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Classroom Management Chatboard

Classroom Management and Procedures

by lostsubteacher

Jun 10, 2012

During student teaching, I was not introduced to my cooperating teacher's classroom management plan, and I have not been successful establishing my own. What do you do during the first days of school? What procedures do you establish, and how often do you practice these procedures? What do you do if a student violates a rule or procedure? What will...See More

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maria duran I would like to get a copy or nelsons book. Im a montessori intern and I would love to have it. On 6/23/12, maureen wrote: >> >> On 6/10/12, lostsubteacher wrote: >>> During student teaching, I was not introduced to my >>> cooperating teacher's classroom management plan, and I have >>> not been successful esta...See MoreI would like to get a copy or nelsons book. Im a montessori intern and I would love to have it. On 6/23/12, maureen wrote: >> >> On 6/10/12, lostsubteacher wrote: >>> During student teaching, I was not introduced to my >>> cooperating teacher's classroom management plan, and I have >>> not been successful establishing my own. What do you do >>> during the first days of school? What procedures do you >>> establish, and how often do you practice these procedures? >>> What do you do if a student violates a rule or procedure? >>> What will I most likely need a procedure for? > > > Lostsubteacher: Invest in a copy of Greg Nelson's "teacher's bags > of tricks". He self publishes so it is not available on places > like amazon.com. I received my first copy almost 30 years ago > when I worked as an assistant at my first school. That book > addresses every question you would have when it comes to managing > a Montessori classroom. I used to teach classroom management at > the university for Montessori interns and I can honestly say > that "all I ever learned about classroom management I learned > from Greg's book" I had the information in the book so > internalized that I often did the "right" thing when something > unexpected came up. I can not be more enthusiastic about any > other book on the market. It should be required reading for all > new teachers. I have always taught ages 2-6 but the book > techniques apply to elementary also. > > If you understand and utilize the information in that book, you > will not have to use any kind of traditional school techniques. > There should not be any rewards, punishments, being sent to the > office types of things at all. The children who continue to have > behavior problems despite your best efforts most probably are the > ones that need outside professional help. In my decades of > teaching, I had only one who fell into that category. I never > sent a child out of the room for someone else to work with him. > We are working towards intrinsic motivation not behavior > modification which is the traditional school's approach. > > You are very wise to want to learn how to get those early weeks' > procedures in place. When those are in place, all you have to do > is an occasional reminder (Johnny leaves out his chair and if you > don't have to interrupt his work he went to next, you can > ask "John, are you finished with your pouring exercise?" He would > say, "Yes" and I would say, "Please look at where you were doing > your work. Are you sure you are done?" Most children will see > that they left the chair out and go and return it. > > I always had learning procedures as a game in those early days. > We often had a form of gradual entrance to the classroom in the > early days or week. That means I wouldn't have all 30 children in > the room the first day. I might have the numbers in half or > thirds so i can focus on the procedures with a smaller group of > children. Even returning students need a refresher course and > they enjoy "showing what they know" in front of the new children. > This approach is beneficial to not only the teacher but also to > the new children who some can be very intimidated by so many new > faces and things to learn. > > Repeat, repeat repeat until the procedure is learned. Repeat the > next day with each child. You might have to to repeat the next > day depending on which procedure they are learning. I basically > started out with(over the days) how to use walking feet, how to > interrupt,how to use a quiet speaking voice, how to walk around a > rug and how to return one's chair under the table. We > practice "making a line" as a class when we need to line up to > come back in off the playground or walk through the school. I was > always impressed at how well little preschoolers could accomplish > this so easily. Being acknowledged that he or she is doing the > procedure is a good motivator to do it right. I ignore the poor > execution some children do but when the correct actions take > place, even if it is the most minor detail, that gets > acknowledged. "I can see that Susie is walking to our line. See > how her hands are at her side, long and straight and her body is > not touching Johnny's Thank you, Susie". I never say "good job" > (one of my pet peeves. it sounds phoney). I never make judgements > or point out their errors. > > The best rule of thumb is to ask "Is this kind", when a child > needs an idea on what he or she did might need to be done > differently. > > If you need the information on how to get Greg's book, let me > know . I can contact him on another board I am active on. I think > the book is still $20 plus postage and handling. Very reasonably > priced. > > I hope this helps. It is so hard to be a new teacher and it > sounds like you are not getting any mentoring at your school. >

Nov 6, 2014

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maria Duran lease email me my email is [email removed];

Nov 6, 2014

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Classroom rules for adult learners

by Stephanie K

Feb 14, 2013

How do you present and enforce rules and expectations for classroom behavior for adult learners without making them feel like children?

Thanks for your thoughts! Stephanie

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barhydtk I agree with Jen, if possible find a way to use peers as role models. Even more so, if you can find a way to give the rule breakers a chance to become leaders in the class, perhaps through groupings or assignment responsibilities.

