Whole Class Management Ideas.
Before you can involve your students in cooperative learning activities or other active engagement lessons, you'll need to establish clear procedures for classroom management. Feel free to tweak the strategies below to make them work for you!
Establish Procedures - Good classroom management is essential to effective cooperative learning. You'll need to have a clearly defined set of procedures so that the kids know your expectations. Don't even try to implement the "fun" teambuilders and classbuilders described in the next section unless you have a good grasp of classroom management. Think through every aspect of the day, to include use of restrooms, lining up for lunch, morning routines, dismissal procedures, etc. Ask a veteran teacher for ideas on managing these day-to-day routines effectively.
Create Classroom Rules - Involve your class in discussing the importance of rules and creating a set of class rules. Refer to the PDF file entitled Creating Classroom Rules for some ideas about how to do this in a cooperative classroom.
Use the Stoplight Management System or another effective whole-class management strategy - If you teach elementary school, you might want to look at the Stoplight Management System description on my website. I have used this management system with great success for about 10 years.
Implement a Quiet Signal - You'll need to have a fool-proof Quiet Signal. You can have a hand signal, a bell, a clicker, or even a rainstick! You need something that can get the students' attention in 3 to 5 seconds.
Work Zone Strategy - This simple technique gives students a visual to show your noise level expectations for specific activities. Use a large sheet of red, yellow, and green construction paper to simulate each color of a stop light. Write the words on each color as shown in the illustration. (Red - No Talking, Yellow - Whisper Voices, Green - Inside Voices). Introduce the Work Zone posters and discuss your expectations for different types of activities. Brainstorm situations that might be appropriate for each color. When you post one of the signs, say something like, "Our Work Zone color right now is yellow. You may use whisper voices to discuss how we use math in every day life." If students don't respect the Work Zone limits, have them pull a tag on your Stoplight board or use your existing management system. The colors just provide a visual reminder of your expectations. Assign a student to change it when you verbally signal a chance in acceptable noise levels.
Erase-a-Letter Strategy - If you feel your class is too noisy during cooperative learning activities, there are ways to teach them to control their noise level. Just use the Erase-a-Letter technique. Before you start a CL activity, write the word STOP on the board. Teach them how to whisper and how whispering sounds different from regular voices. After that, erase a letter from the word STOP on the board every time you hear anything above a whisper. When they lose all their letters, put an end to the CL activity and immediately move into individual seatwork. Let them know that if they want to do the CL activities they will have to work more quietly. About an hour later (or the next day if you don't have the kids all day), try another CL activity. If you reinforce this consistently, you'll find you can really manage the noise level.
Raffle Ticket Reward System - Sometimes students get into bad habits like blurting out comments or getting out of their seats without permission. They need something tangible to remind them to follow the classroom procedures. I have found that using raffle tickets helps tremendously. I give students 2 raffle tickets to start the day. They can't write their names on their tickets until the end of the day. If they break a classroom rule, I take a ticket. If they lose both tickets, the next time they disrupt the class, they have to pull a tag on the Stoplight board (described above). Students can also earn tickets for staying on task or doing excellent work. At the end of the day, I collect all tickets and do a drawing for a small prize, class money, or a treat. Friday is popcorn day - I pop a bag of microwave popcorn and draw out tickets to see who will share the popcorn. I keep the tickets all week and get rid of them Friday afternoon. You might not want to use this all year, but it does help students become aware of the frequency of their disruptive behaviors.
Behavior Reflections Form - This graphic organizer can help students determine the causes and effects of their disruptive behavior. Behavior Reflections Form - This graphic organizer can help students determine the causes and effects of their disruptive behavior.
Read more at http://www.lauracandler.com/strategies/classmanage.php
http://www.languagecorpsasia.com
Monday, July 16, 2012
Sunday, July 15, 2012
Two Children in Every Classroom Go Hungry
Two Children in Every Classroom Go Hungry as Neglect Takes its Toll.
Two children in every school class are going hungry because their parents fail to provide proper meals, according to new research.
An estimated one million children in the UK now live in homes without enough to eat, according to the study by the parenting website Netmums and the child welfare charity Kids Company.
The charity has reported a rise of 233 per cent in the last 12 months in children using its services for their only meal of the day. Those children have an average age of just 10.
Camila Batmanghelidjh, the founder of Kids Company, said: "We are seeing a lot more children struggling to get hold of food. We have kids who were so starving they stole frozen meat from a flat they visited and they ate it raw. We're seeing effectively responsible parents who are just not managing to have food in the house.
"Children don't have a public voice so they can't tell us. We have a collective responsibility to make sure every child has enough to eat.
This is something as a society we can solve if we want to and change children's future for the better."
Almost a quarter of parents (24 per cent) reported knowing of children in their local area who do not have enough to eat. Just under a third (29 per cent) said they had seen an increase in children going hungry over the last two years.
The problem is most severe in inner cities but children all around the UK are struggling to get enough to eat because of chaotic parenting and chronic neglect. Three in five (62 per cent) parents know local families where children are going hungry because their parents cannot afford to buy all the food they need, while more than half (56 per cent) are aware of parents whose abuse of drugs or alcohol means they are not feeding their children.
In some areas 88 per cent of head teachers surveyed said poor nutrition was having a damaging impact in their school. One in four inner city schools said three-quarters of all pupils were affected by lack of food.
The study also found that children from homes that were short of food were now missing almost half their weekly meals.
On average, children from such homes eat just 10 meals a week – rather than the 21 meals a week that they need to stay healthy.
The Netmums survey questioned 1,116 people between June 18 and 22.
Read more at http://www.independent.co.uk/news/education/education-news/two-children-in-every-classroom-go-hungry-as-neglect-takes-its-toll-7912679.html
http://www.languagecorpsasia.com
Two children in every school class are going hungry because their parents fail to provide proper meals, according to new research.
An estimated one million children in the UK now live in homes without enough to eat, according to the study by the parenting website Netmums and the child welfare charity Kids Company.
The charity has reported a rise of 233 per cent in the last 12 months in children using its services for their only meal of the day. Those children have an average age of just 10.
Camila Batmanghelidjh, the founder of Kids Company, said: "We are seeing a lot more children struggling to get hold of food. We have kids who were so starving they stole frozen meat from a flat they visited and they ate it raw. We're seeing effectively responsible parents who are just not managing to have food in the house.
"Children don't have a public voice so they can't tell us. We have a collective responsibility to make sure every child has enough to eat.
This is something as a society we can solve if we want to and change children's future for the better."
Almost a quarter of parents (24 per cent) reported knowing of children in their local area who do not have enough to eat. Just under a third (29 per cent) said they had seen an increase in children going hungry over the last two years.
The problem is most severe in inner cities but children all around the UK are struggling to get enough to eat because of chaotic parenting and chronic neglect. Three in five (62 per cent) parents know local families where children are going hungry because their parents cannot afford to buy all the food they need, while more than half (56 per cent) are aware of parents whose abuse of drugs or alcohol means they are not feeding their children.
In some areas 88 per cent of head teachers surveyed said poor nutrition was having a damaging impact in their school. One in four inner city schools said three-quarters of all pupils were affected by lack of food.
The study also found that children from homes that were short of food were now missing almost half their weekly meals.
On average, children from such homes eat just 10 meals a week – rather than the 21 meals a week that they need to stay healthy.
The Netmums survey questioned 1,116 people between June 18 and 22.
Read more at http://www.independent.co.uk/news/education/education-news/two-children-in-every-classroom-go-hungry-as-neglect-takes-its-toll-7912679.html
http://www.languagecorpsasia.com
Saturday, July 14, 2012
The Power of Routine PART 2- Classroom Management Tricks that Work with Young Learners
The Power of Routine Part 2: Classroom Management Tricks that Work with Young Learners.
