Classroom Management
Classroom management is an on-going learning curve for many educators for each classroom will always have a variety of diverse behaviours that respond differently to different strategies. During both my FDK and Grade 5 classroom placements, I was strongly encouraged to try different techniques in order to find what strategies worked effectively for my students. There are a few things that I have learned about classroom management and it is that the most effective management occurs when the teacher is proactive, consistent, and creative. Moreover, I found that behavioural issues were more likely to arise when transitions or instructions were unclear, the students were bored or confused. Thus why is important to establish smooth transitions between lessons, set out specific rules of the classroom, and always have a fun and engaging back up plans for students who finish a task early. Below are some of the strategies I have used and I have also included some extra ideas that I have read about in which I believe may serve a purpose for effective classroom management.
Co-Create Social Contract
When I began my placement in my grade 5 classroom, there was no social contract in place and I wanted to set the tone to ensure clarity as to what I expected from my students and what my students expected from me during our time together. When we created our social contract, we sat in a sharing circle and each student had an opportunity to share their input as to what they thought the classroom rules should be. Most students said that we should listen to each other, take turns to talk, respect each other's learning space, and respect the level of volume in the classroom when working. The students also an opportunity to decided how they would receive a 3 strike warning and what the consequences would be is the rules of the contract were violated and they had already been given their 3 warnings. Having students create the classroom social contract clarified exactly what was expected of them, promoted student voice in what they believed to be fair, and enhanced student accountability/responsibility. It was successful because I found that if one student or a few students were violating the social contract, I would kindly remind the class of the social contract and they were often able to get back on track.
For more information on developing and implementing social contacts in the classrooms please visit the following website: http://web.calstatela.edu/faculty/jshindl/cm/Chapter9socialcontract.htm
When I began my placement in my grade 5 classroom, there was no social contract in place and I wanted to set the tone to ensure clarity as to what I expected from my students and what my students expected from me during our time together. When we created our social contract, we sat in a sharing circle and each student had an opportunity to share their input as to what they thought the classroom rules should be. Most students said that we should listen to each other, take turns to talk, respect each other's learning space, and respect the level of volume in the classroom when working. The students also an opportunity to decided how they would receive a 3 strike warning and what the consequences would be is the rules of the contract were violated and they had already been given their 3 warnings. Having students create the classroom social contract clarified exactly what was expected of them, promoted student voice in what they believed to be fair, and enhanced student accountability/responsibility. It was successful because I found that if one student or a few students were violating the social contract, I would kindly remind the class of the social contract and they were often able to get back on track.
For more information on developing and implementing social contacts in the classrooms please visit the following website: http://web.calstatela.edu/faculty/jshindl/cm/Chapter9socialcontract.htm
Brain Breaks
There is so much research today that supports the idea of students having healthier minds when they live active lives. I fully support this idea and believe that DPA should be integrated into daily instruction. I would often take 'brain breaks' during 100 minutes blocks. My DPA consisted of doing random exercises, such as Zumba or Yoga. I found it very beneficial to my students and they were able to regain focus after. It also allowed my students who had difficulty focusing on something for too long an opportunity to release any tension. To find out more about DPA, click on the link before.
There is so much research today that supports the idea of students having healthier minds when they live active lives. I fully support this idea and believe that DPA should be integrated into daily instruction. I would often take 'brain breaks' during 100 minutes blocks. My DPA consisted of doing random exercises, such as Zumba or Yoga. I found it very beneficial to my students and they were able to regain focus after. It also allowed my students who had difficulty focusing on something for too long an opportunity to release any tension. To find out more about DPA, click on the link before.
Points System
I used a point system in my classroom and I found it to be most effective in helping students keep on-task. During the process of creating a social contract with my grade 5 students, we established a point system together. We agreed that the students had to acquire a certain amount of points by the end of the week for us to do a special event, such as play one of their favourite games. The students had an opportunity to earn up to at least 3 points each day, but would also lose points if needed. Together, we agreed on a number of points that was reasonable and allowed students to still be successful even if they lost some points (because this does happen). Technically, students could earn up to 3 points a day, but only actually needed 2 points a day to be successful. Students were very involved in the point system and were determined to receive points each day.
For the primary level, it is always fun to use the 5 star system with the students. The students receive 5 stars at the beginning of the day because they are rockstars and they deserve it. Students may loose stars and earn stars back as the day continues. If the students have their stars back by the end of the day, they may be rewarded in different ways, such as receiving some free time, a sticker of recognition, etc.
I used a point system in my classroom and I found it to be most effective in helping students keep on-task. During the process of creating a social contract with my grade 5 students, we established a point system together. We agreed that the students had to acquire a certain amount of points by the end of the week for us to do a special event, such as play one of their favourite games. The students had an opportunity to earn up to at least 3 points each day, but would also lose points if needed. Together, we agreed on a number of points that was reasonable and allowed students to still be successful even if they lost some points (because this does happen). Technically, students could earn up to 3 points a day, but only actually needed 2 points a day to be successful. Students were very involved in the point system and were determined to receive points each day.
For the primary level, it is always fun to use the 5 star system with the students. The students receive 5 stars at the beginning of the day because they are rockstars and they deserve it. Students may loose stars and earn stars back as the day continues. If the students have their stars back by the end of the day, they may be rewarded in different ways, such as receiving some free time, a sticker of recognition, etc.