On 9/26/14, Jen C. wrote: > Hi Stephanie, > > It is difficult to enforce rules with adult learners b...See More

Sep 28, 2014

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rgfgsd On 9/28/14, Kb wrote: > I agree with Jen, if possible find a way to use peers as role > models. Even more so, if you can find a way to give the rule > breakers a chance to become leaders in the class, perhaps > through groupings or assignment responsibilities. > > On 9/26/14, Jen C. wrote: >> Hi Stephanie, >> >> ...See More

Sep 29, 2014

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Silly Questions

by Don

Sep 22, 2014

This year I have a group of 2nd graders that ask so many questions. Along with the questions, they feel like they have to tell me everything. I tell all the kids at the beginning of the year that if they have questions during work time or group time that they must ask at least 3 friends to get the answer before coming to me to figure it out. I get ...See More

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Josh H. Ah, the silly question. It brings to mind the saying that there are no stupid questions. I don’t completely agree with this statement, but I don’t like how it says it either. I would instead say that there uneducated questions. Or perhaps that there are spontaneous questions that show the asker has put little processing into the subject.

...See MoreAh, the silly question. It brings to mind the saying that there are no stupid questions. I don’t completely agree with this statement, but I don’t like how it says it either. I would instead say that there uneducated questions. Or perhaps that there are spontaneous questions that show the asker has put little processing into the subject.

I don’t typically get silly questions in the workshops that I teach, but I do get silly questions from my student staff at the facility I run. We have about 20 undergraduate employees at any one time, so if I didn’t have a strategy for dealing with those questions, I would get a lot of them. My strategy involves making sure on day one, that all my staff know exactly where our group knowledge repository is and how to add to it. We have all our information stored in a online product called Confluence that is made by a company called Atlassian. Confluence houses our wiki and blog. We use the wiki like it is a manual for working at my facility. We use the blog for day-to-day communication. Basically, we store long-term knowledge in the wiki and short-term knowledge in the blog. To make staff aware that long-term knowledge has been updated, we create a post in the blog that links to the updated information and give a small reason for why it was updated.

I see how we use the wiki and blog at our workplace as an effective way to use a learning management system. If you are using D2L, there is no wiki or blog, but there is the content and news tool. In the courses that I’ve created I organize course artifacts in the content tool (absorb activities like readings, videos, and record lectures; do activities like essays, papers, quizzes, and case scenarios; and reflect activities like scavenger hunts, games, and journals). If I need to highlight anything that has been updated in the content area, I write up a very small news item and link to the discussed artifact in the content tool.

Just creating the content and having it hosted somewhere does not end the silly questions. It takes much dilligence and perseverance to always point my staff to our knowledge repository. Whenever I’m asked a question, my immediate response is “Did you check the wiki?” then it’s “Did you check the blog?” then it’s “Did you Google it?”. If they say yes to all three of those questions, I then ask them to summarize what they found. If they are still at a dead end, only then do I help them get an answer. The key is that I still only help them get the answer. I don’t just give it to them.

There are many days where I just want to give them the answer, but I resist this temptation. What are your tactics for resisting the temptation to just give your students the answers? Do they always work?

Thanks,
Josh

Sep 28, 2014

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Don I really, truly hate giving into the temptation of giving the answer right away. I usually ask them a return question like, "Is that really a question that 2nd graders should be asking?" Or, " are there other resources that you can get your answers from?" If it is a question that I really do not want to answer at all, I will tell them to ask 3-5 st...See MoreI really, truly hate giving into the temptation of giving the answer right away. I usually ask them a return question like, "Is that really a question that 2nd graders should be asking?" Or, " are there other resources that you can get your answers from?" If it is a question that I really do not want to answer at all, I will tell them to ask 3-5 students for help before coming to me. Depending on the week, I may slip and just give answers on Fridays because my brain just tells me to. Don On 9/28/14, Josh H. wrote: >

Ah, the silly question. It brings to mind the saying that > there are no stupid questions. I don’t completely agree with > this statement, but I don’t like how it says it either. I > would instead say that there uneducated questions. Or perhaps > that there are spontaneous questions that show the asker has > put little processing into the subject.

>

I don’t typically get silly questions in the workshops > that I teach, but I do get silly questions from my student > staff at the facility I run. We have about 20 undergraduate > employees at any one time, so if I didn’t have a strategy for > dealing with those questions, I would get a lot of them. My > strategy involves making sure on day one, that all my staff > know exactly where our group knowledge repository is and how > to add to it. We have all our information stored in a online > product called Confluence that is made by a company called > Atlassian. Confluence houses our wiki and blog. We use the > wiki like it is a manual for working at my facility. We use > the blog for day-to-day communication. Basically, we store > long-term knowledge in the wiki and short-term knowledge in > the blog. To make staff aware that long-term knowledge has > been updated, we create a post in the blog that links to the > updated information and give a small reason for why it was > updated.