Quiet, please
Reprimanding the students who misbehave is essential but it isn’t motivational. You may say one name a hundred times during the lesson and nothing happens. You do it automatically, the child may not even notice, there is no improvement and there are no consequences.
* I-know-when-to-be-quiet kite works on the basis of the rule Catch Them Being Good. Prepare with your students a colourful kite and write there “I know when to be quiet”. Make a long tail of that kite and decorate it with paper bows, each with a student’s name. During the lesson look for students whose behaviour is exceptional. Instead of just saying “well done” appreciate them by decorating their bow with a sticker or a marker stamp. Make sure students know the moment when they are rewarded. Such a kite helps you to monitor the overall class behaviour, it is also a visual sign for parents how their child behaves during English lessons.
* Wooden clothes pegs might help you to manage your class noise level. Prepare a large circle divided into three parts: green – “I am quiet”, yellow – “Please, be quiet”, red – “You are too loud” and hang it in a visible place in the classroom. Take a black marker and write students’ names on the clothes peg. Start by placing all the pegs on the green area and then during the lesson reprimand the noisy students and place their pegs first on yellow and then, if there is no improvement, on red parts of the circle. Write down all the names of the students whose pegs remain on the red area when the lesson finishes. Think of appropriate consequences if the situation repeats, for example a note to parents or a minus at the end of the notebook.
* Defeat the creature is a technique to make everyone quiet without saying “be quiet” all the time. On the board draw a monster or a strange creature resembling a caterpillar with a head and five body parts. Explain the rules: if the class work quietly, you will secretly erase one body part but if they are rowdy you will add a body part. If all the body parts are erased and only the body is left then the class can choose an activity they would like to do at the beginning of the next lesson.
Choosing students
I teach over 60 students aged 6 to 10. It’s a lot but I know there are teachers who teach many more. All these children want special treatment and appreciation for their efforts and my memory isn’t good enough for all that. Sometimes I need one student to help me distribute a copy of an exercise and they all look at me imploringly. I choose one person and half of them are always disappointed and ask “Can it be me next time?” and I just say “Yes”, and during the next lesson I am not able to remember who it should be. And nothing is worse than broken promises.
These are a few hints that may help you deal with that problem:
* Use counting rhymes such as
Eeny, meeny, miny, moe,
Catch a tiger by the toe.
If he hollers let him go,
Eeny, meeny, miny, moe
Bubblegum, bubblegum,
In a dish,
How many pieces,
Do you wish?
Mickey mouse built a house.
How many bricks did he use?
The child who you point when saying “use” or “wish” in the two last rhymes says a number. Then count in any direction or count every second person. This eliminates a situation when students try to calculate to be chosen.
* Prepare one set of popsicle sticks or wooden spatulas (used by doctors to examine the throat) for every class you teach. Write students’ names on them and place them in a plastic cup or a jar. Whenever you need one person just take a popsicle stick out of the cup. To make it fair set apart the popsicle sticks of children who have already been chosen. It gives everyone a chance to be picked by the teacher.
* Who will clean the board? Who will distribute photocopied exercises? Who will sit next to the teacher in the circle? Picking one student means hurting five others. Class jobs chart eliminates such dilemmas. Think of all the jobs that are important for you during the lesson such as:
- Circle Buddy (two students who sit next to the teacher in the circle)
- Team Leader (two or three students who will be the leaders of the teams in a game)
- Paper Passer (distributes the photocopies)
- Board Eraser (cleans the board)
- Assistant (does the job of someone who is absent)
- On Holiday (has no job)
It’s best to have as many jobs as there are students in the class. One job such as a Circle Buddy should be always done by two students. Prepare a big poster with little paper pockets for each job. Then cut out the outlines of people (you can find them on the Internet) and on each one write a student’s name. Place student’s templates in the job chart’s pockets and rotate them every week.
* Picking somebody from the reward board works both as a motivator for better behaviour and as a help in choosing students. Prepare a big sign “Reward board” and hang it always in the same part of the board. When you notice a student working well write their name there. You might add the same student’s name a few times during one lesson. Later when you need a student for a special task just pick one name from that list.
Homework checking
Checking homework is time consuming no matter if you read at home 25 essays or just have a quick look at students’ workbooks during the lesson. Nevertheless, I believe in assigning homework and even more in checking it.
* If I give homework it must be done. If they forget to do it they should show it to me during the next lesson. Simple? But not in practice. How to remember who hasn’t done it previously? Write notes and then lose them? To avoid problems with homework checking try this: Each student has their own name written on the popsicle stick (a different set than for choosing students, can be marked with a different colour) and there are three plastic cups labelled: Homework, I’ve done homework and I haven’t done homework. At the beginning all the names are in the “homework” cup, then students at the beginning of the lesson place their popsicle stick in the proper cup depending whether or not they have done their homework. Those who are absent are left in the “homework” cup. Start the next lesson with the outstanding homework and then proceed with the new homework checking. If someone hasn’t done the same homework twice write a short note for parents or information in their notebooks “Please do your homework!”.
* Squeezing between the desks to have a look at the workbooks is complicated and you lose eye contact with the whole class. Sit at the teacher’s desk and ask students to come to you, stand in a line and wait with their notebooks or workbooks. Call them row by row as it eliminates long queues. Plan what the rest should do at that time. They might open the book and read or look at a picture story, they might revise words in pairs by naming pictures which hang on the board, they might listen to a story or a song from the previous lesson.
Secret worker, secret walker, secret singer
To make sure everyone cares and does their best I choose a secret worker – one person for a week. I never tell my class who it is. I only say I will observe this student all the time and if s/he works well s/he will get a ‘certificate of secret worker’ at the end of the week. You can find great ready-made certificates such as award ribbons at http://www.123certificates.com/ or www.senteacher.org/wk/certificates.php.
I also use other secret helpers such as ‘secret singer’ – when we sing a song I pick one person and observe him/ her singing. I am also responsible for taking my students downstairs after the end of lessons. It’s extremely hard for me to manage them walking in pairs, quietly without jumping or pushing. So every time I do that I say that I choose a secret walker and will watch that person going downstairs. They never know who it is so they all try to walk slowly and quietly. At the end I reveal the secret walker who scores a plus for his/her team if s/he walked calmly.
Rewards
* Place an empty jar in a visible place in the classroom and have a bag full of glass marbles ready. When you see your students work hard place a marble in the jar. A full jar means a special prize for the whole class. My third graders are collecting marbles and when their jar is full we will make a film or a photo story with Lego bricks. They just can’t wait to do it!
* Instead of marbles you may fill up the jar with sweets. When it’s full you can eat them all together.
* At the beginning of the week write the word SURPRISE on the board if you see kids misbehave during the class, walk to the board and without a word erase the first letter. If their behaviour improves add the letter again. If the class has the whole word at the end of the week they get a surprise at the first lesson in the new week, for example we play a game. Similarly, write the letter B on the board and when they work well or are quiet add letters to make BRAVO. If they get the whole word on one lesson or in one week they can choose a game to play.
* Hang a one-meter long piece of string in the class. On one side of the string attach a picture of a hedgehog with a clothes peg. On the other side attach a blown-up red balloon and a picture of an apple. Inside the balloon place a surprise – a piece of paper with the class favourite activity. Lesson after lesson, if the students behave and work well, the hedgehog moves closer to the apple. When it finally reaches it, pop the balloon to see what prize is waiting for us.
* To appreciate students’ efforts to speak English during the lesson, prepare a picture of an apple tree full of apples. If you notice a student trying to ask you or a friend about something in English write their name on one of the apples. The moment the tree is full of apples with names organise an English party in the class with cake and quizzes. Don’t forget to praise the children whose names appear most often on the tree. You might even send a note to the parents appreciating their child’s efforts.
