Common-Sense Classroom Management

Common-Sense Classroom Management

For Middle and High Scholl Teachers

A well-planned classroom space can facilitate management of student behavior. Physical space needs to be encouraged; as a teacher, you need to provide enough space for your student to work and comprehend what is going on around them, without distractions of others. In my art class I will create an organize center. An activity center offers the students an opportunity to work on projects or activities at his or her own pace. A center needs to be created so it has a workspace, a place to store tools and materials, and a place to post instructions.

Homework and other student work needs to be interesting and complex. Hands-on activities, often called hands-on, minds-on activities, engage students investigating a concept or problem by using tools or manipulating objects. To assess these activities, a teacher may create a checklist list of the behaviors for which he or she is looking. Class discussions in which students reflect on the activity also provide insight into the way students are thinking.

The amount of quality instructional time is one of the most powerful variables in determining student learning. Because special education programs are designed to meet individual needs of students, we often erroneously interpret this to mean that we should lower expectations for students with disabilities. In fact, if students with learning disabilities are to improve their skills they often must learn at a rate, which exceeds that of other students. It is important that the teacher and the Para educator convey to the student the importance of learning, and create a learning environment in which students use time effectively. Students quickly adopt the attitudes of the teacher and Para educator. Low expectations from teachers and Para educators quickly become low expectations for students. It helps to remember that all students can learn, learning is important, helping students learn is your job, and your job is important to you and the students.

Because students with learning difficulties need to maximize quality-learning time, teachers often need to prioritize the skills that students need and adjust schedules accordingly. Para educators in the classroom are important because they contribute to flexibility in schedules and types of activities. For example, students who need extra practice on math problems can spend quality practice time with the Para educator, while students who need additional practice on reading skills can work with the teacher. Para educators may also increase the amount of instructional time in the classroom by assisting in organizing the classroom and maintaining the flow of activities. In fact, much of the Para educator's job function in special education programs is to improve the amount and quality of instructional time for students. This lesson will help you find ways to model