37
Building Effective and Rewarding Classroom Experiences Secondary School Classroom Management and Co-teaching pp.153

Secondary School Classroom Management and Co-teaching

Embed Size (px)

DESCRIPTION

2013 Secondary School Classroom Management and Co-teaching lecture. EPIK teacher training 2013

Citation preview

Page 1: Secondary School Classroom Management  and Co-teaching

Building Effective and Rewarding Classroom Experiences

Secondary School Classroom Management and Co-teaching

pp.153

Page 2: Secondary School Classroom Management  and Co-teaching

• Introductions

• SSCM lecture and discussion

• Break

• Co-teaching lecture and discussion

• Questions/ Closing

Objective/ Schedule

Objective: To provide participants with SSCM* and co-teaching methodology along with strategies that can be adapted to your classroom situation.

* SSCM- Secondary School Classroom Management

Page 3: Secondary School Classroom Management  and Co-teaching

•Certified Teacher – U.S.A

•8yrs teaching experience 4yrs U.S. 4 yrs South Korea

•B.Sc. K-12 Music Education

•MRes- Educational and Social Research

• EPIK/ TaLK Teacher Trainer

•Assistant Professor of English at Gimcheon University

Daniel Moonasar

Who am I?

Page 4: Secondary School Classroom Management  and Co-teaching

•Certified Teachers?

• Education major undergraduates?

•Other major undergraduates

• Teaching experience?

•Visited South Korea before?

• Lived in South Korea before?

Who are you?

Page 5: Secondary School Classroom Management  and Co-teaching
Page 6: Secondary School Classroom Management  and Co-teaching

MenuSSCM main course: Building a Plan

Classroom Management Strategies Co-teaching

SSCM á la carte: Understanding Your Students Responsibility vs. Obedience

Building Relationships Motivations

Communication

Page 7: Secondary School Classroom Management  and Co-teaching

Group Discussion

Directions:

1. In your group discuss and answer Task 1 question.

2. Choose one reason you want to share.

3. When finished, we’ll share answers to the class.

pp.153

5 minutes

Page 8: Secondary School Classroom Management  and Co-teaching

Understanding Your Students

6 areas to understand about our students:

• Cognitive levels vs. age vs. experience• Formative, interim, and summative

assessment

1. Student Grade Level and Age

• Insight into student behavior

2. Socioeconomic Background

• Country, regional, family, small group, • Interaction with KET vs. NET

3. Culture

pp. 154-156

Page 9: Secondary School Classroom Management  and Co-teaching

Understanding Your Students

• May be difficult to find out• Paperwork and bureaucracy • Your language proficiency

4. Language Proficiency

• Awareness is growing• You need to seek out information• Discuss with co-teachers or special needs teacher

5. Special Needs

• Student, parental, school, and societal expectations

6. Expectations

6 areas to understand about our students:

pp. 154-156

Page 10: Secondary School Classroom Management  and Co-teaching

Building Relationships

Directions:

1. Individually answer Task 3 on p.156

2. In your groups discuss, “How did this affect your

experience in class?”

3. When finished, we’ll share answers.

pp. 156-157

5 minutes

Page 11: Secondary School Classroom Management  and Co-teaching

Building Relationshipspp. 156-156

Take the time to: -Find sincerity in your actions

-Greet/ say goodbye

-Know about school events

-Participate or attend school events

-Find out about their lives or feelings

Classroom Management

Successful and

Effective

classroom

Page 12: Secondary School Classroom Management  and Co-teaching

Obedience vs. Responsibility pp. 157-158

Obedience

Taught behavior

Induced by fear of extrinsic punishment

Convenient and easy but can inhibit personal growth, creativity, and critical thinking

Responsibility

Learned behavior

Induced by the intrinsic motivation to succeed or gain acceptance.

Extensive time is needed to learn but promotes personal growth, creativity, and critical thinking,

Page 13: Secondary School Classroom Management  and Co-teaching

Motivations pp. 158-159

• Comes from external stimuli.

• Motivating factors are external rewards

• Rewards provide satisfaction and pleasure that the task itself may not provide.

Extrinsic

• Comes from within the individual rather than from external stimuli.