* If you notice a praiseworthy behaviour, write that student’s name on a small piece of paper and place it a box. At the end of the week pick one slip of paper from that box. The name of the chosen student will hang on the special place of board for the whole week.
Classroom management doesn’t have to be boring, it might be entertaining, motivating and enjoyable. But it requires time so be prepared that you won’t change everything in one lesson. You won’t also be able to improve your students’ behaviour if you fail to be consistent. However, if you devote some of your time, energy and patience to establishing routines miracles will happen!
Read more at http://promo.oupe.es/oxfordprimarymagazine/2012/05/01/the-power-of-routine-part-2-classroom-management-tricks-that-work-with-young-learners/
http://www.languagecorpsasia.com
Quiet, please
Reprimanding the students who misbehave is essential but it isn’t motivational. You may say one name a hundred times during the lesson and nothing happens. You do it automatically, the child may not even notice, there is no improvement and there are no consequences.
* I-know-when-to-be-quiet kite works on the basis of the rule Catch Them Being Good. Prepare with your students a colourful kite and write there “I know when to be quiet”. Make a long tail of that kite and decorate it with paper bows, each with a student’s name. During the lesson look for students whose behaviour is exceptional. Instead of just saying “well done” appreciate them by decorating their bow with a sticker or a marker stamp. Make sure students know the moment when they are rewarded. Such a kite helps you to monitor the overall class behaviour, it is also a visual sign for parents how their child behaves during English lessons.
* Wooden clothes pegs might help you to manage your class noise level. Prepare a large circle divided into three parts: green – “I am quiet”, yellow – “Please, be quiet”, red – “You are too loud” and hang it in a visible place in the classroom. Take a black marker and write students’ names on the clothes peg. Start by placing all the pegs on the green area and then during the lesson reprimand the noisy students and place their pegs first on yellow and then, if there is no improvement, on red parts of the circle. Write down all the names of the students whose pegs remain on the red area when the lesson finishes. Think of appropriate consequences if the situation repeats, for example a note to parents or a minus at the end of the notebook.
* Defeat the creature is a technique to make everyone quiet without saying “be quiet” all the time. On the board draw a monster or a strange creature resembling a caterpillar with a head and five body parts. Explain the rules: if the class work quietly, you will secretly erase one body part but if they are rowdy you will add a body part. If all the body parts are erased and only the body is left then the class can choose an activity they would like to do at the beginning of the next lesson.
Choosing students
I teach over 60 students aged 6 to 10. It’s a lot but I know there are teachers who teach many more. All these children want special treatment and appreciation for their efforts and my memory isn’t good enough for all that. Sometimes I need one student to help me distribute a copy of an exercise and they all look at me imploringly. I choose one person and half of them are always disappointed and ask “Can it be me next time?” and I just say “Yes”, and during the next lesson I am not able to remember who it should be. And nothing is worse than broken promises.
These are a few hints that may help you deal with that problem:
* Use counting rhymes such as
Eeny, meeny, miny, moe,
Catch a tiger by the toe.
If he hollers let him go,
Eeny, meeny, miny, moe
Bubblegum, bubblegum,
In a dish,
How many pieces,
Do you wish?
Mickey mouse built a house.
How many bricks did he use?
The child who you point when saying “use” or “wish” in the two last rhymes says a number. Then count in any direction or count every second person. This eliminates a situation when students try to calculate to be chosen.
* Prepare one set of popsicle sticks or wooden spatulas (used by doctors to examine the throat) for every class you teach. Write students’ names on them and place them in a plastic cup or a jar. Whenever you need one person just take a popsicle stick out of the cup. To make it fair set apart the popsicle sticks of children who have already been chosen. It gives everyone a chance to be picked by the teacher.
* Who will clean the board? Who will distribute photocopied exercises? Who will sit next to the teacher in the circle? Picking one student means hurting five others. Class jobs chart eliminates such dilemmas. Think of all the jobs that are important for you during the lesson such as:
- Circle Buddy (two students who sit next to the teacher in the circle)
- Team Leader (two or three students who will be the leaders of the teams in a game)
- Paper Passer (distributes the photocopies)
- Board Eraser (cleans the board)
- Assistant (does the job of someone who is absent)
- On Holiday (has no job)
It’s best to have as many jobs as there are students in the class. One job such as a Circle Buddy should be always done by two students. Prepare a big poster with little paper pockets for each job. Then cut out the outlines of people (you can find them on the Internet) and on each one write a student’s name. Place student’s templates in the job chart’s pockets and rotate them every week.
* Picking somebody from the reward board works both as a motivator for better behaviour and as a help in choosing students. Prepare a big sign “Reward board” and hang it always in the same part of the board. When you notice a student working well write their name there. You might add the same student’s name a few times during one lesson. Later when you need a student for a special task just pick one name from that list.
Homework checking
Checking homework is time consuming no matter if you read at home 25 essays or just have a quick look at students’ workbooks during the lesson. Nevertheless, I believe in assigning homework and even more in checking it.
* If I give homework it must be done. If they forget to do it they should show it to me during the next lesson. Simple? But not in practice. How to remember who hasn’t done it previously? Write notes and then lose them? To avoid problems with homework checking try this: Each student has their own name written on the popsicle stick (a different set than for choosing students, can be marked with a different colour) and there are three plastic cups labelled: Homework, I’ve done homework and I haven’t done homework. At the beginning all the names are in the “homework” cup, then students at the beginning of the lesson place their popsicle stick in the proper cup depending whether or not they have done their homework. Those who are absent are left in the “homework” cup. Start the next lesson with the outstanding homework and then proceed with the new homework checking. If someone hasn’t done the same homework twice write a short note for parents or information in their notebooks “Please do your homework!”.
* Squeezing between the desks to have a look at the workbooks is complicated and you lose eye contact with the whole class. Sit at the teacher’s desk and ask students to come to you, stand in a line and wait with their notebooks or workbooks. Call them row by row as it eliminates long queues. Plan what the rest should do at that time. They might open the book and read or look at a picture story, they might revise words in pairs by naming pictures which hang on the board, they might listen to a story or a song from the previous lesson.
Secret worker, secret walker, secret singer
To make sure everyone cares and does their best I choose a secret worker – one person for a week. I never tell my class who it is. I only say I will observe this student all the time and if s/he works well s/he will get a ‘certificate of secret worker’ at the end of the week. You can find great ready-made certificates such as award ribbons at http://www.123certificates.com/ or www.senteacher.org/wk/certificates.php.
I also use other secret helpers such as ‘secret singer’ – when we sing a song I pick one person and observe him/ her singing. I am also responsible for taking my students downstairs after the end of lessons. It’s extremely hard for me to manage them walking in pairs, quietly without jumping or pushing. So every time I do that I say that I choose a secret walker and will watch that person going downstairs. They never know who it is so they all try to walk slowly and quietly. At the end I reveal the secret walker who scores a plus for his/her team if s/he walked calmly.
Rewards
* Place an empty jar in a visible place in the classroom and have a bag full of glass marbles ready. When you see your students work hard place a marble in the jar. A full jar means a special prize for the whole class. My third graders are collecting marbles and when their jar is full we will make a film or a photo story with Lego bricks. They just can’t wait to do it!
* Instead of marbles you may fill up the jar with sweets. When it’s full you can eat them all together.
* At the beginning of the week write the word SURPRISE on the board if you see kids misbehave during the class, walk to the board and without a word erase the first letter. If their behaviour improves add the letter again. If the class has the whole word at the end of the week they get a surprise at the first lesson in the new week, for example we play a game. Similarly, write the letter B on the board and when they work well or are quiet add letters to make BRAVO. If they get the whole word on one lesson or in one week they can choose a game to play.
