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How well-organized routines/procedures can produce well-organized/behaved students.

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Presentation on theme: "How well-organized routines/procedures can produce well-organized/behaved students."— Presentation transcript:


2 How well-organized routines/procedures can produce well-organized/behaved students

3 Some helpful tips to help you organize your clasroom 1. Have an efficient daily schedule 2. Create a positive physical space 3. Use an attention signal 4. Design effective beginning and ending signals 5. Manage student assignments 6. Manage independent work periods


5 Make the most of your time 1. Maximize instruction, minimize wasted time and irresponsible behavior A. Schedule all tasks/activities and write them down in lesson plans/board. Provide variety of tasks to keep their attention. Don’t do anything too long (esp. lecture). EX. 5 Min. Teacher-directed review/warm-up 5 Min. Intro. of new concepts 10 Min. teacher-directed guided practice 20 Min. group work (depending on task) 5 Min. Review/check for understanding 5 Min. Teacher-directed corrections/guided practice/ clean up

6 B. Avoid any one task from running too long. 1. Leads to boredom, inattention 2. Know your students maturity levels, skill level C. Begin and end the lesson with teacher- directed instruction. Review previous concepts, introduce new concept/skill, then move students into independent work/ cooperative tasks (creates cohesive/clear expectations for behavior and has power of momentum).

7 D. Manage independent work periods -CHAMP it up to avoid off-task behavior -Any independent work you assign can be done independently by students…can lead to incomplete work/learning, off-task behavior if too difficult or not enough support provided -tips: modify assignments, alternative assignments, work in pairs/groups -Schedule independent work time. Don’t run lessons too long, schedule to follow teacher directed instruction -I do, we do, you do together, you do alone - H of CHAMPS, procedure in place to get help



10 2. Positive Physical Space A. Arrange desks according to your tasks B. Active Supervision = interact w/students, have physical/visual access to all parts of the room. Proximity has a direct affect on their behavior. C. Create procedures that minimize disruptions in high traffic areas, i.e. getting supplies, sharpening pencils, turning in work. D. Use bulletin boards/display space for student work E. Arrange “time-out” space that is unobtrusive


12 3. Use an Attention Signal A. Should take 5-10 seconds to get student attention when well practiced. B. Pair-share for ideas C. Varied signals that correspond to respective tasks. Verbal/nonverbal, sounds…


14 4. Effective Beginning/Ending Routines/Procedures A. Communicate that time is valuable and will not be wasted. B. Greet students warmly, they go immediately to their seats and start on a productive task. Have materials available/organized as they enter C. Students are instructionally engaged while you take attendance D. Procedures for tardies (should not disrupt the class) E. Housekeeping (doesn’t take too much time and doesn’t have to be at beginning of class)

15 F. Dealing with students not prepared with materials. - To reduce amount of time/energy dealing with this problem, have paper, pencils, everything they need. Deal with consequences later. PROCEDURES!

16 G. End of the day -Refer to objective, review main points/ topics of the lesson, exit slips, games. -Organize student materials/clean-up/ Agendas/packing up/homework PROCEDURES! Give class feedback on how how the day went (ie. Behaviors/ skills). H. Dismissal – YOU DISMISS THEM, NOT THE BELL. Ex. don’t dismiss until standing at the door to wish them well/provide positive feedback (3:1). By rows? Groups? Academic/behavior? No time wasted.



19 5. Managing student assignments A. Increase the likelihood that students will complete assignments. -Specific place/time to look find out what they’re assigned (on board, assign. sheets, web page, agenda) -Permanent record of assignments are helpful when students are absent -Explicitly teach how/where to record info.

20 B. Collecting completed work -Collect work personally whenever possible -immediately know who did/didn’t do work, students working while work is collected, NO EXCUSES from students, spend moment emphasizing responsibility -hand in work by rows/tables, student helper collects, students put work in basket, visual homework checks -check-off list of completed work

21 C. Keeping records and providing feedback -Students need to be aware of their grades. Provide grade book information, regular progress reports, personal grade sheets, parent contact, regular/gentle nagging, wall charts

22 D. Late/Missing/Absent Assignments -Have a clear policy about late work -Pair share -Penalties (lowering grade, ½ credit, detention, make up after school, parent contact, “zero slips,” know where to turn in) -For absences, have location where students can get missed work



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