CLASSROOM MANAGEMENT

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THE NEW-TEACHER TOOLBOX: PROVEN TIPS & STRATEGIES FOR A GREAT FIRST YEAR

TOPICS COVERED:

        • WHAT NEW TEACHERS REALLY WANT TO KNOW
        • THE ROOM ENVIRONMENT & THE FIRST WEEKS
        • THE CURRICULUM & THE STUDENTS
        • GRADING
        • PARENTS
        • STUDENTS WHO HAVE SPECIAL NEEDS
        • HOW TO MAINTAIN YOUR SANITY

THE STUDENT LEADERSHIP VARIABLE

Leadership is a personality trait. All of us are on a "leadership" continuum. At one end, there are those that thoroughly enjoy and search out leadership roles. At the other end, there are those that actively seek a non-participatory status when forcibly involved with a group. Think back to your group work experiences in college courses, or your association with committees in your own school. Did you naturally "take over" the leadership of the group? Did you take an active, but participatory role? Did you sit back and take an absolute minimal role in the discussions of the group? It was your personal leadership style that served as the greatest determining factor as to amount of your group participation.
To briefly explain this phenomenon, during a study of Cooperative Learning in the classroom, I videotaped small group work during four different Cooperative Learning units. The videotapes were then analyzed, and the types of leadership shown within the various small working groups was explored. Each student was classified by predetermined criteria as either a "Leader," a "Follower" or a "Non-participant." The following are an explanation of the categories of leadership and leadership roles:

STUDENTS SHOW FOUR TYPES OF LEADERSHIP:

  • TASK LEADERSHIP--The student is concerned with the process--keeping others on task, getting supplies, etc.
  • INTELLECTUAL LEADERSHIP--The student offers a new idea to the group (versus simply answering someone's question with a research result).
  • SOCIAL/EMOTIONAL LEADERSHIP--The student gives praise or encouragement to a member of the group.
  • COERCIVE LEADERSHIP--A student gives negative feedback, or creates off-the-topic humor to disrupt the process, even momentarily.

STUDENTS TAKE THREE DIFFERENT LEADERSHIP ROLES:

  • LEADERS--These students "run" all facets of the group, and initiate virtually all dialogue between members.
  • FOLLOWERS--These students readily answer questions and participate, but usually only at the instigation of one of the leaders.
  • NON-PARTICIPANTS--These students never offer information unless asked; they never volunteer for anything. However, they normally will do whatever task is assigned to them.
Amazingly, it was discovered that the only students who ever took significant leadership roles within the group, were those students who had been categorized as "leaders." "Followers" sometimes showed some leadership characteristics, and always at the instigation of the leaders. "Non-participants" never took any leadership roles; they answered questions when asked while using the shortest possible answers, and they quietly did their work without any interaction with others.
What was fundamentally interesting, and most important when determining Cooperative Learning group roles, was that a student leader might show leadership in "task" areas one day, or "intellectual" or "social" areas the next. The leaders varied in their leadership roles depending on what other leader happened to be in their group on that particular day. However, in all cases, all leadership roles were fulfilled by those students previously characterized as leaders. A student classified as a "follower" or a "non-participant" never took a leadership role within the group.
The repercussions of these findings are central to the development of a good Cooperative Learning lesson or unit. For if only those students with personality styles that enjoy and seek leadership take leadership roles, then the previous espoused concept of passing around group leadership becomes increasingly problematic. For if you make a student with a "non-participant" personality style into the group leader for that session, at least one of three possibilities will probably result:
  • The students with leadership personalities will take over the group process.
  • The students with leadership personalities will exert their internal need for leadership by sabotaging the group in some way, often unconsciously. (See the description of "Coercive Leadership" above )
  • The non-participant student forced into leadership will be so uncomfortable and distressed at this role, that either nothing will get accomplished, or he will allow those who enjoy leadership to take over the group.
In all situations, if a "non-participant" type of student is artificially forced into a leadership position, the group will not function in the way that you originally planned.
Rather than incorporating predetermined group "leaders," a potential solution to this problem is to list tasks, or jobs, for the group to fill, and then let the natural group dynamics sort them out. For instance, you may tell a group that they need a spokesperson, a runner, a secretary, et cetera, and let them figure out who will do what job. You will find that in most cases, the group will distribute its leadership and task roles within minutes.
As an additional anecdote to this issue of group leadership, I had fun with the results of an extra cooperative learning lesson, one not included in the above study. In this lesson, among the various groups constructed, I ensured that three strictly homogeneous leadership groups were formed: one of all leaders, one of all followers, and one of all non-participants. The results were at times, humorous. The leaders group argued vehemently about who was going to do what task and cover what area. Finally, the students picked sections of the project out of a hat, and each worked on his own material--with no group cooperation or interaction. Since they were told that there was to be a group grade, many of the members covered areas assigned to other students, in addition to their own, figuring that they could do a better job! The followers had the best functioning unit, for within their own group, some had more leadership traits than others, and a natural hierarchy developed of leaders and followers. The non-participants each worked on the entire task, each on their own, with no feedback or discussion among the members of the group.
submitted by
DR. SCOTT MANDEL
PACOIMA MIDDLE SCHOOL
LOS ANGELES, CA
mandel@pacificnet.net

CLASSROOM MANAGEMENT MONOPOLY

GRADES: 3-9

This is a fun way to encourage students to have a monopoly on great behavior!