>

I see how we use the wiki and blog at our workplace as an > effective way to use a learning management system. If you are > using D2L, there is no wiki or blog, but there is the content > and news tool. In the courses that I’ve created I organize > course artifacts in the content tool (absorb activities like > readings, videos, and record lectures; do activities like > essays, papers, quizzes, and case scenarios; and reflect > activities like scavenger hunts, games, and journals). If I > need to highlight anything that has been updated in the > content area, I write up a very small news item and link to > the discussed artifact in the content tool.

>

Just creating the content and having it hosted somewhere > does not end the silly questions. It takes much dilligence > and perseverance to always point my staff to our knowledge > repository. Whenever I’m asked a question, my immediate > response is “Did you check the wiki?” then it’s “Did you > check the blog?” then it’s “Did you Google it?”. If they say > yes to all three of those questions, I then ask them to > summarize what they found. If they are still at a dead end, > only then do I help them get an answer. The key is that I > still only help them get the answer. I don’t just give it to > them.

>

There are many days where I just want to give them the > answer, but I resist this temptation. What are your tactics > for resisting the temptation to just give your students the > answers? Do they always work?

>

Thanks,
Josh

Sep 29, 2014

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Best Piece of Advice on Classroom Management

by Alissa

Nov 12, 2013

Hello Everyone!

I am currently an undergraduate student pursuing a Secondary English Education degree. With that being said, I am beginning to get nervous about managing my classroom. What is the best piece of advice you were ever given about classroom management? Hopefully some of the answers to this question will put my worries to rest....See More

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Dave The best single piece of advice I ever got on classroom management was get to know your students. The more you know about them, the more they will respond positively to you. They will appreciate that you took the time to learn about them, and they will know that you care. On 9/25/14, Seth Johnson wrote: > One piece of advice I got was to be seen...See More

Sep 26, 2014

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lee.h The best advice I received was be consistent however it was the hardest advice to follow. On 9/25/14, Seth Johnson wrote: > One piece of advice I got was to be seen with well respected > teachers. Just be seen with them, talking. > > And jokingly, "Don't smile until February." > > > On 9/25/14, Prof. Howard Seeman wrote: >&g...See More

Sep 29, 2014

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Snack Time

by Jenna

Sep 22, 2014

Hi, I teach 1st grade, and I'm wondering how other teachers run their snack time? We have snack right after morning recess. I pass it out and let the students chit chat a bit. It usually lasts about 7 minutes. I've heard of a communal snack where kids might go to a "bowl" sitting at a table and take snack when they feel hungry throughout the mornin...See More

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Seth Johnson We do a "grab and go" breakfast type in between first and second hours. Students just take whatever few snacks they get and have 8 minutes to eat them. We keep it in the cafeteria though to reduce garbage on the ground. On 9/22/14, Jenna wrote: > Hi, > I teach 1st grade, and I'm wondering how other teachers > run their snack time? We have ...See More

Sep 26, 2014

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lee.h That type of snack would make me nervous and I think it would be distracting. Some students would be munching the entire time and others would not take any so they would still be hungry. I did snack either morning or afternoon. It depended on what our later part of the day was. If we had a late lunch we did morning (these were different years) if w...See More

Sep 29, 2014

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Multiple Level Classroom

by Seth Johnson

Sep 25, 2014

I am a middle and high school social studies teacher in northern Wisconsin. This is my first year at this school. I am the social studies department. I teach grades 7th through 12th. I am struggling with how to properly set up my classroom.

The authors of "Handbook for Qualities of Effective Teachers" write that "The classroom environment...See More

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lee.h On 9/25/14, Seth Johnson wrote: > I am a middle and high school social studies teacher in > northern Wisconsin. This is my first year at this school. > I am the social studies department. I teach grades 7th > through 12th. I am struggling with how to properly set up > my classroom. > > The authors of "Handbook for Qualities of ...See More

Sep 29, 2014

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lee.h I am surprised by this situation. Our middle schools and high schools are not together so if they share a teacher the teacher travels to another building. I can't imagine how you set up a classroom covering that big of an age and development range. My suggestion would be to have posters on one side for the younger students and the other side for th...See More

Sep 29, 2014

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Classroom Signals/Cues

by Jenna

Sep 23, 2014

Hi all,

Stronge, Tucker & Hindman mention that both novice and experienced teachers with effective management skills can learn "tricks of the trade from watching other teachers, reading about the topic, and reflecting on what is occurring in their classrooms," (2004, p. 64). With that, I thought this would be a great spot for us to sh...See More

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Jen C. Giovanna,

These are good ways to get the attention of adults. I tell my adult learners at the beginning of class that a visual clue for them to know I need their attention is as soon as I display something on the projector. This usually works well at the conclusion of break time. They will stop chatting once they see me do this.

