Often, as soon as students complete one activity they begin to talk to their neighbor, doodle, or get up out of their seat and distract the class. To combat this, good teachers must be skilled in classroom procedure management. This means that when the students are transitioning from one activity to another, the teacher should ensure that there is little loss of learning time. Elements of this include:
Management of Instructional Groups
It is often beneficial for students to work in small groups. When working in groups, however, the teacher cannot be with every group all of the time. This often results in one student doing all the work while the others goof-off and waste their time. Thus, good teachers must teach their students to effectively work in groups whether the teacher is present or not. This is a skill that students will need throughout their life, as well as in the classroom.
Management of Transitions
Many times throughout the day, and often throughout a lesson, students will be moving about in transition to another activity. If this is not carefully managed, it could become a lot of time lost. Therefore, good teachers must take the time to teach students to quietly and quickly transfer activities. By doing this, students know exactly what they must do, and less time will be lost in transitions.
Management of Materials and Supplies
Especially at a young age, students want to help. Teachers can make use of this in order to manage the distribution of materials and supplies. Teachers must have all supplies prepared ahead of time. Then in class, the students and teacher can work together to quickly get materials collected and distributed without much disturbance.
Performance of Non-Instructional Duties
All classrooms must perform tasks such as attendance, lunch selection, paper collection, and other non-instructional activities. However, these tasks must not take up much instructional time.
Implementing in the Classroom/Artifacts Demonstrating Competency
Management of Instructional Groups
It is often beneficial for students to work in small groups. When working in groups, however, the teacher cannot be with every group all of the time. This often results in one student doing all the work while the others goof-off and waste their time. Thus, good teachers must teach their students to effectively work in groups whether the teacher is present or not. This is a skill that students will need throughout their life, as well as in the classroom.
Management of Transitions
Many times throughout the day, and often throughout a lesson, students will be moving about in transition to another activity. If this is not carefully managed, it could become a lot of time lost. Therefore, good teachers must take the time to teach students to quietly and quickly transfer activities. By doing this, students know exactly what they must do, and less time will be lost in transitions.
Management of Materials and Supplies
Especially at a young age, students want to help. Teachers can make use of this in order to manage the distribution of materials and supplies. Teachers must have all supplies prepared ahead of time. Then in class, the students and teacher can work together to quickly get materials collected and distributed without much disturbance.
Performance of Non-Instructional Duties
All classrooms must perform tasks such as attendance, lunch selection, paper collection, and other non-instructional activities. However, these tasks must not take up much instructional time.
Implementing in the Classroom/Artifacts Demonstrating Competency
- Assign students different jobs throughout the day to help the class run smoothly
- Rotate jobs often so that all students know how everything works
- Take the time to teach students how to effectively work in groups
- Allow students to lead groups
- Thank students when they help make the classroom run smoothly
- Teach students how you want your classroom to run so that they are aware of how, when, and where they should be transitioning
- Monitor cooperative learning
- Challenge students to make transitions without teacher guidance to test whether they know them
- Have students perform attendance, lunch selection, and paper return as they enter in the morning
- Photo labeled for reuse
- (2018). Static.pdesas.org. Retrieved 20 February 2018, from http://static.pdesas.org/content/documents/danielson_rubric_32.pdf