The Unruly Classroom
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A project based learning activity where students will take what they learned about students rights and responsibilities and design a set of rules and procedures to help fix a class that is out of control and lacks structure. This is part of a larger lesson where students are learning about government and about rights and responsibilities of citizens.
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The document discusses what effective teachers should do on the first day of class, including communicating clear expectations for student behavior and academic accomplishments, establishing classroom procedures, sharing the classroom rules, ensuring an accessible classroom layout, and creating a positive classroom climate and culture. It emphasizes the importance of strong classroom management from day one, treating all students fairly, maintaining professionalism, and having an established behavior plan.
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2. Assignments should be posted in the same location each day so students learn to check there without asking.
3. Daily and consistent posting of assignments before class starts helps students take responsibility for their work.
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This document provides information about Rosie Culbert, the 5th grade teacher for the 2015-2016 school year. It introduces Ms. Culbert, including her educational background and family. It outlines several classroom guidelines focusing on treating others with respect, acting responsibly, and having a positive self-image. It also describes classroom procedures, consequences, grading rubrics, and contact information for Ms. Culbert.
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1. The document outlines classroom policies and procedures for Mr. Jorgensen's room 319 class. It details expectations for entering class on time, following directions, signing out when leaving the room, and assigned seating.
2. Students are expected to be respectful and responsible by completing assignments on time, making up missed work, and being active listeners. They should bring required materials to class each day.
3. The late work policy states that students must complete all assigned work, and work not turned in will receive a zero. The school late work policy will also be followed.
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This document discusses developing a growth mindset culture. It explains that praising students for effort rather than intelligence fosters a growth mindset where students believe abilities can be developed through hard work. A study found students praised for effort were more likely to take on challenges and persist when facing difficulties compared to those praised for intelligence. The document provides three things educators can do to encourage growth mindsets: having a growth mindset themselves, being careful with praise language to focus on effort over achievement, and challenging fixed mindset language when they hear students use it.
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Recommended
Chapter 11.1
The document discusses what effective teachers should do on the first day of class, including communicating clear expectations for student behavior and academic accomplishments, establishing classroom procedures, sharing the classroom rules, ensuring an accessible classroom layout, and creating a positive classroom climate and culture. It emphasizes the importance of strong classroom management from day one, treating all students fairly, maintaining professionalism, and having an established behavior plan.
How to post your assignments.
The document provides guidance on posting assignments for students. It emphasizes three key points:
1. Students will be more likely to work if they have a clear assignment, know where to find it, and understand the purpose.
2. Assignments should be posted in the same location each day so students learn to check there without asking.
3. Daily and consistent posting of assignments before class starts helps students take responsibility for their work.
Welcome to 5th grade3
This document provides information about Rosie Culbert, the 5th grade teacher for the 2015-2016 school year. It introduces Ms. Culbert, including her educational background and family. It outlines several classroom guidelines focusing on treating others with respect, acting responsibly, and having a positive self-image. It also describes classroom procedures, consequences, grading rubrics, and contact information for Ms. Culbert.
Freshman Academy Update Nov 12 2008
A presentation that was developed to explain a systematic approach to academic interventions for ninth grade students
Polsandprocedures
1. The document outlines classroom policies and procedures for Mr. Jorgensen's room 319 class. It details expectations for entering class on time, following directions, signing out when leaving the room, and assigned seating.
2. Students are expected to be respectful and responsible by completing assignments on time, making up missed work, and being active listeners. They should bring required materials to class each day.
3. The late work policy states that students must complete all assigned work, and work not turned in will receive a zero. The school late work policy will also be followed.
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The document discusses strategies for creating challenging learning experiences that encourage resilience. It advocates for teaching methods that include mistakes as part of learning, apply skills to real-world contexts, and use techniques like struggle time, problem solving, and group work. The goal is to develop students' ability to respond to challenges and failures.
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This document discusses developing a growth mindset culture. It explains that praising students for effort rather than intelligence fosters a growth mindset where students believe abilities can be developed through hard work. A study found students praised for effort were more likely to take on challenges and persist when facing difficulties compared to those praised for intelligence. The document provides three things educators can do to encourage growth mindsets: having a growth mindset themselves, being careful with praise language to focus on effort over achievement, and challenging fixed mindset language when they hear students use it.
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The document outlines the classroom expectations, rules, grading policy, units of study, and materials needed for Mr. Lopez's 6th grade social studies class, including expectations for behavior, consequences for breaking rules, homework and project guidelines, and information on getting extra help. Students will take a journey through the Eastern Hemisphere, learning about the historic events and developments of past civilizations in Africa, the Middle East, Asia, and Europe.
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The document discusses strategies for effective classroom organization and management. It recommends explicitly teaching clear expectations to students, establishing consistent structure in the classroom, and monitoring students. The first day of school activities should include creating easy to remember classroom expectations and linking them to school-wide rules. It is important to design the classroom layout before school starts, placing desks so the teacher has access to all students and students cannot hide behind objects. The teacher should also have a strategy to keep students on task during independent work and to handle disruptions from a few students.
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The document discusses the benefits and process of flipping the classroom for a math teacher. It describes having students complete pre-learning activities like watching instructional videos or doing worksheets at home. This allows class time to be used for doing assignments, working on higher-order thinking problems, and getting assistance from the teacher. The teacher checks pre-learning results through an online system. Flipping the classroom provides data on student understanding and pre-learning habits to help tailor lessons. It is presented as an effective way to change traditional teaching methods.