J...See MoreGiovanna,

These are good ways to get the attention of adults. I tell my adult learners at the beginning of class that a visual clue for them to know I need their attention is as soon as I display something on the projector. This usually works well at the conclusion of break time. They will stop chatting once they see me do this.

Jen

On 9/24/14, Giovanna Doll wrote: > Hi Jenna, > > I like your classroom cues. Thanks for sharing. I do not teach > kids. However, with adults I use some non-verbal cues such as > eye contact, proximity (walking slowly toward the student), > placing my hand on the student’s desk or on the back of > his/her chair. These cues work most of the time. > > Giovanna > > > > > On 9/23/14, Jenna wrote: >> Hi all, >> >> Stronge, Tucker & Hindman mention that both novice and >> experienced teachers with effective management skills can >> learn "tricks of the trade from watching other teachers, >> reading about the topic, and reflecting on what is >> occurring in their classrooms," (2004, p. 64). With that, >> I thought this would be a great spot for us to share our >> classroom signals/cues to get our students' attention. >> Maybe you have a special way to get your kids re-focused >> after recess or maybe you sing or chant something >> special. I'll share a few of my methods, and then >> hopefully you'll be able to share your expertise for your >> situation/age group. >> >> 1. Chimes- I purchased a set of chimes from Really Good >> Stuff and it's a nice, calming method to get students' >> attention. I don't need to use my voice at all...just a >> swipe of the chime and I have students quiet and >> listening. It's fabulous! >> 2. When we're working on whiteboards, to get my kids >> ready to listen for the direction, I say loudly, >> "Marker's UP!" And they repeat, "Marker's UP!" And their >> markers go up in the air and they're ready to write. >> 3. I often say, "If you can hear me touch your nose, if >> you can hear me touch your toes, if you can hear me put >> your hands on your head..." My voice gets slightly >> quieter as I name each step. This works really well for >> some reason. >> >> I can't wait to hear your tips and strategies to gain >> your kids' attention with signals and cues. >> >> Jenna >> >> References: >> Stronge, J., Tucker, P., & Hindman, J. (2004). Handbook >> for qualities of effective teachers. >> Alexandria, VA: Association for Supervision and >> Curriculum Development. >>

Sep 27, 2014

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Beccah A few years ago, I tried to use "Whole Brain Teaching" in my classroom. While I had a hard time incorporating all aspects of the program, the part that always stuck with me is the call and response that they use to get the classes attention.

While this is simple and easy, it has been amazingly affective in all school settings (fire drill, ...See MoreA few years ago, I tried to use "Whole Brain Teaching" in my classroom. While I had a hard time incorporating all aspects of the program, the part that always stuck with me is the call and response that they use to get the classes attention.

While this is simple and easy, it has been amazingly affective in all school settings (fire drill, assembly, etc.)

It's called the "Class/Yes" response. You say "class" and they respond with "yes". Easy, right? The best part, is that you are supposed to say "class" in different ways (high pitch, low pitch, two times, in a pirate voice, etc.) and the students have to respond back with "yes" in the same way.

I found that my fall back was "class, class" to which they responded "yes, yes".

Has anyone else used any of the whole brain teaching methods?

On 9/27/14, Jen C. wrote: > Giovanna, > > These are good ways to get the attention of adults. I tell my > adult learners at the beginning of class that a visual clue for > them to know I need their attention is as soon as I display > something on the projector. This usually works well at the > conclusion of break time. They will stop chatting once they see > me do this. > > Jen > > On 9/24/14, Giovanna Doll wrote: >> Hi Jenna, >> >> I like your classroom cues. Thanks for sharing. I do not > teach >> kids. However, with adults I use some non-verbal cues such as >> eye contact, proximity (walking slowly toward the student), >> placing my hand on the student’s desk or on the back of >> his/her chair. These cues work most of the time. >> >> Giovanna >> >> >> >> >> On 9/23/14, Jenna wrote: >>> Hi all, >>> >>> Stronge, Tucker & Hindman mention that both novice and >>> experienced teachers with effective management skills can >>> learn "tricks of the trade from watching other teachers, >>> reading about the topic, and reflecting on what is >>> occurring in their classrooms," (2004, p. 64). With that, >>> I thought this would be a great spot for us to share our >>> classroom signals/cues to get our students' attention. >>> Maybe you have a special way to get your kids re-focused >>> after recess or maybe you sing or chant something >>> special. I'll share a few of my methods, and then >>> hopefully you'll be able to share your expertise for your >>> situation/age group. >>> >>> 1. Chimes- I purchased a set of chimes from Really Good >>> Stuff and it's a nice, calming method to get students' >>> attention. I don't need to use my voice at all...just a >>> swipe of the chime and I have students quiet and >>> listening. It's fabulous! >>> 2. When we're working on whiteboards, to get my kids >>> ready to listen for the direction, I say loudly, >>> "Marker's UP!" And they repeat, "Marker's UP!" And their >>> markers go up in the air and they're ready to write. >>> 3. I often say, "If you can hear me touch your nose, if >>> you can hear me touch your toes, if you can hear me put >>> your hands on your head..." My voice gets slightly >>> quieter as I name each step. This works really well for >>> some reason. >>> >>> I can't wait to hear your tips and strategies to gain >>> your kids' attention with signals and cues. >>> >>> Jenna >>> >>> References: >>> Stronge, J., Tucker, P., & Hindman, J. (2004). Handbook >>> for qualities of effective teachers. >>> Alexandria, VA: Association for Supervision and >>> Curriculum Development. >>>