• The motivation comes from the internal pleasure or fear one gets from interacting with the task. Intrinsi

c

Page 14: Secondary School Classroom Management  and Co-teaching

Motivations pp. 158-159

• Reward Examples: • Candy, prizes, break time, free time • Dismissal from class first, coupons or vouchers,

movies• Loss of privileges, loss of the above mentioned

items, staying after class

Extrinsic

• Reward Examples: • Feeling satisfied or capable, enjoying a task• Gaining confidence or self-esteem, self-

accomplishment, internal drive, • Feeling appreciated, self-competition

Intrinsic

Page 15: Secondary School Classroom Management  and Co-teaching

Building a Plan pp. 160-164

Month 1

Month 2

Months 3-5

Month 6

Months 7-10

Term Classroom Management Plan

Page 16: Secondary School Classroom Management  and Co-teaching

Building a Plan

Month 1

Month 2

Months 3-5

Month 6

Months 7-10

Term Classroom Management Plan• Meet with your co-teachers

• Explain to students and POST CLASSROOM RULES AND ROUTINES

• Setup the classroom to minimize non-educational disctractions

• Nametags, seating plan, number students, obtain test scores for grouping and assessment etc.

• Be strict by enforcing and reminding rules often.

• Do not make jokes (until you have a well established rapport with them).

• Make observations of student learning to use as a basis of ability levels, group, and student roles.

pp. 160-164

Page 17: Secondary School Classroom Management  and Co-teaching

Building a Plan

Month 1

Month 2

Months 3-5

Month 6

Months 7-10

Term Classroom Management Plan

• Review and enforce classroom routines and rules often.

• Observe students and if needed, make changes to the seating plan.

• Re-evaluate goals with student and begin differentiating assignments and work for the different ability levels of students.

pp. 160-164

Page 18: Secondary School Classroom Management  and Co-teaching

Building a Plan

Month 1

Month 2

Months 3-5

Month 6

Months 7-10

Term Classroom Management Plan

• Review and practice classroom routines.

• Progressively make student learning more challenging and open-ended.

• Provided more freedom and choice for student learning.

pp. 160-164

Page 19: Secondary School Classroom Management  and Co-teaching

Building a Plan

Month 1

Month 2

Months 3-5

Month 6

Months 7-10

Term Classroom Management Plan

• Students will be busy and stressed studying with tests and exams.

• Classes will be chaotic because of frequent changes and cancellations.

• Give less homework.

• Focus on review to help refresh student’s memory.

• Incorporate project based learning for students.

pp. 160-164

Page 20: Secondary School Classroom Management  and Co-teaching

Building a Plan

Month 1

Month 2

Months 3-5

Month 6

Months 7-10

Term Classroom Management Plan

• Remind students of rules and expectations at the start of a new semester.

• Re-vise class and individual goals.

• Choose a direction plan with students for student learning.  

pp. 160-164

Page 21: Secondary School Classroom Management  and Co-teaching

Classroom Management Strategies

The following strategies are framework for your own methods.

• Rules and Protocol

• Classroom Arrangement

• Assigned Seating

• Grouping Students and Roles

• Communication

pp. 162-165

Page 22: Secondary School Classroom Management  and Co-teaching

Rules and Protocol

• Foundations for encouraging classroom behavior

• Review regularly

• Make them concise, unambiguous, and encompassing

• Check with your co-teacher and school’s discipline plan before making.

Classroom Management Strategies pp. 162-165

Page 23: Secondary School Classroom Management  and Co-teaching

Classroom Arrangement

• Promotes: participation, concentration, and communication

• Change depending on effectiveness or mid-year.

Arrangements:

• Grouped tables

• U-shaped/ Hoarse Shoe

• Circle

• Semi circle

Classroom Management Strategies pp. 162-165

Page 24: Secondary School Classroom Management  and Co-teaching

Assigned Seating

Promotes:• An orderly classroom

• Behavior control

• Identify and group students

• Accurate grading and assessment

Classroom Management Strategies pp. 162-165

Page 25: Secondary School Classroom Management  and Co-teaching

Pros of Grouping Students

• Helps to organize the teacher’s workload

• Higher with lower level students can provide assistance

• Pairing students with contrasting personalities can encourage students to work together

Cons of Grouping Students

• Time intensive

• Can promote off task behavior

• Can be distracting to others

Classroom Management Strategies

Grouping Students: by ability levels, behavior, contrasting personalities, and or demographics can be challenging but extremely rewarding.

pp. 162-165

Page 26: Secondary School Classroom Management  and Co-teaching

Possible Project Roles

• Leader/Editor: Is in charge of organizing the final product of the project and making sure everyone is on task

• Recorder/Secretary: Takes notes during group meeting, keeps track of group paperwork and makes sure everyone has the same information.

• Checker: Is in charge of checking the accuracy of all information written or spoken.

• Spokesperson: Is responsible for representing the group in classroom discussions, updating the teacher and/or reporting any issues or problems to the leader or teacher.

Possible Discussion Roles

• Facilitator/Encourager: Is in charge or starting and keeping the discussion moving.

• Timekeeper: Is in charge of making sure the group is staying within the time limit and finishing on time.

