Classroom Management  With Technology
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Classroom Management  With Technology Classroom Management With Technology Presentation Transcript

  • Classroom Management with Technology Melda N. Yildiz [email_address] http:// mnyildiz.googlepages.com/CMT
  • Video
    • http://shop.ascd.org/ProductDisplay.cfm?ProductID=403114
  • QUIZ
    • http://education.indiana.edu/cas/tt/v1i2/what.html
    View slide
  • Computer Tips
    • Save as … with versions of the same document
    • Create meaning folders
    • Save them in hard drive and external drives
    • Create templates (letters and correspondence)
    • Have bookmarks
    View slide
  • Communications
      • Effective way to reach parents and a record of them can be a great asset to effective teaching
      • The use of a computer can greatly simplify the task of communicating with parents by generating documents which can easily be stored and recalled to revise the following year.
      • Your communications are most commonly for informing, creating interest, soliciting help and cooperation, and creating accountability.
      • At the beginning of a new school year most students and parents are anxious to learn about the year's new classes. They will often be full of resolutions for a year more successful than the previous one. You would be wise to seize the moment with a well thought-out and carefully written student-parent letter to give students the first day.
  • The Student-Parent Letter
      • discuss in class the first day and give to students to take home for their parents/guardian to read. A tear-off signed by both the student and parent/guardian acknowledging that the letter has been read should be returned the next day. The teacher should keep the signed acknowledgements on file.
      • include a little about the subject of the class, requirements and expectations, the grading system, classroom procedures, rules and consequences, any special materials needed, and any special help or opportunities given to build success.
      • encourage both student and parent/guardian at the outset to form a partnership for success. It is also important to extend an invitation to the parents to visit the classroom whenever they wish, and to provide them with the best time to contact you by phone during the school day.
  • September, 2007 Dear Student and Parent/Guardian: I am _______. I welcome you to the 2007/08 school year, which hopefully will be our most successful yet. In this X class you will be expected to work hard to master the curriculum in basic skills and math applications, working with ever more challenging material demanding higher level thinking and reasoning. To achieve success in this endeavor we will form a partnership of effort, cooperation, encouragement, and help, both at school and at home. To make it possible for us to maximize teaching and learning at school, we have a few basic rules which students are expected to follow: Students are to place due assignments in the homework box, and be in their seats ready to work prior to the tardy bell. Homework not in the box will not be counted. Students not in their seats ready to work will be counted tardy. Beginning with the third unexcused tardy, detention will be assigned. All students are to do their best and allow all other students and the teacher to do their best. Any student off task will be given detention. All school rules will be enforced and detention assigned for violations.
  • Students will be graded in the following way: Daily Quizzes = 20% Chapter Tests = 30% Portfolio = 50% Letter grades will be assigned as follows for an average of: 90 - 100% = A 80 - 89% = B 70 - 79% = C 60 - 69% = D 59% and below = F A portfolio which will include all assigned work is to be kept by each student. An emphasis is being placed on literacy in all classes, therefore writing will be a part of each assignment. Students are encouraged to have and use a scientific calculator which includes fractions. Tutoring is available each morning for 45 minutes before classes begin and during lunch time. Parents are encouraged to give support to their child in math, to visit the class at any time, or to contact me from 2:00 - 2:30 just to keep in touch. Please sign the tear-off section of this letter and return it to class tomorrow. Thank you, _________________________________ I have read the Student/Parent letter. Student _________________________________________________________ Parent/Guardian __________________________________________________ Date ______________ Class _______________________ Period ___________
  • Environment
    • Stop for a moment and think of your environment....
    • What is it? Your environment is all that surrounds you at the moment: the sights - the sounds - the smells - the feelings - the temperature - everything!
    • As a teacher, you want to create the environment in your classroom that is most conducive to maximizing learning.
    • What are the things you can control? You have a degree of control over sights, sounds, temperature, and feelings.
    • Feelings? Yes, feelings. I will explain that a bit further on in this section.
    • The Sights
    • I suggest that you would want to create a visual environment that:
    • Is Attractive
    • Is Functional
    • Is Stimulating
    • Is Motivational
    • Creates pride and self esteem
    • Attractive materials are neat, colorful, and pleasing to the eye. These materials may be self-made, purchased, or textbook resource materials.