* Hang a one-meter long piece of string in the class. On one side of the string attach a picture of a hedgehog with a clothes peg. On the other side attach a blown-up red balloon and a picture of an apple. Inside the balloon place a surprise – a piece of paper with the class favourite activity. Lesson after lesson, if the students behave and work well, the hedgehog moves closer to the apple. When it finally reaches it, pop the balloon to see what prize is waiting for us.
* To appreciate students’ efforts to speak English during the lesson, prepare a picture of an apple tree full of apples. If you notice a student trying to ask you or a friend about something in English write their name on one of the apples. The moment the tree is full of apples with names organise an English party in the class with cake and quizzes. Don’t forget to praise the children whose names appear most often on the tree. You might even send a note to the parents appreciating their child’s efforts.
* If you notice a praiseworthy behaviour, write that student’s name on a small piece of paper and place it a box. At the end of the week pick one slip of paper from that box. The name of the chosen student will hang on the special place of board for the whole week.
Classroom management doesn’t have to be boring, it might be entertaining, motivating and enjoyable. But it requires time so be prepared that you won’t change everything in one lesson. You won’t also be able to improve your students’ behaviour if you fail to be consistent. However, if you devote some of your time, energy and patience to establishing routines miracles will happen!
Read more at http://promo.oupe.es/oxfordprimarymagazine/2012/05/01/the-power-of-routine-part-2-classroom-management-tricks-that-work-with-young-learners/
http://www.languagecorpsasia.com
Friday, July 13, 2012
The Power of Routine PART 1- Classroom Management Tricks that Work with Young Learners
The Power of Routine PART 1: Classroom Management Tricks that Work with Young Learners.
Have you ever thought about an ideal class of young learners? Let’s get carried away and imagine what it could be like…
* Students try to speak English during the lesson
* Their desks are clean and neatly organised
* They never get distracted by the surrounding objects or people: they don’t play with toys or stationeries, they don’t talk to their friends
* They pay attention and listen to instructions
* There are no fights or tears when you choose one person to answer the question
* They work quietly
* They remember to go to the toilet before the lesson starts
* They always do their homework and never forget to bring their books
* They are motivated and willing to participate
Teachers working with kindergarten or primary children often express their feeling of dissatisfaction. Although they are well-prepared and full of ideas their lessons fall into pieces. Why? Maybe because teaching children means facing a reality where they tend to behave just the opposite to the list presented above. Unsurprisingly, successful lessons with young learners require getting them into classroom routines first. Only then can you follow with “Hello, what’s your name?” So spend as much time as you need to drill the behaviour patterns to make the dream of an ideal class come true (or almost true).
The first steps of classroom management
Effective classroom management takes time and requires consistence. It’s a process which needs to be well-planned to bring expected, or nearly expected, results. So before you rush into the classroom with your new vision sit down, have a cup of tea/coffee, analyse, reflect and draw conclusions.
1. Think what bothers you – it might be the noise level, the lack of attention, uncooperative behaviour.
2. Picture in your mind what change in behaviour you expect. Visualise in detail how the class should behave or what your lesson and the classroom should look like.
3. Choose one of the methods and decide how to use it in your classroom. Buy necessary gadgets, prepare posters or pictures. Make it work like a system: think of the consequences for breaking the rules and rewards for following them.
4. Explain the rules in the class: make it clear what you expect, show what it means if you stick to or disregard the new rules. Then drill them, rehearse them, play with them.
5. Apply the new routines daily, with every minute of your lesson. Be prepared to sacrifice a lot of your valuable teaching time at first. Gradually you will notice the benefits they bring and how automatic they have become.
Classroom management with young learner can and even should be creative, colourful and interesting. The best way to motivate children to change their behaviour is to treat the routine as another fun activity. These are a few ideas how to deal with the most common classroom management problems.
Train Carriages Race
The easiest way to start fresh with classroom routines is to introduce a comprehensive system. A system which has clear rules, explains rewards and consequences and leaves no room for exceptions. It will help you to solve or minimalise all the problems at the same time.
Step one: before the lesson
Prepare a list of labelled laminated images representing the key issues in the classroom, for example:
1. quite
2. clean desk
3. listen to teacher
4. work hard
5. change places / tasks quickly
6. homework
7. helpful and friendly
Step two: during the first lesson
Divide the class into three – four teams according to the rows they sit in. Assign a colour for each team and give them a train carriage in their colour. You can use colouring pages from the Internet such as http://www.coloring-pages-book-for-kids-boys.com/train-coloring-sheet.html. Then ask students to cut it out and write their names on the carriage.
Step three: during every lesson
At the beginning of every lesson attach these laminated pictures to the board. Prepare chalk/markers in the colours representing each team. Whenever you see they work nicely put a plus in their colour next to appropriate picture. Make sure you give points for keeping desks clean, sitting on the carpet without elbowing and quarrels who will sit next to the teacher. If, on the other hand, you spot they are rowdy or break the rules don’t say anything, just walk towards the board with the chalk and wait a second or two. If it doesn’t help add minuses.
Step four: at the end of each lesson
Finish the lesson two minutes earlier and spend this time summing up their behaviour. Count up all the pluses and minuses. And then rearrange the train carriages on the classroom display. The team with most pluses is the first followed by carriages with fewer pluses.
Step five: benefits
The system will only work well if it is tempting enough. That is why I use an extended version. If a team gets five pluses during one lesson I make a decorative hole (with a special punch) in their train carriage. Even if they later lose their first position the special hole is there forever and anyone visiting the classroom can see how they work during the lessons. When the team has two holes on their carriage I write a short note of praise for parents. Collecting five holes means that the whole team can choose a fun activity for the last 15 minutes of the lesson.
Keeping desks clean
Keeping a clean desk in a primary school is a serious issue as children spend half of their day in the same classroom. So when an English lesson starts at quarter to twelve you can’t believe your eyes: open fold out pencil cases with all the precious things lying around in a nice disarrangement, half eaten sandwiches, bottles of juice, projects, pictures, enormous soft toys, collections of Pet Shop toys or Lego Star Wars bricks, books on all subjects. And English books are still in the school bag! The problem is not so much in having all those things on the desk but in children being constantly engaged in touching, playing with or showing them to friends. Start waging a war against cluttered desks and in a split second you will be pleasantly surprised that a few tricks may work like magic.
* The train system is a constant reminder to keep everything clean and organised. Check the desks a few times during the lesson and give pluses or minuses.
* Start a lesson with a clean-up song. It’s best to have something energetic and catchy. A good choice is Indiana Jones theme or 2010 FIFA World Cup anthem “Wavin flag” by K’naan. Play the song and it will be the signal to get organised, take out their English books, put unnecessary things away, place everything in one corner of the desk and close the pencil cases (in the first or second grade I strongly oppose to keeping pencil cases open because they are the temptation children can’t resist!).
* A clean desk fairy might unexpectedly pay a visit and reward the neatly organised desks with a sweet or her own picture (find suitable stickers or images on the Internet) which children stick at the end of their English notebook.
* Sometimes these are not the desks that are the problem but the general mess: school bags in the middle of the class, pieces of paper or tissues on the floor. Think of a place in the classroom which looks messy or disorganised, for example an apple core lying on the floor by the bin. Play the song and say “There is a “mystery spot” which needs to be clean again”. Children start cleaning and whoever finds the mystery spot gets a plus/point for his/her team.
Attention getters
I used to believe my voice is strong enough to make the whole class quiet. During the first lesson I realised that the more I raised my voice the louder they were. Actually it’s not the power of voice that counts (though it is helpful) but the routines which get their attention and make them concentrate.
Use a variety of objects which instantly make everyone quiet such as whistles, wooden castanets, bells, tambourines, rattles, maracas. Most of these can be bought at school supply stores or music shops and are relatively cheap. They are easily heard and you may create the whole system, for example one bell ring means look at me, listen and don’t move, two bell rings: close your books and organise your desks, three bell rings: sit on the carpet.