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The document provides information about the upcoming KS1 SATs for children:
- The SATs assess children in reading, writing, and mathematics through short tasks and tests administered by teachers. Teacher assessment is also an important part of the overall evaluation.
- The tests cover a range of skills like spelling, reading comprehension, and math problem-solving. Results are reported to the local education authority and parents.
- Parents are advised to continue regular reading at home with children and practicing numeracy skills. They should ensure children get enough sleep and not stress them about the tests. The tests aim to support the teacher's overall assessment of the child's progress and abilities.
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This document discusses managing student work through establishing procedures. It addresses 5 major areas of managing student work: assigning work, managing independent work time, collecting completed work, keeping records and providing feedback, and dealing with late or missing assignments. Additionally, it discusses the importance of organization and having clear procedures and directions for both teachers and students to promote organized classroom behavior.
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The document discusses the flipped classroom approach to teaching, where students learn new content at home via instructional videos and complete homework activities in the classroom with teacher guidance. This reverses the traditional model of lectures at school and homework at home. The flipped classroom allows for self-paced learning, increased classroom comprehension time, and parental access to materials. However, it also relies on student responsibility, technological access, and could increase screen time for students. Overall, the document concludes the flipped method has benefits but also drawbacks, so teachers should consider their own classroom needs to decide if it is effective.
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2. Implementing vertical tutoring and regular progress checks to identify students needing extra support.
3. Deploying teaching assistants and reducing class sizes to enable 1:1 intervention.
4. Consulting students, staff, and parents to understand obstacles and tailor support for different year groups.
5. Appointing support staff to address social, emotional, and non-academic barriers to learning.
6. Holding frequent progress discussions to monitor impact and adjust support in real-time.
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The document discusses the benefits and process of flipping the classroom for a math teacher. It describes having students complete pre-learning activities like watching instructional videos or doing worksheets at home. This allows class time to be used for doing assignments, working on higher-order thinking problems, and getting assistance from the teacher. The teacher checks pre-learning results through an online system. Flipping the classroom provides data on student understanding and pre-learning habits to help tailor lessons. It is presented as an effective way to change traditional teaching methods.
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The document provides information about the upcoming KS1 SATs for children:
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- The tests cover a range of skills like spelling, reading comprehension, and math problem-solving. Results are reported to the local education authority and parents.
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This document provides an overview and rationale for using the Rocket Math program to develop math fact fluency. It summarizes that Rocket Math uses initial assessments and daily routines to teach math facts systematically. Students are taught only 2 facts at a time and get frequent practice with peer tutors who provide corrections. The program progresses students through fact sets once automaticity is achieved. Rocket Math is effective because it controls the introduction of new facts and uses peer practice with an effective correction procedure.Student Work and Discipline
This document discusses managing student work through establishing procedures. It addresses 5 major areas of managing student work: assigning work, managing independent work time, collecting completed work, keeping records and providing feedback, and dealing with late or missing assignments. Additionally, it discusses the importance of organization and having clear procedures and directions for both teachers and students to promote organized classroom behavior.
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Schools have reduced variance for disadvantaged students in several ways:
1. Providing individual and small group tuition in core subjects, extending the school day, and supporting attendance and enrichment activities.
2. Implementing vertical tutoring and regular progress checks to identify students needing extra support.
3. Deploying teaching assistants and reducing class sizes to enable 1:1 intervention.
4. Consulting students, staff, and parents to understand obstacles and tailor support for different year groups.
5. Appointing support staff to address social, emotional, and non-academic barriers to learning.
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Presenter(s): Karen Lynden (Rowan-Cabarrus CC)
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Creating Engaging Student Communities in the Online Classroom, Karen Lynden
Creating Engaging Student Communities in the Online Classroom, Karen Lynden
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Strategies for Engaging Students in the Classroom Using Twitter
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The Unruly Classroom
- 10. Provide structure in the classroom. To keep the classroom safe for all students. Provide an engaging and supportive environment for learning. To help students understand their responsibilities in the classroom.
- 13. Have a quiet and safe place to study and learn. Work in a clean classroom. Be listened to by the teacher and have thoughts and opinions respected. Be treated fairly.
- 14. Work quietly and not disturb others. Share school equipment with others. Listen to others opinions thoughtfully and respectfully. Keep the room clean. Treat others fairly.
- 21. As a group come up with five rules and five procedures all students must follow.
- 22. Make a list of 3 consequences that will happen if a student breaks the rule. When it comes to procedures what are 2 things you will do to correct the students behavior?
- 23. Design 5 classroom jobs and explain how they will rotate from day to day or week to week. What is the responsibility of each student who does these jobs?
- 24. Make a presentation where you will explain these 5 rules and procedures and classroom jobs to the class as if you were the teacher on the very first day. You can use either Power Point, Google Slides or Prezi to make your presentation.
- 25. Students will be graded as a group based on the following criteria; Did the group come up with 5 rules and procedures to solve the problems mentioned? Did the procedures the groups designed address these problems? Were the consequences of the rules broken clear and fair?
- 26. Did the group create 5 classroom jobs that addressed the responsibilities each student has in the class? Students will be graded using a rubric to make sure all these criteria were met.