Sep 28, 2014

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A look from a non-educator

by Steph Schragen

Sep 24, 2014

I am not a teacher, I am an Athletic Trainer. However, reading all of these posts have been very helpful and inspiring on different techniques, ideas, and methods that I feel would be extremely helpful in the future when I plan to teach and when I am educating my Athletic Training Interns. I have read great things about syllabuses; including requir...See More

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Steph Schragen Thank you. This was very helpful. There is no curriculum when you do not teach an actual Athletic Training class. But creating objectives and asking the interns what they wish to learn and get out of their internship would be a great idea. Thank you for the suggestions.

On 9/27/14, Josh H. wrote:

> Steph,

>
...See More

Sep 28, 2014

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barhydtk I am a strong proponent of modeling the behavior I want my learners to reflect.

I was hurt a few months back and had to stop running to heal. I worked with a strength trainer who is in the process of integrating two new interns into the gym for the past 6 weeks, so I have some very fresh observations of what worked and what didn't as a le...See MoreI am a strong proponent of modeling the behavior I want my learners to reflect.

I was hurt a few months back and had to stop running to heal. I worked with a strength trainer who is in the process of integrating two new interns into the gym for the past 6 weeks, so I have some very fresh observations of what worked and what didn't as a learner.

He was very hands on, and always present. He would scan the room to track interns even while he was working one-on-one with someone. If possible he always had an intern present when working with me. I noticed that he let them watch what he did, and then asked questions. He expected them to be in complete focus, and I noticed him giving them time to absorb everything instead of simply peppering them with questions.

The things he modeled were as important as how he modeled them. I am a very motivated learner, but what I found the coach did well first and foremost was to express his willingness and ability to adapt to my physical needs. He then set expectations very high for both of us, and worked with me to determine the objectives for our work together. Next his focus turned to accessing my prior knowledge, and being clear when he felt I would need to alter my own perceptions of how training would best serve to meet the goals we were developing.

Mostly, he listened. Almost always.

On 9/28/14, Steph Schragen wrote: > Thank you. This was very helpful. There is no curriculum when you > do not teach an actual Athletic Training class. But creating > objectives and asking the interns what they wish to learn and get > out of their internship would be a great idea. Thank you for the > suggestions. > > > > On 9/27/14, Josh H. wrote: > >> Steph, > >> > >> I think the most important thing you need are learning > objectives. > >> From there you can build the necessary artifacts to support > those > >> objectives. You just need to break them down to figure out what > you > >> need to get to those objectives (Elizalde et al., 2008). For > >> example, on an intern's first day, would you start her out by > >> having her rehabilitate someone with a post op ACL tear? What > are > >> the pieces of knowledge that an intern needs before they can > get to > >> the point where they would be comfortable doing this kind of > >> procedure on their own? > >> > >> After you take a while to identify your pieces, you'll start to > see > >> your curriculum form. You should start to see how the topics > layer > >> to get to the point where your interns have the full knowledge > of > >> how to rehabilitate an ACL tear (or whatever is your high level > >> learning objective). > >> > >> In terms of managing those artifacts, you could do that > anywhere. > >> You could use a blog like Wordpress or Blogger. You could use > an > >> online website creation tool like Google Sites or Webly. You > could > >> also use the new Google Classroom to manage basically all of > the > >> artifacts. You could even think about turning your learning > >> objectives into badges or certificates by using a site like > Credly > >> or Passport by Purdue. > >> > >> The key is to have those learning objectives first and then to > >> break them down. That's my opinion. What do others think? How > do > >> you go about create your curriculum? > >> > >> Thanks, > >> Josh > >> > >> > >> References > >> Elizalde, H., Rivera-Solorio, I., Pérez, Y., Morales-Menéndez, > R., > >> Orta, P., Guerra, D., & Ramírez, R. A. (2008). An educational > >> framework based on collaborative reverse engineering and active > >> learning: A case study. International Journal of Engineering > >> Education, 1062–1070. >

Sep 28, 2014

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Laptops and Lecture Halls

by Josh H.