You may also use chants which are extremely useful and effective as they keep the kids engaged.
Teacher: Hands on top (children raise their hands and put them on their heads)Students: Everybody stopThis chant works like magic because putting hands up means that you can’t hold crayons, pens, pencils, toys etc at the same time.T: If you’re listening clap your handsSs: (clap their hands)T: If you’re listening touch your nose Ss (touch your nose)It’s not a chant but it works in the same stimulus – response way. You can clearly see when children join in with the actions. You can add more actions or repeat the previous ones until you are absolutely sure you have everyone’s attention. That activity works really well as children feel a natural desire to join in when something is happening.T: One, two, three eyes one meSs: One, two eyes on you
T: One, two
Ss: Eyes on you
T: Three, four
Ss: Talk no more
T: Ready to rock
Ss: Ready to roll
T: Hocus Pocus, everybody
Ss: Focus
T: Macaroni and Cheese, everybody
Ss: Freeze
You might try a technique introduced by Harry K. Wong called “Give me Five” where each finger represents a desired type of behaviour starting with the pinky: eyes on speaker, mouth quiet, body still, hands free, listen. Prepare a poster with a hand and pictures illustrating what type of behaviour each finger represents and hang in the classroom. Students might also trace the shape of their hands and decorate the fingers with pictures symbolising each rule. When you want to get students’ attention say Give me Five and go finger by finger saying One – eyes on speaker and so on. After every finger, make a short pause and check if students actually perform the action. When children are more familiar with the technique it’s enough to say Give me five 1, 2, 3, 4, 5 making sure they behave properly.
Read more at http://promo.oupe.es/oxfordprimarymagazine/2012/03/30/the-power-of-routine-part-1-classroom-management-tricks-that-work-with-young-learners/
http://www.languagecorpsasia.com
Have you ever thought about an ideal class of young learners? Let’s get carried away and imagine what it could be like…
* Students try to speak English during the lesson
* Their desks are clean and neatly organised
* They never get distracted by the surrounding objects or people: they don’t play with toys or stationeries, they don’t talk to their friends
* They pay attention and listen to instructions
* There are no fights or tears when you choose one person to answer the question
* They work quietly
* They remember to go to the toilet before the lesson starts
* They always do their homework and never forget to bring their books
* They are motivated and willing to participate
Teachers working with kindergarten or primary children often express their feeling of dissatisfaction. Although they are well-prepared and full of ideas their lessons fall into pieces. Why? Maybe because teaching children means facing a reality where they tend to behave just the opposite to the list presented above. Unsurprisingly, successful lessons with young learners require getting them into classroom routines first. Only then can you follow with “Hello, what’s your name?” So spend as much time as you need to drill the behaviour patterns to make the dream of an ideal class come true (or almost true).
The first steps of classroom management
Effective classroom management takes time and requires consistence. It’s a process which needs to be well-planned to bring expected, or nearly expected, results. So before you rush into the classroom with your new vision sit down, have a cup of tea/coffee, analyse, reflect and draw conclusions.
1. Think what bothers you – it might be the noise level, the lack of attention, uncooperative behaviour.
2. Picture in your mind what change in behaviour you expect. Visualise in detail how the class should behave or what your lesson and the classroom should look like.
3. Choose one of the methods and decide how to use it in your classroom. Buy necessary gadgets, prepare posters or pictures. Make it work like a system: think of the consequences for breaking the rules and rewards for following them.
4. Explain the rules in the class: make it clear what you expect, show what it means if you stick to or disregard the new rules. Then drill them, rehearse them, play with them.
5. Apply the new routines daily, with every minute of your lesson. Be prepared to sacrifice a lot of your valuable teaching time at first. Gradually you will notice the benefits they bring and how automatic they have become.
Classroom management with young learner can and even should be creative, colourful and interesting. The best way to motivate children to change their behaviour is to treat the routine as another fun activity. These are a few ideas how to deal with the most common classroom management problems.
Train Carriages Race
The easiest way to start fresh with classroom routines is to introduce a comprehensive system. A system which has clear rules, explains rewards and consequences and leaves no room for exceptions. It will help you to solve or minimalise all the problems at the same time.
Step one: before the lesson
Prepare a list of labelled laminated images representing the key issues in the classroom, for example:
1. quite
2. clean desk
3. listen to teacher
4. work hard
5. change places / tasks quickly
6. homework
7. helpful and friendly
Step two: during the first lesson
Divide the class into three – four teams according to the rows they sit in. Assign a colour for each team and give them a train carriage in their colour. You can use colouring pages from the Internet such as http://www.coloring-pages-book-for-kids-boys.com/train-coloring-sheet.html. Then ask students to cut it out and write their names on the carriage.
Step three: during every lesson
At the beginning of every lesson attach these laminated pictures to the board. Prepare chalk/markers in the colours representing each team. Whenever you see they work nicely put a plus in their colour next to appropriate picture. Make sure you give points for keeping desks clean, sitting on the carpet without elbowing and quarrels who will sit next to the teacher. If, on the other hand, you spot they are rowdy or break the rules don’t say anything, just walk towards the board with the chalk and wait a second or two. If it doesn’t help add minuses.
Step four: at the end of each lesson
Finish the lesson two minutes earlier and spend this time summing up their behaviour. Count up all the pluses and minuses. And then rearrange the train carriages on the classroom display. The team with most pluses is the first followed by carriages with fewer pluses.
Step five: benefits
The system will only work well if it is tempting enough. That is why I use an extended version. If a team gets five pluses during one lesson I make a decorative hole (with a special punch) in their train carriage. Even if they later lose their first position the special hole is there forever and anyone visiting the classroom can see how they work during the lessons. When the team has two holes on their carriage I write a short note of praise for parents. Collecting five holes means that the whole team can choose a fun activity for the last 15 minutes of the lesson.
Keeping desks clean
Keeping a clean desk in a primary school is a serious issue as children spend half of their day in the same classroom. So when an English lesson starts at quarter to twelve you can’t believe your eyes: open fold out pencil cases with all the precious things lying around in a nice disarrangement, half eaten sandwiches, bottles of juice, projects, pictures, enormous soft toys, collections of Pet Shop toys or Lego Star Wars bricks, books on all subjects. And English books are still in the school bag! The problem is not so much in having all those things on the desk but in children being constantly engaged in touching, playing with or showing them to friends. Start waging a war against cluttered desks and in a split second you will be pleasantly surprised that a few tricks may work like magic.
* The train system is a constant reminder to keep everything clean and organised. Check the desks a few times during the lesson and give pluses or minuses.
* Start a lesson with a clean-up song. It’s best to have something energetic and catchy. A good choice is Indiana Jones theme or 2010 FIFA World Cup anthem “Wavin flag” by K’naan. Play the song and it will be the signal to get organised, take out their English books, put unnecessary things away, place everything in one corner of the desk and close the pencil cases (in the first or second grade I strongly oppose to keeping pencil cases open because they are the temptation children can’t resist!).
* A clean desk fairy might unexpectedly pay a visit and reward the neatly organised desks with a sweet or her own picture (find suitable stickers or images on the Internet) which children stick at the end of their English notebook.
* Sometimes these are not the desks that are the problem but the general mess: school bags in the middle of the class, pieces of paper or tissues on the floor. Think of a place in the classroom which looks messy or disorganised, for example an apple core lying on the floor by the bin. Play the song and say “There is a “mystery spot” which needs to be clean again”. Children start cleaning and whoever finds the mystery spot gets a plus/point for his/her team.
Attention getters
I used to believe my voice is strong enough to make the whole class quiet. During the first lesson I realised that the more I raised my voice the louder they were. Actually it’s not the power of voice that counts (though it is helpful) but the routines which get their attention and make them concentrate.