    • Functional materials, in addition to being attractive, teach or reinforce a concept or skill. Calendars and current event notices are functional materials.
    • Stimulating materials would be thought-provoking and questioning in nature.
    • Motivational materials are often in the area of morals and values, with the goal of raising viewers' awareness and offering hope and encouragement.
    • Materials which create pride and boost self esteem may be student work or posters celebrating students' accomplishments or birthdays.
    • The Sounds
    • There is a substantial amount of research in support of relaxation being an important ingredient in improving and/or accelerating learning. Such research further supports the idea that instrumental music by such composers as Mozart and Bach are calming and actually help to raise student test scores.
    • Soft music can be played as students enter class, during the introductory activity while roll is being taken, during class work times, as well as during testing, to help set a calm, relaxed pace and tone for the class.
    • The Temperature
    • If you are in a classroom without air conditioning it is important that you do all you can, especially in warm weather, to get the best air flow to help keep students comfortable and alert.
    • Research suggests that we are most alert in rooms that are on the cool side - in the low 70s. A well ventilated room is better than a close, stuffy one. Try to open as many windows and doors as necessary to create a good cross-ventilation. The use of a fan may help create a comforting air movement on warmer days.
    • Feelings
    • Creating an environment conducive to concentration, study, and learning is more than having attractive, stimulating sights, relaxing sounds, and good ventilation. It is creating a place where all feel comfortable and at ease, a place where the surroundings are neat and orderly. It is a place where there is mutual respect in a friendly, non-threatening atmosphere, a place where everyone can bloom and do their best.
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  • Issues in the One Computer Classroom
    • Issue #1-  Hardware
    • Placement- do students/teacher have easy access?
    • Portability- can computers be moved?
    • Security- can computers be secured?
    • Display- can computer be seen by all students?
    • Issue #2- Software Recommended minimum load:
    • Word processor (Word, ClarisWorks, etc.)
    • Presentation software (PowerPoint, KidPix)
    • Spreadsheet/graphing software (Excel, etc)
    • CD-ROM encyclopedia (MS Encarta, Grolier's, Compton's, etc.)
    • WWW browser and e-mail program
    • Some content-specific software options: (note: SEIR*TEC does not promote or support any specific software package or product )
    • Tom Snyder software such as "Europe Inspirer” & “Decisions,Decisions”
    • Follett’s “That’s a Fact, Jack” reading program (5-10 grade)
    • HyperStudio
    • Issue #3- Internet
    • Print out pages from the web
    • Use WebWhacker to “download” pages… remember fair use policy
    • Issue #4 Management
    • Use cooperative learning groups (teams)
    • Use mentors, volunteers, parents
    • Create “trained experts” from the students in your class
    • Preplan! Use time on computer wisely
    • Use templates
    • Print out clipart/ fonts from programs students will be using
    • Break project into small parts so students can work on different sections
    • Save work on individual student disks
    • Team with other teachers to borrow and group computers together
  • Classroom Computer Use
    • 1. Administrative Tool
    • 2. Presentation tool
    • 3. Communication station
    • 4. Information station
    • 5. Publishing tool
    • 6. Learning center
    • 7. Simulation center
  • 1. Administrative Tool
    • Word processor- letters, class notes, quizzes, word searches
    • Test generator
    • Database for mail merges
    • Attendance and grade book
    • Communications- e-mail other teachers, join educational listservs
    • Research tool- educational CDs, Internet
  • 2. Presentation tool
    • For teachers:
    • display notes, quizzes, video clips, etc.
    • science/math class to create graphs, charts
    • demonstrate computer basic skills/training
    • review information/drill facts
    • For students:
      • use with oral reports
      • show multimedia projects
  • Computer as Presentation Tool
    • • Connect one computer to large TV monitor.
    • • Demonstrate what you expect students to do for projects.
    • • Model an example project to students
    • • Give clear written instructions for project work.
    • • Use presentation computer for students to present their projects.