• Summarizer: Is in charge of summarizing the group’s discussion into a manageable and understandable.

• Reflector: Is responsible for making sure that the original speaker’s message is coming out the way they want it to.

• Elaborator: Is responsible for seeking out connections and/or continuity within the discussion.

Classroom Management Strategies

Group Roles: pp. 162-165

Page 27: Secondary School Classroom Management  and Co-teaching

Communication

• Most overlooked classroom management strategies

• Students who don’t understand or do not receive clear instructions are more likely to have behavioral issues or create commotion as they attempt to figure out what is going on.

• Both verbal and non-verbal

Classroom Management Strategies pp. 162-165

Page 28: Secondary School Classroom Management  and Co-teaching

Communication

• Speak slowly

• Using clear, simple, and concise English

• Using consistent repetitive classroom language

• Not using idioms, jokes, or verbal crutches i.e. “uh, oh, like, hmm, ok, etc.”

• Gesturing while speaking (controlled and intentional gesturing)

• Non-verbal communication, i.e. using your eyes, facial expressions, body gesturing, proximity and cueing

• Using names

• Using assertive language- “I want you to…” “I need you to…”

Classroom Management Strategies pp. 162-165

Page 29: Secondary School Classroom Management  and Co-teaching

In South Korea, EFL co-teaching serves two primary func-tions.

• By law a Korean teacher must be in the classroom

• It delivers instruction through the utilization of two or more instructors.

Co-teachingp. 166

Page 30: Secondary School Classroom Management  and Co-teaching

Co-teaching should be…

Agreed upon and shared responsibility of:

• Classroom management

• Assessment

• Planning

• Accountability

• Communication to students and co-teachers

Co-teaching should be…

One teacher:

• Does all lesson planning

• Delivers all instruction

• Solely assess and grades students

• Does not attend the full length of the class

• Attends class periodically

Co-teachingp. 167Ideal Characteristics of Co-teaching

Page 31: Secondary School Classroom Management  and Co-teaching

Co-teaching should be…

Agreed upon and shared responsibility of:

• Classroom management

• Assessment

• Planning

• Accountability

• Communication to students and co-teachers

• Reducing student teacher ratios

Co-teaching should be…

One teacher:

• Does all lesson planning

• Delivers all instruction

• Solely assess and grades students

• Does not attend the full length of the class

• Attends class periodically

Co-teachingpp. 167Ideal Characteristics of Co-teaching

Page 32: Secondary School Classroom Management  and Co-teaching

Co-teachingpp. 169Co-teaching Models

One Teaching- One ObservingDescription

One teacher delivers instruction while the other observes

AdvantagesWorks well with new teachers Allows time for teachers to connect styles and methods

Give time to observe students

Minimal joint planning required

DisadvantageUnintentional hierarchy perceived by students

Imbalanced roles

Page 33: Secondary School Classroom Management  and Co-teaching

Co-teachingpp. 170Co-teaching Models

One Teaching- One Assisting Description

One teacher delivers instruction the other

is responsible for assisting students

AdvantagesWorks well with new teachers  Allows time for teachers to connect styles and methods Students who need extra help accommodated for

Classroom management

DisadvantageUnintentional hierarchy perceived by students

Assisting teacher can be a distraction

Students can become dependent on the assisting teacher

Imbalanced roles

Page 34: Secondary School Classroom Management  and Co-teaching

Co-teachingpp. 170Co-teaching Models

Station TeachingDescription

Both teachers divide instruction, then switch groups.

Advantages

Lowers student to teacher ratio

Promotes participation

Students who needs extra help are accommodated

Supports various learning styles

Disadvantage

Noisy and lot’s of movement

More joint planning

Possibility for confusion

Page 35: Secondary School Classroom Management  and Co-teaching

Co-teachingpp. 170Co-teaching Models

ParallelDescription

Students are divided. Each teacher delivers same content at the same time

Advantages

Lowers student teacher ratio

Promotes participation

Works well for drilling, review, or practice

Disadvantage

Noisy and lot’s of movement

More joint planning

Teachers must be confortable with each other

Possibility for confusion

Page 36: Secondary School Classroom Management  and Co-teaching

Co-teachingpp. 170Co-teaching Models

Team/Tag TeacherDescription

One teacher in charge of large group, one teacher in charge of a smaller group

Advantages

Students who needs extra help are

accommodated

Accommodates varying learning style

Allows for re-teaching, tutoring, or enrichment

Disadvantage

Unintentional hierarchy perceived by students

Can stigmatize smaller group

More joint planning

Page 37: Secondary School Classroom Management  and Co-teaching

Feedback and Questions

My email address: [email protected]

http://www.waygook.org/

http://www.eflclassroom.com