Teaching Choices and Classroom Management
· Start with clearly conceived Student Learning (Behavioral) Objectives.
· Know the learning outcomes you are trying to help students master.
· Select the most authentic means to accomplish your objectives
· Let your objectives determine the best way to teach your lesson.
· Have a lesson design for each of the type of learning outcomes list above.
· When will the students get to “put it all together?” Or is each lesson a disconnected chunk? Synthesis is motivating as well as cognitively essential.
· Good directions (think about the S’s and the N’s). Make sure that both the big picture and the specifics are clearly explained.
· Use anticipatory activities (put new information into a larger context)
· Model interest in the topic. Why is it meaningful and relevant?
· Teach your students not just your lesson outline.
· Focus on what they are learning not on what you are presenting
· Modify if necessary. If your lesson or your curriculum is not working, try something that you feel would be more effective.
· Don’t be afraid to re-teach.
· Have activities that address the range of ability levels.
· Develop techniques for keeping the students “on the hook” cognitively.
· Use questioning effectively
· Calling on students Randomly vs. Volunteers
· Calling on students in Random vs. Fixed patterns
· Don’t use questioning as a form of public embarrassment
· Become a master of Wait Time
· Responding to student answers (think about the social learning model)
Maintaining Lesson Flow (Kounin)
· Preventing Misbehavior
· Managing Movement
· Maintaining Group Focus
· Group alerting
· Encouraging accountability
· High-participation formats
· Avoiding Momentum problems
Remember, how you assess defines success in a very real and material way for your students.
· Assess that which is most meaningful and/or related to what you want students to learn. Use “authentic assessments” as much as possible.
· As much as possible assess learning over which students have control.
· Have explicit targets (if they are clear and standing still, your students will reach them).
· Communicate a clear purpose for each assessment to your students (and ask yourself, is my purpose for this assessment going to help them learn. If not why do it?)
· Give your students as much control over their own assessment data as is possible. Ask yourself, who is assessment data for?
· Consider assessing the quality of participation formally or informally.
· Keep formal assessment private.