    • • Use PowerPoint, Hyperstudio or Website to store and show off student work at Back-to-School night, Open House or to other classes.
    • • Use presentation station as an information station to present a new site or information from the Encyclopedia Britannica.
  • 3. Communication station
      • E-mail other students/classrooms (i.e. “ keypals ”), other teachers, subject experts
      •   http:// www.askanexpert.com
      • Quick Cam to take pictures of students or communicate face to face
  • 4. Information station
      • Use CD-ROM encyclopedia for research, pictures, video and sound clips, etc.
      • Use Internet to access libraries, projects, databases, addresses, etc.
  • 5. Publishing tool
      • Monthly class magazine, newsletter, anthologies
      • Classroom journal
      • Ongoing story center
      • Brochure for project
      • Web publishing
  • 6. Learning center
      • Specific content software to reinforce or remediate skills (drill and practice)
      • Use templates for student projects
  • 7. Simulation center
      • Use specialized software to create simulations (i.e. Tom Snyder’s software)
      • form teams of students
      • students complete worksheet as they work through the program
      • students make predictions
  • Management Tips
    • • Have students manage the rotation until project is complete.
    • • Have any computer time be goal or activity oriented, not for reward.
    • • Maintain a record of project completion.
    • • Keep computers in use all day long.
    • • Assign the job to turn computers on/off to students.
    • • Start teaming students or having them work with a partner when they work at the computer.
    • • As the teacher, your job is project manager to handle any conflicts in schedule.
    • • Have students ask three students for help before they ask you.
  • Management / Scheduling
    • Consider equity
    • Sample methods are:
      • Use 3 x 5 recipe card file with student names to identify computer users for each day. Have students cycle through to complete project. (Color coding Monday through Friday with student names many be helpful.)
      • Take weekly schedule and assign open blocks to students.
    • Consider the project when allowing computer time. Some projects many take more time.
    • Provide opportunities for cooperative learning.
    • Post computer rights and responsibilities, guidelines for help, and expected behavior near computer station.
    • Display posters using computer terms and commands.
    • Emphasize the importance of preplanning so that time on the computer is efficiently used.
    • Create two folders, one for completed projects and one for work in progress. Have a checklist available so that, after each session, students can indicate whether project is complete or additional time is needed.
    • Know the program or review the site you plan to share with the group, don’t experiment.
    • Practice using it before you present it to the class.
    • Provide students with a step by step checklist or written instructions for assignment on and off the computers.
    • Be flexible, it may not go as you planned no matter how well you prepared. So have an alternative plan just in case the computers don’t work, the students have a problem, etc.
    • Use peer partners or mentors
  • Rotating Students through Classroom Computers
    • Place Class Roster by Computers
    • • Students check off their names when they have been at the computer
    • and finish the activity or lesson.
    • • Each student when finished selects another student without a check
    • by their name to go to one of the computers.
    • Individual Student Sign-Up
    • • Use a Sign-Up sheet for students to sign-up when they are ready.
    • • Limit the number of times and minutes at the computer for each
    • student. (use timer)
    • • Try to use computer time for projects and activities related to content area.
  • Maximizing on Productivity (M.O.P.)
    • What do you do with that spare time at the end of an
    • activity when some of the students have finished before
    • the others?
    • To challenge those students that finish first, let them use
    • the computers for M.O.P time to work on a project or
    • homework assignment. Do not use any spare time for
    • reward.
  • Using a Pocket Chart
    • • Put each student’s name on an index card.
    • • Shuffle the index cards and put the first four in the top pockets of the chart.
    • • Put the next four in the second row of pockets and so on.
    • • When one of the students finishes or their time is up for this time, move one of the cards from the second row and place on top of the first card for their turn.
    • • Move the cards in the third row up to the second row to empty spots and so on.
    • • Shuffle the cards each week or every two weeks to rotate time at the computers for equal access.
  • Using Clothespins
    • • Make a poster with “waiting” on one side and “Completed” on the other side.
    • • Tape a thick string down the middle of the poster.
    • • Use a marker and write each students’ name on both sides of a clothespin.
    • • Point the clothespins with the name on the waiting side with the first four computers first.
