Focus Area 4.2 - Manage Classroom activities
Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
Effective classroom management allows not only for teachers to see and experience success, but students too. It aims at establishing student responsibility for their own learning, through a process of promoting positive behaviour and achievement. (Chandra, 2002)
To achieve this standard, I planned and delivered my lessons with clear instruction, direction and time to all students. As seen in the file below, I had provided my students with a written hand out of tasks that they had to complete, including what times we would pause to discuss our findings, and what time they would have to hand up their work. I also had this written down on the board, with a timer displayed on the Smartboard, so students could have a visual of how much time was remaining. This allowed students to stop asking "what do we do now?" or "what are we doing" and "how much longer do we have". I found this helped students who often lose focus on their work to stay engaged and know exactly what was expected of them.
One example of a lesson I used this strategy in, was for a Health lesson looking at healthy lifestyles, examining the physical activity guidelines. Students were beginning to learn about the benefits of physical activity, and this activity allowed them to investigate answers, before we went into it with more detail in future lessons. The children then were able to complete all tasks, as they knew what they had to do and what direction they had to head in. Having the students stop, and share their ideas using pop-sticks, allowed them to gain clarification on any questions they may be stuck on. (1.5, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1)
To achieve this standard, I planned and delivered my lessons with clear instruction, direction and time to all students. As seen in the file below, I had provided my students with a written hand out of tasks that they had to complete, including what times we would pause to discuss our findings, and what time they would have to hand up their work. I also had this written down on the board, with a timer displayed on the Smartboard, so students could have a visual of how much time was remaining. This allowed students to stop asking "what do we do now?" or "what are we doing" and "how much longer do we have". I found this helped students who often lose focus on their work to stay engaged and know exactly what was expected of them.
One example of a lesson I used this strategy in, was for a Health lesson looking at healthy lifestyles, examining the physical activity guidelines. Students were beginning to learn about the benefits of physical activity, and this activity allowed them to investigate answers, before we went into it with more detail in future lessons. The children then were able to complete all tasks, as they knew what they had to do and what direction they had to head in. Having the students stop, and share their ideas using pop-sticks, allowed them to gain clarification on any questions they may be stuck on. (1.5, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1)
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