Use a variety of objects which instantly make everyone quiet such as whistles, wooden castanets, bells, tambourines, rattles, maracas. Most of these can be bought at school supply stores or music shops and are relatively cheap. They are easily heard and you may create the whole system, for example one bell ring means look at me, listen and don’t move, two bell rings: close your books and organise your desks, three bell rings: sit on the carpet.
You may also use chants which are extremely useful and effective as they keep the kids engaged.
Teacher: Hands on top (children raise their hands and put them on their heads)Students: Everybody stopThis chant works like magic because putting hands up means that you can’t hold crayons, pens, pencils, toys etc at the same time.T: If you’re listening clap your handsSs: (clap their hands)T: If you’re listening touch your nose Ss (touch your nose)It’s not a chant but it works in the same stimulus – response way. You can clearly see when children join in with the actions. You can add more actions or repeat the previous ones until you are absolutely sure you have everyone’s attention. That activity works really well as children feel a natural desire to join in when something is happening.T: One, two, three eyes one meSs: One, two eyes on you
T: One, two
Ss: Eyes on you
T: Three, four
Ss: Talk no more
T: Ready to rock
Ss: Ready to roll
T: Hocus Pocus, everybody
Ss: Focus
T: Macaroni and Cheese, everybody
Ss: Freeze
You might try a technique introduced by Harry K. Wong called “Give me Five” where each finger represents a desired type of behaviour starting with the pinky: eyes on speaker, mouth quiet, body still, hands free, listen. Prepare a poster with a hand and pictures illustrating what type of behaviour each finger represents and hang in the classroom. Students might also trace the shape of their hands and decorate the fingers with pictures symbolising each rule. When you want to get students’ attention say Give me Five and go finger by finger saying One – eyes on speaker and so on. After every finger, make a short pause and check if students actually perform the action. When children are more familiar with the technique it’s enough to say Give me five 1, 2, 3, 4, 5 making sure they behave properly.
Read more at http://promo.oupe.es/oxfordprimarymagazine/2012/03/30/the-power-of-routine-part-1-classroom-management-tricks-that-work-with-young-learners/
http://www.languagecorpsasia.com
Thursday, July 12, 2012
Vietnamese Language Alphabet Vowels
Vietnamese Language Alphabet Vowels.
Vietnamese, formerly known under French colonization as Annamese, is the national and official language of Vietnam. It is the mother tongue of the Vietnamese people, and of about several million overseas Vietnamese, most of whom live in the United States. It is also spoken as a second language by many ethnic minorities of Vietnam. It is part of the Austroasiatic language family, of which it has the most speakers by a significant margin (several times larger than the other Austroasiatic languages put together).
Much vocabulary has been borrowed from Chinese, especially words that denote abstract ideas in the same way European languages borrow from Latin and Greek. It was formerly using the Chinese writing system in a modified format, but pronounced the Vietnamese way. The Vietnamese writing system in use today is an adapted version of the Latin alphabet, with added diacritics for tones and certain letters.
There are various regional dialects, the four main being: North, North-central, Central, and Southern. These dialect regions differ mostly in their sound systems, but there are also differences in vocabulary and grammar. Through time there has been some blending of the different dialects, but more of greater significance is that the Northern dialect has become more easily understood in the South, and vice versa.
Read more at http://en.wikipedia.org/wiki/Vietnamese_language
http://www.languagecorpsasia.com
Vietnamese, formerly known under French colonization as Annamese, is the national and official language of Vietnam. It is the mother tongue of the Vietnamese people, and of about several million overseas Vietnamese, most of whom live in the United States. It is also spoken as a second language by many ethnic minorities of Vietnam. It is part of the Austroasiatic language family, of which it has the most speakers by a significant margin (several times larger than the other Austroasiatic languages put together).Much vocabulary has been borrowed from Chinese, especially words that denote abstract ideas in the same way European languages borrow from Latin and Greek. It was formerly using the Chinese writing system in a modified format, but pronounced the Vietnamese way. The Vietnamese writing system in use today is an adapted version of the Latin alphabet, with added diacritics for tones and certain letters.
There are various regional dialects, the four main being: North, North-central, Central, and Southern. These dialect regions differ mostly in their sound systems, but there are also differences in vocabulary and grammar. Through time there has been some blending of the different dialects, but more of greater significance is that the Northern dialect has become more easily understood in the South, and vice versa.
Vietnamese Alphabet
 |
| Vietnamese Language Alphabet |
Read more at http://en.wikipedia.org/wiki/Vietnamese_language
http://www.languagecorpsasia.com
Wednesday, July 11, 2012
Parents Have Homework Too
Parents Have Homework Too.
“No gift is too costly (or too hard to obtain) for a parent to give his child.”
No parent would choose to give his or her child an inferior gift, or a gift that would be harmful in any way. The gift of a good education is a most valuable one. What can parents do to contribute their part to this gift? The teachers (school) have one very important part. The child has a very important part. Parents have an equally important part. Without the parent’s part, the education will not measure up.
In short, parents have homework. The home is where it all begins. Parents are the head of the home. The head of the home provides, teaches, reinforces, and enforces. If the head of the home does not fulfill its obligations, no other agency can fill in the gap. The child carries with him/her everything that is absorbed in the home. First of all, parents must supply the basic needs of the infant, including food, shelter, clothing, love, and security. By the time the child has reached school age, parents have done lots and lots of “homework.” However, the assignment is just beginning.
When the child begins school, the parent’s role takes on a new dimension, that of enhancing the “formal education.” That is, the education that is provided by the school. A parent’s role in the education of his child has many dimensions. A parent’s “homework” carries with it many responsibilities. These responsibilities include keeping the proper attitude toward education and school, supporting/helping your child, setting healthy priorities, consistency in discipline, rewards and consequences, open communication, helping with work missed during sickness, being active in school matters, and controlling your child’s school attendance.
Attitude. It begins with attitude. If you have a positive attitude toward school in general, your child will also have a positive attitude. If you have concerns about the school or the teacher, be very careful how you voice these concerns in front of your child. Your child will pick up on your attitude, adopt it as his or her own, and take it to school. Negative and apathetic attitudes are at the root of a large portion of discipline problems at school.
Support. Your child cannot go it alone. When he or she has a particular assignment that may require special help or supplies, you are the one s/he turns to for help. Be there with all the support and help possible. There may come a time when your child will need extra help on school work. If you cannot provide this help, speak to your child’s teacher about it. There may be some remedial materials, or the teacher may be able to help you and your child work through the problem. You may consider outside help, such as a tutor. Arranging the schedule in the home to accommodate quality “homework” time/place is one aspect of support. Your child will need to feel secure in the fact that you will be there helping.
Priorities. In order for education to come out on top, it must be given top priority. This must be a true commitment in light of the many interesting and beneficial activities that are available for the youngsters. These include sports, scouts, music/dance lessons, and other activities. Too many activities will bring down the educational level of your child. This should be closely monitored during the school year.
Consistency. Whatever your methods of discipline, consequences, and household management, consistency is the key. When you promise a consequence, follow through. Be firm. Try not to be influenced by your child’s persuasive tactics. Children consistently test authority. Be prepared to follow through each time. Results, while not always immediate, will be forthcoming. Children are just that – children. Although they are learning to accept some responsibility, they are not yet adults, and should not be treated as such. This is their time in life to learn things like consistency and priorities, and it is your “homework” to instill these qualities in your child. Children need to know that their poor choices create consequences.