    • • When each student finishes, let it be their responsibility to get another student who’s name is next in order on the waiting side.
    • • You can rotate the order of the clothespins at the beginning of a project so students get equal access on the computer.
    • Room Arrangement
    • Easy student access
    • Easy teacher access for presenting, modeling, and process writing etc.
    • Away from direct sunlight, water, magnets, and chalk dust
    • Easily supervised
    • Provide enough space for small group interaction
    Ideas for the One Computer Classroom
  • Computers for Team and Cooperative Work
    • • Divide class into teams of 4 naming them numbers or whatever names you and your students decide on.
    • • Assign times weekly for teams to use computers.
    • • Use whatever strategy works for you and your students in assigning team rotations.
    • • Rotate teams on and off the computers so activities off the computers are related to project work or related to content area.
    • • Activities in rotation schedule can change to meet needs of the curriculum: research activity in library, group activity can involve video-taping, meeting with mentors, etc.
  • Use peer partnership/mentors/volunteers
    • Change partnerships according to needs .
    • Consider having students work in pairs or small groups.
    • Consider computer skill and specific assignment when pairing students.
    • Change partners if conflicts arise or needs are different.
    • Have peers critique projects and give constructive feedback.
    • Use “trained” experts from the class to help others.
    • Students need time away from the computer for brainstorming, planning, and revising project.
    • Peer critiquing of computer projects is a key.
    • Consider the use of computer buddies to introduce new computer skills.
    • Trained parent and community volunteers can provide assistance with more involved projects.
  • Classroom modeling
    • Model computer project for the week.
    • Provide a sample of the completed work for that session.
    • Provide students with a step by step checklist. Have students sign and attach the checklist to completed project. Be sure to include a proofreading checklist.
    • When teaching a computer skill, templates can be very valuable. When using a template, each student or team can rotate through the activity and the original will not be altered or lost. This allows for a more self-guided lesson.
  • Snake Rotation
    • • Start with the first four students while the rest of the students are working at their desks.
    • As each user finishes, the student in the next desk will take his/her place.
    • • Label each desk with a letter of the alphabet. If student B leaves the computer then student E takes his/her place. If student A finishes, then student F is next.
    • • Repeat until each student has had a turn by snaking in this fashion around the room. Next activity can start in the back or middle of room for equity.
    • • Depending on the type and length of activity and class size, this rotation strategy can take from two to five class periods, so make sure students remember where they were last.
  • Computer for Whole Group Discussions
    • • Connect one computer to large TV monitor.
    • • Use as a discussion generator.
    • • Brainstorm using a program like Inspiration.
    • • Use as an electronic overhead projector.
    • • Start collaborative group work using a program like Ancient Empires.
    • • Create a compelling environment for role playing and simulations of the time in history you are studying.
  • Ideas
    • Idea … I placed a computer pocket chart on the wall. Every morning I change the name. This person is allowed computer time during the morning while the other kids are doing their morning work. Morning work is just practicing testing skills, DOL, ADD. It is a subject that can be missed because it is done everyday as a review time. The computer is used for EPALS exchange, the student is allowed to correspond to others across the country. Also, it can be used with computer games (Learning ones). I have a scan converter which displays the computer on my TV screen. This can be used for whole class instruction with writing, spelling and extra.. I hope some of these ideas help. You can use the computer to promote good behavior. If they had bad behavior, which is a punch on a punch card in our class, then you don't have the privilege to use the computer.
    • Idea
    • We are fortunate in our district to have our computers linked to a TV which is mounted on a wall. It makes it easier to incorporate various software and the internet into daily lessons (I teach Reading/Language Arts). I also have two additional computers (one is a castoff from home) which the kids use in their free time as they finish their work. To enable some of my slower students to get some computer time, I occasionally use a roster with the kids' names to decide who will have computer time that day. Sometimes I'll start at the beginning, middle or end of the roster to allow everyone an equal chance of using the computer.
