M4 U2 Activity 2: Modifying Classroom Management Strategies
Project Description
Overview One strategy to more effectively manage the learning environment is to observe other teachers in action. By watching other educators employ strategies and techniques, you can determine what works for your classroom and your students. In this activity, you will have the opportunity to reflect on the classroom management of an educator and prepare to have a conversation in your next virtual classroom on your analysis. Performance outcomes
Candidates evaluate and suggest modifications to improve the learning environment by recommending changes to a teacher’s learning management techniques
What will you do?
Watch and annotate at least two lesson videos of teachers in a physical and online learning environment respectively on the Submission Page of this activity. Annotate the grade bands that you teach or plan to teach. Analyze each teacher’s effectiveness in managing the learning environment. Consider the following:
Explain if and how you would modify his norms, procedures, and expectations from the students in each learning environment (physical and online).
Compare and contrast these videos and make recommendations for strategies the teacher should try in each learning environment.
Reflect on the overall classroom climate in each video and how you would like to create your own classroom climate with your students.
Review your observations with your cohort in the Virtual Classroom or Discussion Forum.
Report requirements
Video Annotations with recommendations to improve classroom management
(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)
Video 1 - Elementary in Virtual Environment
My Annotation
00:53
l She sets out her lesson aims and routine clearly at the beginning of the class. And she introduces, practices a management technique to get the students’ attention (class, class, class…)
Instructor's Feedback: This is a modified WBT strategy! Standard 3.
01:41
Mindful moment (breathing exercise)
Instructor's Feedback: Standard 1.
02:51
When introducing her norms and expectations, it is good that she asks a student to read them out to make sure they understand and involve.
Also standard 3, adding a check for understanding would be Standard 6 and 8! Instructor's Feedback: Great suggestion.
03:34
Should remind student (or mute them herself) to turn off the mic to avoid background noise as it became difficult to hear her voice.
Instructor's Feedback: Good point.
04:49
Enthusiastic and grateful for student responses.
Instructor's Feedback: This shows great St. 2 and 3
06:59
Keeps on top of class management by asking a student nicely to sit down appropriately.
07:28
Should avoid having the presentation in design mode instead of presentation mode, as the side panels could distract the presentation of the current slide.
Instructor's Feedback: I agree.
09:26
When asking students to stand up for the dance, she should be a model and stand up first to show the expectations more clearly
Instructor's Feedback: Yes!
12:21
Could incorporate some kind of community-building activities such as asking the students to vote on the best dancer, choose the next song, etc.
13:50 I liked how this teacher set out her aims and routine clearly at the beginning of the class. She had a technique to get the students’ attention which helped to put her in control of the class. I thought this was an effective start to the class, despite not being the regular teacher. I liked the mindful moment, which helped to relax the students, and the following dance/exercise routine was also fun, though I would have thought doing the mindful moment after the exercise would have worked better to get the students in the right frame of mind for study. I would also suggest that she could model the action of standing up, and maybe even get involved in the dancing! She could also try to include some activities to get students more involved if they are reluctant to dance, e.g., let them vote on the best dancer. This teacher was personable and respectful of the students, and also very enthusiastic when asking questions and responding to them. If there are any recommendations, I would suggest avoiding using the edit view of the slideshow, as the side panels could be distracting, and also be aware of microphone use as one student kept her mic on, causing some background noise. In fairness, at other times she does handle this part very well.
Video 2 - Elementary in Physical Environment
My Annotation
00:08
Crouches to the level of the students, to keep eye contact and avoid looking down at them.
Instructor's Feedback: This is such a small thing, but so important. Standard 1 and 2.
00:45
Has a routine that students are aware of and used to (…eyes on me) in order to get students’ attention.
Instructor's Feedback: Routine is so important for children. Standard 2 and 3.
04:01
Should prepare flashcards or a printout of words. The activity could also be made more tactile to keep students’ focus.
Instructor's Feedback: Great idea.
04:08
Needs a technique to keep students engaged, e.g., call on specific students that are not paying attention.
06:21
Used ‘123, eyes on me once at the beginning but could have used it more frequently later on when trying to introduce a new activity.
Instructor's Feedback: This is a modified WBT, but it doesn't seem to be working!
07:32
It's good that he reviews the norms and rules before starting the game.
10:07
The game contains too much waiting time – only two can play at once while other students are not involved.
10:21
Did address distracted students eventually and introduced a discipline system, which solved the problem.
15:10 At the beginning of the class, the teacher crouched to the level of the students which is an effective way to maintain eye contact and show respect. However, for most of the rest of the class, he stood by the board and looked down. Another positive is that he has a clear routine that students are used to and seems to be effective (1,2,3, eyes on me). There were occasions later on in the class where he could have used this but didn’t. During the phonics review activity, I thought that his method of writing the words on the board in different colors was a bit slow and also quite difficult to see. I would suggest using flashcards or printouts prepared in advance as this would set up the activity more quickly. I also noticed during this activity that some of the students were not engaged, had their heads in their hands, or were distracted and looking around. The teacher could use a technique to keep students engaged throughout the task and notice these students and more actively ask them questions so they know not to be distracted. Later on, he plays a game and does a good job of reviewing the norms and rules before starting the game. However, the game itself was not very well designed because it only involved two students at a time, causing other students to get bored waiting in line and subsequently getting distracted. He did address this issue by introducing a discipline system, which solved the problem, but I feel like an activity that can involve all students together, or give the waiting students a different task, would be more effective.
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