1. MANAGEMENT

a. Physical environment

b. Interactions

c. Routines

d. Case study

Activity 1a

MANAGEMENT

Physical Environment of the Classroom

1. Draw a diagram of the classroom. (Attempt to view more than one classroom arrangement.)

2. How are the students' desks or tables arranged? Are they moveable? How might this affect classroom interaction?

3. Where is the teacher's desk located? What advantages or disadvantages do you see in this location?

4. What arrangements did you see for group activities? Where in the room might a group work together?

5. List the teaching aids located in the classroom (e.g., screen, computer, TV, etc.)

6. How much decoration is there in the room? Does it relate to the subject? Is it student made?

REFLECTION:

How did the physical arrangement affect the learning/teaching? How did the environment reflect the teacher's beliefs and values about teaching and learning?

Activity 1b

MANAGEMENT

Student/Teacher Interactions - Observing Teacher Responses to Student Misbehavior

Observe one class period. Whenever you observe an instance of student misbehavior, quickly describe the incident, then use the codes given below to record the type of misbehavior and the teacher's response.

Codes

Student Behaviour - A. Minor misbehavior (MM)

B. Serious misbehavior (SM)

Teacher Responses - A. Withitness ? spotting misbehavior early and accurately (W)

B. Overlapping:

• moved closer to problem student (P)
• made and held eye contact with student (EC)
• rested hand on student's shoulder (RH)
• integrated off?task remark into teaching (I)
• other (specify)

C. Used a desist (told student to stop misbehaviour)

· clear (CD) - firm (FD) - rough (RD)

D. Restated the rule or procedure for the student (RR)

E. Had student identify the rule or procedure (SIR)

F. Imposed a consequence (IC)

G. Changed activity (CA)

INCIDENTS STUDENT TEACHER

MISBEHAVIOUR RESPONSE

1. ____________________________________ ______________ _______________

2.  ____________________________________ ______________ _______________

3. ____________________________________ ______________ _______________

4. ____________________________________ ______________ _______________

5. ____________________________________ ______________ _______________

· Student/Teacher Interactions

Create a seating plan of the class you are observing. For a select block of time, identify by a check mark the number of times each student is asked to respond to questions asked by the teacher.

REFLECTION:

1. Are all students given the same amount of attention by the teacher?

2. Does the seating arrangement affect the way teachers interact with their students?

Does it affect which students are asked to respond?

3. What conclusions can you draw from your observations?

Activity 1c

MANAGEMENT

Establishing Routines

Effective routines contribute significantly to the smooth operation of any classroom and unless you pay particular attention to their operation you may not even be aware of them. How do you see the following situations being handled? Add other routine procedures not listed, which you see in evidence.

1. Distribution and collection of materials ______________________________________

2. Bathroom privileges______________________________________________________

______________________________________________________________________

3. Dismissal ______________________________________________________________

______________________________________________________________________

4. Settling in after a break, or at the beginning of class_____________________________

______________________________________________________________________

5. Classroom housekeeping duties_____________________________________________

______________________________________________________________________

6. Pencil sharpening _______________________________________________________

______________________________________________________________________

7. Speaking in class ________________________________________________________

______________________________________________________________________

8. Breaking into small group activities _________________________________________

______________________________________________________________________

9. Use of free time _________________________________________________________

______________________________________________________________________

REFLECTION:

How do routines contribute to classroom atmosphere and the management of the class? 

Activity 1d

MANAGEMENT

Case Study

Identify one student in a class you are observing. Focus on this student for the entire class period. Describe the student in relation to a) appearance, b) location in class, c) attitude as can be ascertained by her/his responses to peers, teacher, etc., d) body language, e) quality and quantity of work completed during the class. You may also have the opportunity to talk with the student individually, either formally or informally. Some questions you may wish to consider as you are developing your case study include:

1. Does the student appear to be working with or against the teacher?

2. Does the student appear interested? enthusiastically engaged? self?initiated?

3. How much time is the student on?task? off?task?

4. Does the student appear to be playing a particular role in the class—joker, cynic, teacher's pet?

5. Does the student follow directions accurately? Use materials correctly?

6. Is there any indication that the student has learned new concepts, principles, generalizations, etc.?

7. In what ways does the student demonstrate comprehension?

8. Is there evidence of critical thinking with respect to the material being dealt with in the lesson?

9. Does the student ask for help? from the teacher? from fellow students?

10. Does this student receive praise from the teacher? criticism? does the student seem to be ignored?

REFLECTION:

What general observations can you make about student success and learning? What other methods could you use to gather information about the student and his/her situation?