    • I only teach Language Arts, so I usually center my power point lessons around English and Spelling. I use a size 44 font in my power point presentations. That seems to work the best so that all students can see. My lessons last 45 minutes, but the technology part usually lasts about 15. My other students are doing the exact same thing "manually" on their papers that the student is doing at the computer. In other words, I make a hand-out of my presentation, essay, etc... prior to the lesson so that each student has a copy. If someone comes to the computer to highlight for instance, the other students are highlighting at their seats. I try to coordinate the lessons as much as possible. We just did a poetry unit and as we were writing the poems, the student that made up the next line would type it as others were writing it on notebook paper. Or sometimes I would type it to save time--it depends on how much time I have available when it comes to letting them type long phrases. They aren't that familiar with a keyboard yet.
    Idea
    • Idea At the beginning of the year, I write each child's name on a tongue depressor. I place these in a blue plastic cup set on one of the computer stations. Each and every computer has a red plastic cup placed on the back topside of the monitor. I have a kitchen timer. My strategy is this: I draw names from the tongue depressors. I instruct those students how to do whatever they are doing at the computer station. They set the timer to 20 minutes. Should there be a problem, they place the red cup on top of the monitor. This enables me to continue teaching while scanning for red cups. When the timer rings, those at the computers close up whatever they are doing and each draw a new name. The initial students instruct the next round of kids and the process repeats itself. This way, the kids have only lost 20 min. of instruction and I continue working w/ the remainder. If red cups appear, then the student who was previously at that computer quietly gets up and checks to see what the "problem" is. If they can solve it they do and the cup is returned to the back of the monitor. If not, it remains on the top front of the monitor frame. I know that I need to cruise by that area to see what I can do (usually in a second or two). They make very basic mistakes. This works so well, and I still get to do my instruction. Our ECS (elementary computer specialist) came in one day and asked me what all the red cups were for. When I explained the scenario to him, he couldn't wait to share it w/ other district ECSs. I forgot to mention that there is a second blue cup in which the previously drawn tongue depressors are placed so that everyone gets one "pull" from the full cup. When all are in the second cup, the process begins again.
  • Idea- fifth-grade class:
    • One student per day (the Student of the Day) is in charge of the computer on his/her day. Usually they choose to do all work (that is assigned that day) on the computer. If they don't want to use it, they'll give permission for someone else to work on it. If the work they begin is not finished by the end of the day, they print it and handwrite the rest on the printed copy.
    • If the Student of the Day is finished with work and has some spare time, he/she may invite another finished student to play a game (CDROM) on the computer. Sometimes, they stay in during recess to play. Only 2 are allowed at the computer at a time.
    • I find that this system works well because no one is racing to finish work just to get on the computer. Each person has his or her own day once every 28 days (# of kids in class)!
    • I use this same computer when we do an internet lesson in Social Studies. My kids aren't allowed to "surf" on their own. Any internet lesson must be teacher-controlled in 5th grade. I attach it to a TV and we do our lesson that way. (We adopted the Macmillan/McGraw-Hill series last year. It came with an Internet Project Handbook. The company also has a website with these same lessons on it: http://www.mmhschool.com)
    • Our class of first graders uses the computer almost daily. For taking turns, I made a vertical pocket chart out of two sentence strips that I pleated and stapled on the bulletin board right beside the computer. I made cards with the student's names on then and put a name in each pocket. When the child has had a turn at the computer, he/she turns over the card with the appropriate name on it, and then knows that another turn will come after all the other cards have been turned over. I shuffle the cards before replacing them in the pockets, so they all have equal chances at being first. If I find that we do not have much time for the computer on any given day, I can always find time for the children to play a quick game of JezzBall, or some other quickie game that involves eye/hand coordination. The entire class can, quickly, usually in a matter of 1/2 hour, each take one turn, then turn it over to another child.
  • Articles
    • http://www.techlearning.com/db_area/archives/WCE/archives/lawhon.php
    • Quiz- http://education.indiana.edu/cas/tt/v1i2/what.html
    • Handout- http://my-ecoach.com/online/resourcepub.php?resourceid=459
    • http://www.techlearning.com/content/working/articles/stories.php
  • Additional Resources
    • http:// www.webteacher.org/winnet/indextc.html http://www2.drury.edu/dswadley/101/
    • http://www.my-ecoach.com/online/webresourcelist.php?rlid=1048