Rewards and Consequences. Worthwhile rewards may help reinforce responsible actions. However, rewards do not have to be in the form of costly material gifts. Rewards may be in the form of time spent together, a special word of praise, or a chance to skip a chore. Just let your child know how proud you are of him/her. Consequences should fit the misbehavior as much as possible, and should be done immediately, when possible. Try not to become emotional when you discipline your child, and be sure to let the incident go. “Forgive and forget.” If you remain hostile toward your child after disciplining him/her, you are distancing yourself from your child. Make sure you are still “available” to your child.
Communication with your child. Talk with your child. Listen to your child. Make casual comments about what he/she is saying to show that you are listening. Do not “put words” in his/her mouth about what went on in class. If your child has an unpleasant story to tell you, do not make it worse for him/her by becoming visibly upset. This will only upset the child even more. Let your child tell the story in his or her own way, in his or her own time. If you resort to an “interrogation”, you will likely get the story from a biased point of view. If the problem persists, call or write the teacher.
Communication with your child’s teacher. Keep the lines of communication open. Check your child’s agenda daily. This is the teacher’s best method of communicating with you. Always go to the teacher with any problems before going to the principal. You and the teacher are on the same side – the side of your child. The teacher wants your child to succeed. Make a friend of the teacher.
Missed Work. If your child is absent due to an illness, he or she may need extra attention from you in order to get caught up on assignments missed. Your child most likely has a given number of days to get the work done and turned in. If the illness is prolonged, you may call the school for assignments, but be sure to make every effort to see that the work is actually done. This extra effort on the part of your child’s teachers is very time consuming, and the time is taken from their planning or from their classes. This practice is one that is encouraged if you plan to see that your child does the work. If you have an occasion in which your child cannot complete a daily assignment because of a family emergency, write a note to the teacher asking for a one day extension. It is likely that your child will have consequences at school for missing work. “Homework” for the parents is to instill the importance of school assignments in your children.
Be involved. Show your child that you want to be involved in his or her school. Whenever you get notification of a school meeting, or a school need, show that you are interested. Participate in various activities at school. If there is a school event, show up with your child.
Child’s Attendance. You, as the parent have the power to control your child’s attendance, including being on time. Poor attendance and tardiness directly affect a child’s school success in numerous ways, emotionally as well as scholastically. Please understand that signing out is the same as being absent. Your child will miss vital instruction. Instruction continues up until dismissal. When you sign your child out unnecessarily, you are telling your child that school doesn’t matter. Restrict sign outs to sickness of the child, or a true family emergency. “Homework” for you as the parent is to keep your child in school.
Yes, parents have “homework”. Your homework continues as long as you are responsible for your child. Without your part, your child’s school experience will not be all that it can be. Together, let’s prepare the “Gift” of education for your child!
Read more at http://www.smartclassroommanagement.com/2010/06/26/classroom-management-plan/
http://www.languagecorpsasia.com
“No gift is too costly (or too hard to obtain) for a parent to give his child.”
No parent would choose to give his or her child an inferior gift, or a gift that would be harmful in any way. The gift of a good education is a most valuable one. What can parents do to contribute their part to this gift? The teachers (school) have one very important part. The child has a very important part. Parents have an equally important part. Without the parent’s part, the education will not measure up.
In short, parents have homework. The home is where it all begins. Parents are the head of the home. The head of the home provides, teaches, reinforces, and enforces. If the head of the home does not fulfill its obligations, no other agency can fill in the gap. The child carries with him/her everything that is absorbed in the home. First of all, parents must supply the basic needs of the infant, including food, shelter, clothing, love, and security. By the time the child has reached school age, parents have done lots and lots of “homework.” However, the assignment is just beginning.
When the child begins school, the parent’s role takes on a new dimension, that of enhancing the “formal education.” That is, the education that is provided by the school. A parent’s role in the education of his child has many dimensions. A parent’s “homework” carries with it many responsibilities. These responsibilities include keeping the proper attitude toward education and school, supporting/helping your child, setting healthy priorities, consistency in discipline, rewards and consequences, open communication, helping with work missed during sickness, being active in school matters, and controlling your child’s school attendance.
Attitude. It begins with attitude. If you have a positive attitude toward school in general, your child will also have a positive attitude. If you have concerns about the school or the teacher, be very careful how you voice these concerns in front of your child. Your child will pick up on your attitude, adopt it as his or her own, and take it to school. Negative and apathetic attitudes are at the root of a large portion of discipline problems at school.
Support. Your child cannot go it alone. When he or she has a particular assignment that may require special help or supplies, you are the one s/he turns to for help. Be there with all the support and help possible. There may come a time when your child will need extra help on school work. If you cannot provide this help, speak to your child’s teacher about it. There may be some remedial materials, or the teacher may be able to help you and your child work through the problem. You may consider outside help, such as a tutor. Arranging the schedule in the home to accommodate quality “homework” time/place is one aspect of support. Your child will need to feel secure in the fact that you will be there helping.
Priorities. In order for education to come out on top, it must be given top priority. This must be a true commitment in light of the many interesting and beneficial activities that are available for the youngsters. These include sports, scouts, music/dance lessons, and other activities. Too many activities will bring down the educational level of your child. This should be closely monitored during the school year.
Consistency. Whatever your methods of discipline, consequences, and household management, consistency is the key. When you promise a consequence, follow through. Be firm. Try not to be influenced by your child’s persuasive tactics. Children consistently test authority. Be prepared to follow through each time. Results, while not always immediate, will be forthcoming. Children are just that – children. Although they are learning to accept some responsibility, they are not yet adults, and should not be treated as such. This is their time in life to learn things like consistency and priorities, and it is your “homework” to instill these qualities in your child. Children need to know that their poor choices create consequences.
Rewards and Consequences. Worthwhile rewards may help reinforce responsible actions. However, rewards do not have to be in the form of costly material gifts. Rewards may be in the form of time spent together, a special word of praise, or a chance to skip a chore. Just let your child know how proud you are of him/her. Consequences should fit the misbehavior as much as possible, and should be done immediately, when possible. Try not to become emotional when you discipline your child, and be sure to let the incident go. “Forgive and forget.” If you remain hostile toward your child after disciplining him/her, you are distancing yourself from your child. Make sure you are still “available” to your child.
Communication with your child. Talk with your child. Listen to your child. Make casual comments about what he/she is saying to show that you are listening. Do not “put words” in his/her mouth about what went on in class. If your child has an unpleasant story to tell you, do not make it worse for him/her by becoming visibly upset. This will only upset the child even more. Let your child tell the story in his or her own way, in his or her own time. If you resort to an “interrogation”, you will likely get the story from a biased point of view. If the problem persists, call or write the teacher.
Communication with your child’s teacher. Keep the lines of communication open. Check your child’s agenda daily. This is the teacher’s best method of communicating with you. Always go to the teacher with any problems before going to the principal. You and the teacher are on the same side – the side of your child. The teacher wants your child to succeed. Make a friend of the teacher.
Missed Work. If your child is absent due to an illness, he or she may need extra attention from you in order to get caught up on assignments missed. Your child most likely has a given number of days to get the work done and turned in. If the illness is prolonged, you may call the school for assignments, but be sure to make every effort to see that the work is actually done. This extra effort on the part of your child’s teachers is very time consuming, and the time is taken from their planning or from their classes. This practice is one that is encouraged if you plan to see that your child does the work. If you have an occasion in which your child cannot complete a daily assignment because of a family emergency, write a note to the teacher asking for a one day extension. It is likely that your child will have consequences at school for missing work. “Homework” for the parents is to instill the importance of school assignments in your children.
Be involved. Show your child that you want to be involved in his or her school. Whenever you get notification of a school meeting, or a school need, show that you are interested. Participate in various activities at school. If there is a school event, show up with your child.
