Classroom structuring ppt

Marilyn L. Learn more about Scribd Membership Home. Read Free For 30 Days. Much more than documents. Discover everything John trowbridge whoi has to offer, including books and audiobooks from major publishers. Start Free Trial Cancel anytime. Criteria for Best Classroom Structuring. Date uploaded Mar 18, Did you find this document useful?

Is this content inappropriate? Report this Document. Flag for inappropriate content. Related titles. Carousel Previous Carousel Next. Jump to Page. Search inside document. SF1 2. SF2 3. SF3 4. E — Class Record Hard copy 7. Table of Specifications Compilations S. Updated Curriculum Guides Approved Class Program Home Visitation Reports Anecdotal Record with Intervention Reports Eric E Castro.

Jamie Bagundol.Providing a structured learning environment provides many advantages for the teacher and the students. These goals must stretch them individually and as a whole class. Explain the importance of the goals that you have set. Make sure there is meaning behind them and make sure they understand what that meaning is. Have a purpose for everything that you do and share that purpose with them. Hold every student accountable for their actions in all areas of life.

Do not allow them to be mediocre. Encourage them to be great and do not let them settle for less than that. Deal with issues immediately. Do not allow students to get away with something because it is small.

These smaller issues will morph into serious issues if they are not dealt with appropriately as quick as possible. Be fair and judicial, but tough. Always listen thoroughly to your students and take what they have to say to heart and then take the course of action that you believe will correct the issue.

Keep goal setting simple. Do not try to give them fifteen goals to meet at one time. Provide them with a couple reachable goals at a time and then add new ones when those are reached. Start the year off by providing goals that are easily attainable. This will build confidence through success. As the year moves along, provide them with goals that are increasingly more difficult to obtain.

Expectations should always be set high. However, it is essential to understand that every class and every student is different. Always set the bar high, but be prepared to adjust if a student or group of students are not academically capable of meeting your expectations. Kids will identify a phony rather quickly. It is critical that you live by the same set of rules and expectations that you expect your students to follow.

If you do not allow your students to have their cell phones in your classroom, then you should not either. You should be the primary role model for your students when it comes to structure. A key component with structure is preparation and organization. How can you expect your students to be prepared for class each day if you are rarely prepared yourself? Here are the posters we can use for Classroom Structuring. Just click the highlighted words below.

classroom structuring ppt

Lupang Hinirang. Panatang Makabayan. More Charts and Bulletin Designs. Classroom Designs and Sayings. Mission Tarp Papel.

Vision Tarp Papel. Lupang Hinirang Tarp Papel. Panatang Makabayan Tarp Papel.Don't let anyone fool you. Don't let anyone tell you differently. To create an "inviting, safe, inclusive, and supportive" environment for students, desks matter. I know this fact firsthand, because one day at school could have gone very badly if it weren't for the desk arrangement in my classroom.

classroom structuring ppt

In fact, one singular moment for me and an eighth grader named Tim could have gone horribly wrong if I had chosen a different way to set up my desks.

The head counselor had warned me about Tim the day before he arrived. It was already the middle of the first week of school when she told me, "Now, Dru, Tim is a strong-willed student and he may be a little tough, but I've gotten good reports from the reform school. I put my hand over the folder with some trepidation, wanting to look inside this archive—this embattled history—to read about Tim and prepare myself for his arrival.

But as the cold fluorescent lights buzzed above us and mingled with a growing chorus of student voices, I looked at the contents in the folder and knew there was more to Tim. I knew Tim was going to be the kid who walked in my eighth grade English Language Arts classroom door. Sure, I was a little fearful. I was a relatively new teacher, and I didn't want to let anybody down.

But as I thought about Tim, I thought that maybe he was going to be nervous, too. He was the one who was going to walk into a brand new classroom. He was the one who was going to carry years of bruised history like baggage before his peers—kids who had heard the truth and the rumors about him. He definitely needed a classroom environment where he could start writing a new story for himself.

Fortunately, my desks and I were ready. On the morning of Tim's first day, I was running a Writer's Workshop when he walked in. We were all seated in a large circle--no rows, chevron patterns, triads, or quad groups—as he sauntered in wearing a faded yellow t-shirt that had "NO FEAR" splashed in black letters across the front. Immediately, his eyes stared from beneath the brim of his baseball hat, and I could tell that he wasn't quite sure where to go or, in fact, where I was.