Sep 24, 2014

When it comes to classroom management in higher education, what are your opinions about laptops and other electronic devices? Do you think they should be banned or embraced or you don’t care? Why?

When I was an undergraduate approximately 10 years ago, my laptop was my gateway to engaging myself with the professor’s lecture. I would ha...See MoreWhen it comes to classroom management in higher education, what are your opinions about laptops and other electronic devices? Do you think they should be banned or embraced or you don’t care? Why?

When I was an undergraduate approximately 10 years ago, my laptop was my gateway to engaging myself with the professor’s lecture. I would have their PowerPoint open on it and would actively be taking notes. I would have the library’s website open so I could open articles as the professor brought them up. I believe my laptop gave me extra insight into the subject matter area I was studying. I believe that “laptops provide a tremendous opportunity to enhance student learning in an age of changing classroom dynamics” (Murray, 2011, p. 186).

Some professors have banned laptops because they think it leads to students being court stenographers instead of writing making notes about connections and thoughts they may be having (Murray, 2011). Others instructors say that the laptops are the main reason students do not pay attention in class—it distracts them (Barak, Lipson, & Lerman, 2006).

I am of the mind that students have had and will always have reasons to be distracted and the means to encourage those distractions. Some instructors have banned laptops, and others have had WiFi turned off. This is definitely one way to manage the level of distraction in your classroom, but I still think students will find ways to distract themselves. So when does this become less of a question about technology/classroom management and the way we are teaching? Perhaps the laptop does not need to be turned off. Perhaps we need to turn on different ways of teaching that are more engaging than the passive learning environment of the classroom. What do you thin? Barak, M., Lipson, A., & Lerman, S. (2006). Wireless Laptops as Means For Promoting Active Learning In Large Lecture Halls. Journal of Research on Technology in Education (International Society for Technology in Education), 38(3), 245–263. Murray, K. E. (2011). Let them use laptops: Debunking the assumptions underlying the debate over laptops in the classroom. Oklahoma City University Law Review. Oklahoma City University, 36(1), 185–229.

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Kent I think technology in the classroom is inevitable. Devices are so small and easily hidden now that you might as well embrace them and use them to your advantage. I do agree that if you are not a user, others around you using can be a distraction. So yes, I would allow non-users to move away from the users. I think you need to decide if the technoog...See MoreI think technology in the classroom is inevitable. Devices are so small and easily hidden now that you might as well embrace them and use them to your advantage. I do agree that if you are not a user, others around you using can be a distraction. So yes, I would allow non-users to move away from the users. I think you need to decide if the technoogy is going to enhance or detract from your lecture or demonstration however. If it is going to prevent the students from paying attenton to important portions maybe you should share your lecture notes with the students so they will actually sit and listen. Despite what they think, if they are trying to take notes and listen at the same time, they are missing some of what is being said or shown.

> On 9/25/14, Don wrote: >> To me, it all depends on the professor. There really is no way > around technology in lecture >> halls. I sat in many classes that did not allow laptops or other > forms of technology in their >> room, but I still saw students surfing the web on their > phones. Many of the lecture room tables >> had front or half fronts on them that would restrict the ability > to see under them from the >> front. Students are going to find a way to use technology > even when they cant. As for should it >> be allowed? If I ever become a professor, I wouldn't care. You > will find that there are those >> who truly care about their education and will take notes > either way, hand written, voice >> recorder, etc. Then there will be others that just do not care. > Their grades will reflect their >> true understanding of the lecture. I would make it clear in the > beggining that they are allowed, >> but the use of them should not be abused. Adults should > understand. Kids, maybe a different >> story. >> >> Then you have the issue about the auditory learners. I have > been in a lecture that had an older >> adult "freak out" in the middle of the lecture because younger > students sat around them and were >> "typing loudly." I can see the problem and how it could be a > distraction on many levels, but >> maybe I would break the class into to halves. Sit over here if > you have a device....sit over >> here if you do not. This may help. What do you think? Would > this be to much like segregating >> people? >> >> With all of that said, I try to embrace laptops, chrome books, > iPad, or other forms of >> technology, because I find them as useful tools if used > correctly. Our youth as well as our >> learners will benefit from using them either inside or outside > of class. >> >> Don >> >> On 9/24/14, Josh H. wrote: >>> When it comes to classroom management in higher > education, what are >>> your opinions about laptops and other electronic devices? > Do you think >>> they should be banned or embraced or you don’t care? > Why? >>> >>> When I was an undergraduate approximately 10 years ago, > my laptop was >>> my gateway to engaging myself with the professor’s > lecture. I would >>> have their PowerPoint open on it and would actively be > taking notes. I >>> would have the library’s website open so I could open > articles as the >>> professor brought them up. I believe my laptop gave me > extra insight >>> into the subject matter area I was studying. I believe that > “laptops >>> provide a tremendous opportunity to enhance student > learning in an age >>> of changing classroom dynamics” (Murray, 2011, p. 186). >>> >>> Some professors have banned laptops because they think it > leads to >>> students being court stenographers instead of writing > making notes >>> about connections and thoughts they may be having > (Murray, 2011). >>> Others instructors say that the laptops are the main reason > students >>> do not pay attention in class—it distracts them (Barak, > Lipson, & >>> Lerman, 2006). >>> >>> I am of the mind that students have had and will always > have reasons >>> to be distracted and the means to encourage those > distractions. Some >>> instructors have banned laptops, and others have had WiFi > turned off. >>> This is definitely one way to manage the level of distraction > in your >>> classroom, but I still think students will find ways to > distract >>> themselves. So when does this become less of a question > about >>> technology/classroom management and the way we are > teaching? Perhaps >>> the laptop does not need to be turned off. Perhaps we need > to turn on >>> different ways of teaching that are more engaging than the > passive >>> learning environment of the classroom. What do you thin? >>> Barak, M., Lipson, A., & Lerman, S. (2006). Wireless Laptops > as Means >>> For Promoting Active Learning In Large Lecture Halls. > Journal of >>> Research on Technology in Education (International Society > for >>> Technology in Education), 38(3), 245–263. >>> Murray, K. E. (2011). Let them use laptops: Debunking the > assumptions >>> underlying the debate over laptops in the classroom. > Oklahoma City >>> University Law Review. Oklahoma City University, 36(1), > 185–229.