Child’s Attendance. You, as the parent have the power to control your child’s attendance, including being on time. Poor attendance and tardiness directly affect a child’s school success in numerous ways, emotionally as well as scholastically. Please understand that signing out is the same as being absent. Your child will miss vital instruction. Instruction continues up until dismissal. When you sign your child out unnecessarily, you are telling your child that school doesn’t matter. Restrict sign outs to sickness of the child, or a true family emergency. “Homework” for you as the parent is to keep your child in school.
Yes, parents have “homework”. Your homework continues as long as you are responsible for your child. Without your part, your child’s school experience will not be all that it can be. Together, let’s prepare the “Gift” of education for your child!
Read more at http://www.smartclassroommanagement.com/2010/06/26/classroom-management-plan/
http://www.languagecorpsasia.com
Tuesday, July 10, 2012
A Classroom Management Plan That Works
A Classroom Management Plan That Works.
In his book, Ignore Everybody: And 39 Other Keys To Creativity, Hugh MacLeod points out that Abraham Lincoln penned the Gettysburg Address on borrowed stationary.
Hemingway wrote with a simple fountain pen.
Van Gogh rarely used more than six colors on his palate.
And MacLeod, himself an artist, sketches cartoons on the back of business cards.
His point is that there is zero correlation between creative talent and the materials and equipment used.
The same can be said about an effective classroom management plan.
A simple set of rules and consequences hand-printed on ordinary poster board is all you need.
You see…
There is no magic in the plan itself. It has no power to influence behavior. Only you have the power to influence behavior by creating a classroom your students want to be part of and then strictly—obsessively—holding them accountable.
Therefore your plan doesn’t need to be elaborate, complex, or involved.
It just needs to be followed.
A Classroom Management Plan Is A Contract
A classroom management plan is a contract you make with your students that promises you will protect their right to learn and enjoy school without interference.
And once it’s presented to your class, you’re bound by this contract to follow it every minute of every day and without exception.
Otherwise, if you don’t, you’re breaking your word—and your students’ trust.
A classroom management plan has two, and only two, purposes:
1. To state the rules of the classroom.
2. To state exactly what will happen if those rules are broken.
That’s it.
Some will tell you that you need to include a system of rewards and incentives. But to really change behavior, to create the class you really want, you have to let go of this idea.
The “do this and get that” mentality is a short-term solution that may get you through the day, and thus is a good strategy for substitute teachers, but it won’t actually change behavior.
It won’t transform your students into the class you really want.
A Classroom Management Plan I Recommend
I recommend the following plan because the rules cover every behavior that could potentially interfere with the learning and enjoyment of your students, and the consequences, when carried out correctly, teach valuable life lessons.
It’s proven to work regardless of where you teach or who is in your classroom.
Rules:
1. Listen and follow directions.
2. Raise your hand before speaking or leaving your seat.
3. Keep your hands and feet to yourself.
4. Respect your classmates and your teacher.
Consequences:
1st time a rule is broken: Warning
2nd time a rule is broken: Time-Out
3rd time a rule is broken: Letter Home
Notes:
*For information on warnings and how they can be effective, see the articles Should A Warning Be Your First Consequence and How To Give A Warning That Improves Behavior.
*For information on time-out, see How To Get Students To Stay Seated And Quiet In Time-Out and 10 Ways To Make Time-Out More Effective.
*For information on sending a letter home, see the article Why A Letter Home Is An Effective Consequence.
A Small Role, But A High Priority
A common mistake teachers make is assuming that a classroom management plan is able to do more than its intended—and quite narrow—purpose (see above).
On its own, it provides little motivation for students to behave.
Its usefulness comes from how it’s implemented, enforced, and carried out, from how you communicate with your students, from how much leverage you have with them, and from how much they enjoy being part of your classroom.
Your classroom should be exciting and creative. Your classroom management plan, however, shouldn’t be.
Avoid cutesy and colorful designs. Even kindergarteners need to know that your classroom management plan and the rules by which it governs are sacred, serious.
Let it have a look worthy of its utilitarian purpose.
Two large pieces of poster board or construction paper—rules on one, consequences on the other—will do. Put them up on your wall, prominently, so everyone who enters your classroom will know that behaving in a manner that is most conducive to learning is a priority in your classroom.
Then honor the contract you made with your students by following it exactly as it’s written.
Read more at http://www.smartclassroommanagement.com/2010/06/26/classroom-management-plan/
http://www.languagecorpsasia.com
In his book, Ignore Everybody: And 39 Other Keys To Creativity, Hugh MacLeod points out that Abraham Lincoln penned the Gettysburg Address on borrowed stationary.
Hemingway wrote with a simple fountain pen.
Van Gogh rarely used more than six colors on his palate.
And MacLeod, himself an artist, sketches cartoons on the back of business cards.
His point is that there is zero correlation between creative talent and the materials and equipment used.
The same can be said about an effective classroom management plan.
A simple set of rules and consequences hand-printed on ordinary poster board is all you need.
You see…
There is no magic in the plan itself. It has no power to influence behavior. Only you have the power to influence behavior by creating a classroom your students want to be part of and then strictly—obsessively—holding them accountable.
Therefore your plan doesn’t need to be elaborate, complex, or involved.
It just needs to be followed.
A Classroom Management Plan Is A Contract
A classroom management plan is a contract you make with your students that promises you will protect their right to learn and enjoy school without interference.
And once it’s presented to your class, you’re bound by this contract to follow it every minute of every day and without exception.
Otherwise, if you don’t, you’re breaking your word—and your students’ trust.
A classroom management plan has two, and only two, purposes:
1. To state the rules of the classroom.
2. To state exactly what will happen if those rules are broken.
That’s it.
Some will tell you that you need to include a system of rewards and incentives. But to really change behavior, to create the class you really want, you have to let go of this idea.
The “do this and get that” mentality is a short-term solution that may get you through the day, and thus is a good strategy for substitute teachers, but it won’t actually change behavior.
It won’t transform your students into the class you really want.
A Classroom Management Plan I Recommend
I recommend the following plan because the rules cover every behavior that could potentially interfere with the learning and enjoyment of your students, and the consequences, when carried out correctly, teach valuable life lessons.
It’s proven to work regardless of where you teach or who is in your classroom.
Rules:
1. Listen and follow directions.
2. Raise your hand before speaking or leaving your seat.
3. Keep your hands and feet to yourself.
4. Respect your classmates and your teacher.
Consequences:
1st time a rule is broken: Warning
2nd time a rule is broken: Time-Out
3rd time a rule is broken: Letter Home
Notes:
*For information on warnings and how they can be effective, see the articles Should A Warning Be Your First Consequence and How To Give A Warning That Improves Behavior.
*For information on time-out, see How To Get Students To Stay Seated And Quiet In Time-Out and 10 Ways To Make Time-Out More Effective.
*For information on sending a letter home, see the article Why A Letter Home Is An Effective Consequence.
A Small Role, But A High Priority
A common mistake teachers make is assuming that a classroom management plan is able to do more than its intended—and quite narrow—purpose (see above).
On its own, it provides little motivation for students to behave.
Its usefulness comes from how it’s implemented, enforced, and carried out, from how you communicate with your students, from how much leverage you have with them, and from how much they enjoy being part of your classroom.
Your classroom should be exciting and creative. Your classroom management plan, however, shouldn’t be.
Avoid cutesy and colorful designs. Even kindergarteners need to know that your classroom management plan and the rules by which it governs are sacred, serious.
Let it have a look worthy of its utilitarian purpose.
Two large pieces of poster board or construction paper—rules on one, consequences on the other—will do. Put them up on your wall, prominently, so everyone who enters your classroom will know that behaving in a manner that is most conducive to learning is a priority in your classroom.
Then honor the contract you made with your students by following it exactly as it’s written.
Read more at http://www.smartclassroommanagement.com/2010/06/26/classroom-management-plan/
http://www.languagecorpsasia.com
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