So from a student desk, I raised my hand and beckoned him over. When he finally sat down with me, I said, "Tim? How're you doing this morning? I also added that I was going to talk to him about a meaningful time in his life, and as his writing partner, I was going to share something meaningful with him about my life. While the rest of my students interviewed each other, I asked him some questions, he talked, and I wrote down his story. The tough, "NO FEAR" exterior started to dissolve around the narrative he wove about being at his uncle's farm over the summer where he helped deliver a calf in the morning light of the barn—as we sat in the inviting, safe, inclusive and supportive workshop circle.

Working and writing with Tim was one of my earliest lessons on the importance of physical classroom structure. At the beginning of every school year afterwards, I recalled that moment and considered the environmental decisions that would build relationships and engage students in my classroom and across my team.

When I would change desk arrangements, for instance, I would sit in those desks to see what they would see, imagine how they would feel, and get a sense of distractions they may encounter. In terms of what I would put up on the walls and on the boards and how I would arrange my desks, I also asked myself and answered the following questions:.

What information do my students need to know every day? This is not only necessary for students, but also for teachers. What inspiration do my students need every day? What education artifacts and actions do they need every day?Managing disruptive behavior is critical to creating an effective learning environment for your students.

Learn how to improve behavior in your classroom today with these 16 management techniques and strategies. From annoying distractions to class clowns, get ideas on how to manage the most difficult behavior challenges you face with your students.

Get instant ideas from other teachers on how to manage your toughest behavior challenges.

classroom structuring ppt

Just click on a behavior issue below. The students and teacher should first discuss and then write a "group" contract adopting acceptable classroom rules and procedures by the end of the first week of school. Periodically review the rules and procedures of the classroom until the students can successfully adhere to them. Use simple verbal reprimands when the misbehavior occurs. Make sure that they are to the point, moderate in tone, and private e.

Give praise to the entire class as frequently as possible e. A student who continually exhibits an unacceptable behavior e. Intervene as soon as possible in order to prevent the misbehavior from occurring e. Use facial expressions to convey to the student that the misbehavior was not totally overlooked. Circulate around the room frequently, to avert potential behavior problems. What can be done to help students improve their interaction with authority figures? Provide opportunities for students to change their hostile and aggressive energy into socially acceptable channels such as sports, clubs, crafts, hobbies, etc.

Praise the students whenever they are cooperating with other adults e. Provide the students with models of appropriate communicative behavior through role-playing activities. Refer the student to appropriate staff members e. Keep anecdotal records to support your concerns. How can the teacher deal with a child who becomes argumentative upon confrontation? Try to explore and discover what led to the confrontation.

Avoid repeating these circumstances. If possible, meet with the child and describe in exact terms the behavior you find unacceptable in the classroom. If the misbehavior occurs again, follow through with the previously planned disciplinary action.

Throughout the process, keep the parents and the principal informed of the progress or lack of progress. If the child continues to misbehave and you feel that you have utilized all of your options and resources, send the child to the principal's office.

What can be done for a student who is constantly disrupting the class in order to gain the teacher's attention? Post a chart in the front of the room delineating the rules to be followed when responding. For example: 1. Raise your hand if you wish to talk. Wait to be called on. Listen while others talk. Arrange parent conferences to discuss any factors that may be contributing to the student's problem in school e.

Keep a frequency record in your grade book of the calling out, and increase the severity of the consequence in direct proportion to the frequency of the "calling out.Most students respond positively to structure, especially those who have little structure and stability in their home life.

A structured classroom often translates to a safe classroom, one where students can enjoy themselves and focus on learning.

In a structured learning environment, students are more likely to thrive and experience personal and academic growth. Too often teachers provide students with freedoms that they can abuse.

A lack of structure can destroy a learning environment and undermine a teacher's authority, leading to misbehavior and wasted time.

Keeping a classroom structured does take a strong commitment from the teacher, but the rewards are well worth the time, effort, and planning required. Teachers who build a structured classroom will find that they enjoy their jobs more, see more growth in their students, and experience more positivity. It all starts with a few simple steps. Once you lose a class, you rarely get them back. Structure starts on day one. Provide students with specific scenarios and walk them through your expectations as well as your plan for dealing with issues in the classroom.

As a teacher, you should naturally come in with high expectations for your students. These goals should challenge your students both individually and as a class. Have a set of expectations for everything including preparation, academic success, and student behavior inside and outside your classroom.

How to Structure a Presentation

Hold every student accountable for their actions in all areas of life. Do not allow them to be mediocre. Encourage them to be great and do not let them settle for less than that.

Deal with issues immediately. Do not allow students to get away with something simply because it is a small issue, as small issues can easily develop into more serious issues over time.

