A great deal of misbehavior occurs because the
students are not interested in the lesson. Kids who are bored will
create their own entertainment. Here are some ways to engage youngsters
in your lessons. Rate your proficiency on each item on a 0-3 scale.
Set the professional goal of obtaining a higher score when you complete
the checklist again in a couple of weeks.
___My "do now" activity (something the kids start working on the as soon as they enter the room) is designed to help kids prepare for my upcoming lesson.
| Click here for more info on using a "Do Now" to get kids to settle down at the beginning of class |
___My lessons start promptly.
I do not answer questions unrelated to the lesson. Students are told
that
they can ask that question
AFTER the lesson.
___My lessons open with an interesting item, activity, question, or statement.
___I am dynamic and entertaining in my presentations. If my
students are going
to be excited about learning,
I have to be excited about teaching.
___I make use of instructional variety by changing the manner of
presentation
often (media, guest speaker,
group work, computer).
___Activities are challenging and enjoyable.
___My students realize that they are learning and making progress.
___I keep the momentum of my lessons moving ahead.
___I keep students attentive and involved.
-mentioning that "someone" will be asked a question
"on this" soon
(group alerting)
-involving kids in discussion and demonstration
-everyone holds up a card with the answer
to your question written on it
-everyone writes an answer before youngsters
are selected at random to read
(the teacher
circulates to observe the answers of non-reciters)
-challenging the students
-"You're
really going to have to pay attention to even think about this one."
-"I'm betting
that no one can figure this one out, but anyone want to try?"
___I catch kids being good...A LOT!!!!!
-"That's using your noggin."
-"Thoughtful answer."
-"Thanks for volunteering to attempt a really
difficult question."
-"That's a good start to our complex answer.
Who can build on Amy's
contribution?"
___I avoid:
-focusing on one student for too long
-choosing a particular student to answer
before asking the question
___I get rid of distractions from the lesson.
-loudspeaker announcements (Organize tenured
teachers to complain to administration)
- intruders who "just want to make a quick
announcement" (I tell them to return later)
-little reminders that interrupt students'
concentration while they work
-"Remember to place your name and date at the top of the paper."
-"Remember that each paragraph must contain a topic sentence."
___When "drill" is necessary, I engage the students in fast-paced,
high-energy
activities with high
success rates.
___If I use competition, students never compete against other students.
They compete
in groups or against
a standard.
___I make sure that I bring closure to the lesson, rather than stopping
abruptly.
-quick review
-have kids tell three
important points covered in the lesson
___I prepare my students for the transition to the next task/class.
-"We'll be looking into
community relations in our next period. You'll need
to have a pencil, notebook and textbook on your desk to be ready."
-"Next up, we'll be discussing
how the women's movement has changed
society. In the next few minutes, discuss with your tablemates how
sports,
jobs, politics, and other areas have been influenced. I'll expect
each table to
be able to contribute four points to our discussion."
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Many of these ideas come from the writings of Jacob Kounin, a pioneer in the field of classroom management. You'll see his ideas in the recommended plans of modern writers. Rarely is he given the credit for the ideas.
| Click here to see how the ideas of Jacob Kounin were placed into practice in one classroom |
| Click here for a list of ideas for regaining kids' attention when it wanes |
| Fetch Dr. Mac's Home Page |
Author: Tom McIntyre at www.BehaviorAdvisor.com
Updated 3/29/04