate, or shown to the whole class for structured review and revision. Help the writer with the flow of ideas -- does the paragraph flow logically, or are some sentences out of place? Is the word choice appropriate, or can words and phrases be eliminated? Assist the writer in understanding that revision is not loss -- some writers feel that taking anything away from a sentence or changing the order of sentences within a paragraph means they are "doing it wrong." Instead revision should be a mentally challenging and

rewarding part of the writing process. Once your writers are ready to edit, provide them with sufficient number of dictionaries to assist with problematic spelling and word choice decisions. Assist the writers with formatting, including paragraph indentation, spacing and whatever other mechanical standards you have in place.

Self-reflectiono Allow the writers to assess their own end-product after they have published their essay,

either in print or electronically. Support self-reflection as a cognitive strategy so that the writer can evaluate their process and writing strengths and weaknesses. Allow them to review this self-reflection in their future writing assignments. Encourage the writer to be confident in their writing abilities by seeing their essay as a finished product and the end result of careful planning, organization, and careful revision.

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