Sep 25, 2014

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barhydtk I think it's true that technology in the classroom is inevitable, but mostly because it's a helpful addition to advancing pedagogical goals. When used well technology enhances and does not detract from teaching and learning.

I work in higher ed, and laptops are ubiquitous. They are positive and productive tools. Mostly they are useful when...See MoreI think it's true that technology in the classroom is inevitable, but mostly because it's a helpful addition to advancing pedagogical goals. When used well technology enhances and does not detract from teaching and learning.

I work in higher ed, and laptops are ubiquitous. They are positive and productive tools. Mostly they are useful when integrated wisely by the professors.

I now see lecture capture as the most inevitable of technologies. The low cost of media cloud storage has now made it possible to record just about every lecture, and the same technology has made it easy for learners to access, annotate and manage those recordings from nearly any device, anywhere there is an internet connection.

On 9/25/14, Kent wrote: > I think technology in the classroom is inevitable. Devices are so > small and easily hidden now that you might as well embrace them > and use them to your advantage. I do agree that if you are not a > user, others around you using can be a distraction. So yes, I would > allow non-users to move away from the users. I think you need to > decide if the technoogy is going to enhance or detract from your > lecture or demonstration however. If it is going to prevent the > students from paying attenton to important portions maybe you > should share your lecture notes with the students so they will > actually sit and listen. Despite what they think, if they are trying to > take notes and listen at the same time, they are missing some of > what is being said or shown. > >> On 9/25/14, Don wrote: >>> To me, it all depends on the professor. There really is no way >> around technology in lecture >>> halls. I sat in many classes that did not allow laptops or other >> forms of technology in their >>> room, but I still saw students surfing the web on their >> phones. Many of the lecture room tables >>> had front or half fronts on them that would restrict the ability >> to see under them from the >>> front. Students are going to find a way to use technology >> even when they cant. As for should it >>> be allowed? If I ever become a professor, I wouldn't care. You >> will find that there are those >>> who truly care about their education and will take notes >> either way, hand written, voice >>> recorder, etc. Then there will be others that just do not care. >> Their grades will reflect their >>> true understanding of the lecture. I would make it clear in the >> beggining that they are allowed, >>> but the use of them should not be abused. Adults should >> understand. Kids, maybe a different >>> story. >>> >>> Then you have the issue about the auditory learners. I have >> been in a lecture that had an older >>> adult "freak out" in the middle of the lecture because younger >> students sat around them and were >>> "typing loudly." I can see the problem and how it could be a >> distraction on many levels, but >>> maybe I would break the class into to halves. Sit over here if >> you have a device....sit over >>> here if you do not. This may help. What do you think? Would >> this be to much like segregating >>> people? >>> >>> With all of that said, I try to embrace laptops, chrome books, >> iPad, or other forms of >>> technology, because I find them as useful tools if used >> correctly. Our youth as well as our >>> learners will benefit from using them either inside or outside >> of class. >>> >>> Don >>> >>> On 9/24/14, Josh H. wrote: >>>> When it comes to classroom management in higher >> education, what are >>>> your opinions about laptops and other electronic devices? >> Do you think >>>> they should be banned or embraced or you don’t care? >> Why? >>>> >>>> When I was an undergraduate approximately 10 years ago, >> my laptop was >>>> my gateway to engaging myself with the professor’s >> lecture. I would >>>> have their PowerPoint open on it and would actively be >> taking notes. I >>>> would have the library’s website open so I could open >> articles as the >>>> professor brought them up. I believe my laptop gave me >> extra insight >>>> into the subject matter area I was studying. I believe that >> “laptops >>>> provide a tremendous opportunity to enhance student >> learning in an age >>>> of changing classroom dynamics” (Murray, 2011, p. 186). >>>> >>>> Some professors have banned laptops because they think it >> leads to >>>> students being court stenographers instead of writing >> making notes >>>> about connections and thoughts they may be having >> (Murray, 2011). >>>> Others instructors say that the laptops are the main reason >> students >>>> do not pay attention in class—it distracts them (Barak, >> Lipson, & >>>> Lerman, 2006). >>>> >>>> I am of the mind that students have had and will always >> have reasons >>>> to be distracted and the means to encourage those >> distractions. Some >>>> instructors have banned laptops, and others have had WiFi >> turned off. >>>> This is definitely one way to manage the level of distraction >> in your >>>> classroom, but I still think students will find ways to >> distract >>>> themselves. So when does this become less of a question >> about >>>> technology/classroom management and the way we are >> teaching? Perhaps >>>> the laptop does not need to be turned off. Perhaps we need >> to turn on >>>> different ways of teaching that are more engaging than the >> passive >>>> learning environment of the classroom. What do you thin? >>>> Barak, M., Lipson, A., & Lerman, S. (2006). Wireless Laptops >> as Means >>>> For Promoting Active Learning In Large Lecture Halls. >> Journal of >>>> Research on Technology in Education (International Society >> for >>>> Technology in Education), 38(3), 245–263. >>>> Murray, K. E. (2011). Let them use laptops: Debunking the >> assumptions >>>> underlying the debate over laptops in the classroom. >> Oklahoma City >>>> University Law Review. Oklahoma City University, 36(1), >> 185–229.