The Importance of Classroom Structure

Be fair but tough. Always listen to your students and take what they have to say to heart. Use their feedback to build the best classroom you can. Providing structure does not have to be difficult as you do not want to overwhelm your students. Pick a handful of the most fundamental rules and expectations as well as the most effective consequences.Sasha Long Summer of the Seven Steps is well under way!

On to Step 2 — Classroom Structure. Keep it coming — it makes my day! Seems like we are all in the same boat on needing to focus on classroom setup. Getting everything in gear. Getting your thoughts together. Figuring out what to do next. You made your list of centers now you need to figure out where to put these centers.

I need classroom feng shui. I need it to flow. I need it to make sense. Jeez — I soon totally loony. Agenda for Step 2: Classroom Structure —. So what is the big deal with classroom structure?

Why is there so much importance placed on this? The rationale behind using one area or table for only activity is to provide additional cues and prompts for what the student will be doing. When they arrive at a new location, they often do not understand what is expected of them since they cannot comprehend cues and language.

Using additional prompts such as visuals, routine, physical boundaries, and specific tables will help them understand what happens at each center. Extreme example this helped when explaining this to my paraprofessionals! But every time they take you to the blue room they give you cookies, every time they take you to the green room you play checkers. Okay, fine stupid example but you get my point. The rest of this week will elaborate on how to set up you classroom in a way that maximizes space and stays organized.

The Importance of Classroom Structure

Your email address will not be published. Notify me of follow-up comments by email. Notify me of new posts by email. In this session, learn how to identify the skill deficits that your students are struggling with under the area of executive functioning skills.

Learn how to approach teaching and developing these skills with the same rigor and systematic planning that we give to other areas of need. Identify ways to setup an environment that promotes independence and problem solving. Finally, learn how to track progress and fade assistance. Schedules are an essential component to any effective classroom. Schedules let us know when transitions will occur, the order of activities, and alerts us to changes.

For children with autism who may struggle with receptive language processing, schedules are even more important.As a second-year teacher, Mandrel Epps is showing a lot of promise, but he still has some rough edges. He works very hard to develop engaging lessons and accompanying materials. Another teacher on his grade level said that if she shares an activity with him, he gives it back with some additional, and often better, twists.

Mandrel showed a lot of courage coming back to teach after the tough first year when he had 12 of the most challenging students in the grade level placed in his classroom. Mandrel's students say they like him and he makes learning interesting, but sometimes they also take advantage of him. It is as if he has a jigsaw box of puzzle pieces, but he cannot get all the pieces to fit together.

He just doesn't seem to understand how to manage a classroom. The classroom is a vehicle for getting students from where they are when they enter the schoolhouse door to where they need to be an academic year later. Ideally, we all would like to see at least one year of progress for one year of seat time. In talking about classroom management and student achievement, it may help to think of the teacher as the driver of the car who needs to respond to the passengers' needs in order to ensure that they reach their destination.

In driver education there is a substantial focus on the mechanics of driving and the rules of the road, but not very much attention is given to keeping the automobile functioning. People learn about preventative maintenance as a secondary set of skills through guidance, observation, reading, and trial and error. The first flat tire or dead battery becomes a significant learning experience. Great driving skills don't matter when the car won't move. Similarly, great instructional skills won't matter if students in the classroom are disengaged or out of control.

While mastering effective classroom management techniques takes work, effective teachers make classroom management look easy.

When an effective teacher is in the driver's seat, one knows that a preventative, proactive, positive approach is in place to ensure that learning is on course. The classroom environment is influenced by the guidelines established for its operation, its users, and its physical elements.

Teachers often have little control over issues such as temperature and leaky ceilings, but they greatly influence the operation of their classrooms. Effective teachers expertly manage and organize the classroom and expect their students to contribute in a positive and productive manner.

Classroom Organization focuses on the physical environment. Effective teachers organize a safe classroom environment Educational Review Office, They strategically place furniture, learning centers, and materials in order to optimize student learning and reduce distractions. Expectations for Student Behavior is a key element in setting expectations for students.

Effective teachers know that student behavior is not only about rules and consequences McLeod et al. Thus, effective teachers expect students to act in a manner that contributes to a positive classroom environment. This sampling of findings highlights the complexity of teaching as it relates to classroom management.

Figure 3. Following an elaboration of the three key quality indicators associated with the quality of classroom management and organization, tools to enhance effectiveness are presented in the context of our fictional teacher, Mandrel. The questions posed in the Focus on the Teacher section are addressed at the end of the chapter before the presentation of the blackline masters.

Chapter Overview.


Leave a Reply

Your email address will not be published. Required fields are marked *