Sep 28, 2014

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Managing a Class of 30 Freshmen

by Michael K.

Sep 23, 2013

Hi There,

Two of my French classes consist of 30 high school freshmen. I would like to allow for more collaborative work and interactive games and activities, but notice that classroom management becomes an issue with a group of that size and maturity level. I don't want to miss out on learning for the sake of having fun.

Grouping...See More

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JenFnyc oops! That was a blank. Here's what I meant to say...

Another way to get a group moving, interacting, and learning is to have a "brainstorming" session, using sticky note pads. On your given topic, have all students write down ideas during a certain timeframe, then use the board or a wall to cluster responses into themes. While they are br...See More

Sep 25, 2014

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barhydtk I so agree with your comment of helping introverts. It's something special to watch introverted learners blossom and gain confidence when given the opportunity. The key seems to be to level the playing field a bit, giving all learners equal opportunity to participate in a way they are comfortable and feel capable of some degree of success.
...See MoreI so agree with your comment of helping introverts. It's something special to watch introverted learners blossom and gain confidence when given the opportunity. The key seems to be to level the playing field a bit, giving all learners equal opportunity to participate in a way they are comfortable and feel capable of some degree of success.

On 9/25/14, JenFnyc wrote: > > oops! That was a blank. Here's what I meant to say... > > Another way to get a group moving, interacting, and > learning is to have a "brainstorming" session, using > sticky note pads. On your given topic, have all students > write down ideas during a certain timeframe, then use the > board or a wall to cluster responses into themes. While > they are brainstorming, they don't know the themes, and > it's interesting to see who's ideas end up where -- that > can give you more to discuss. It also helps the introverts > contribute equally with extroverts. By writing down the > ideas or concepts, or French phrases -- whatever -- all > students participate. Perhaps an ensuing discussion is > less equitably divided as the students react to the > contents of the stickies, but sometimes the energy of the > group fosters more contributions to the conversation than > if the teacher were dictating the information. > > >>>> On 9/23/13, Michael K. wrote: >>>> >>>>> Hi There, >>>>> >>>>> Two of my French classes consist of 30 high school >>>>> freshmen. I would like to allow for more collaborative >>> work >>>>> and interactive games and activities, but notice that >>>>> classroom management becomes an issue with a group of >>> that >>>>> size and maturity level. I don't want to miss out on >>>>> learning for the sake of having fun. >>>>> >>>>> Grouping systems to allow students to work with >>>>> different partners each day, popsicle sticks to call >>>>> on random students, and an entering the room routine >>>>> with bell >>> ringer >>>>> work are all aspects of my classroom management that >> have >>>>> been effective with this group. I would like to find >>>>> ways to maintain a healthy working environment, while >>>>> also allowing for a bit of fun and movement, but do >>>>> not want >>> to >>>>> lose order with a group that is both large and young >>>>> (sometimes the freshmen lack a bit of maturity). >>>>> >>>>> Any ideas? >>>>> >>>>>

Sep 28, 2014

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