MATERIALS:

  • an old monopoly board
  • velcro
  • token to move around board
  • blank die

METHOD:

  1. I use an old monopoly board, but any game board with squares or sections that have a beginning and an ending would work fine. Our school is using a "on the right track" theme with trains and train whistles, so I incorporated that theme with my monopoly board. I glued "train tracks" around the outer edge of the monopoly board. I attached velcro on each space of the board and on a train token, so that the train can "move" around the board. I took a blank die and used a marker to put a 1 or a 2 on each side of the die. I made a sign to place on the center of the board, titling it "We're on the Right Track Monopoly".
  2. When my class receives a compliment, every student turns in homework on time, does something special, etc, then they get a roll of the die. We'll move the train either 1 or 2 spaces, depending on what we roll.
  3. If they land directly on "free parking" they'll get a small reward for making it halfway around the board. I'm planning on giving them a Hershey Kiss or a couple of M&M's.
  4. If they land on "go to jail" rather than making them go all the way back to the jail section, they'll be penalized by having to run a lap around the playground at recess or do 10 jumping jacks - a fun and healthy penalty!
  5. We will draw a reward card from community chest to start the game, so the class will know what they are working toward. It may be a popcorn party or an extra recess - something they'll work for. Once they pass "go" they've won the reward - BUT - will have the option of trading in the community chest reward for a chance reward! If they choose to trade the known community chest reward for the unknown chance reward - then that is what the receive instead. Of course, the chance rewards are also true rewards that the students will enjoy - it's just the surprise of the unknown - and adds to their interest and enthusiasm!
  6. After winning their reward, we start out a new game with new rewards and continue using the monopoly board for classroom management throughout the school year.
Submitted by,

RYLA POLLAN
HENRIETTA ELEMENTARY SCHOOL
HENRIETTA, NY
ryla_ann@sbcglobal.net

PIZZA CARDBOARDS

GRADES: 1-12

MATERIALS:

  • clothespins
  • circle cardboards from pizzas

METHOD:

  1. On one side of a pizza cardboard circle (poster board works also but not as well), divide the area into a desired number of sections by dividing the circle (across the diameter, like a pie).
  2. In each section print the desired information or questions and then on the back of each section write the corresponding answer.
  3. On both sides of a clothespin, near the clip end, write the answers to the information or questions.
  4. Place the clothespins in a plastic bag and attach to the circle.
  5. The students read the information or question, they select the clothespin with the correct answer from the bag and clip it to the edge of the circle near the corresponding question (a version of matching).
  6. For a self check the student can flip over the cardboard and see if they have put the correct answer (clothespin).
  7. This can be placed at a center or for when students are "done" with all their work. Students can also be the developers.
  8. A few examples for the different areas:
    • math: multiplication (all the 9 facts on one), addition, subtraction or division facts; fractions, decimals and percents (pictures and the fraction or decimal and percent equivalents); numerals and expanded form; digital and analog time; pictures of coins and amounts; angles and degrees; sin, co-sin and tangent
    • language arts/ English: antonyms or synonyms; vocabulary and definitions; authors and books; upper and lower case letters of the alphabet; abbreviations;
    • science: chemical equations (ions); animals and kingdoms,
    • health: organs and functions; foods and food groups;
    • social studies: people and inventions; dates and events; states, capitals and abbreviations (countries also);
    • Foreign languages: vocabulary and the English translation
    • definitions and terminology for any content area would work

    Submitted by,

EMILIE LANCOUR
HANCOCK MIDDLE SCHOOL
HANCOCK MI
elancour@chartermi.net

A SCHOOL/CLASS RECOGNITION PROJECT

GRADES: K-6

The concept is based on the ideas of "Pay It Forward" and blue ribbon awards.

MATERIALS:

  • royal blue ribbon, the 3/4' works best and is sold on spools
  • small gold safety pins, be sure they are the kind that have a loop (or a curl) scissors
  • thimble-you will REALLY appreciate having this
  • zip lock type bags, gallon for class and quart sized for 3 ribbons per student
  • sharpie
  • optional: colorful or cheery computer paper, to write a personal message or instructions
  • optional: a children's book to illustrate kindness, selfless or related ideas

METHOD:

  1. Pre-teaching activities: Submit the idea in writing or verbally to the principal, assistant principal and if possible your team leader, it is crucial to have the support of your administrator and team for the success of this project. Once you have the go ahead, enlist help to cut, place on the safety pin (like the AIDS and Cancer ribbons) count and sort into bags per student and class. On a Friday or Monday present the idea to the class to gage interest and publicity
  2. Open with a short brainstorm discussion or children's story about kindness, recognition or other related topics.
  3. After a few minutes, share a brief story of someone that you want to recognize and why.
  4. Then call on a few students to briefly share similar stories.
  5. Then after they have ownership of the idea of recognition, pass out blue ribbons to the students individually and help them put them on if needed.
  6. Another way is to start with 1-5 students and individually recognize them and have those students in turn recognize another student and so on until the whole class has been recognized.
  7. Try to say something to each student, but in the interest of time a whole class statement is fine.
  8. After they are wearing their ribbons, have them think about someone that they would like to recognize for their positive contributions.
  9. Then pass out the individual zip lock bags with 3 ribbons to each student.
  10. The students recognize one person and present them with a ribbon, then the other two ribbons that are left in the bag.
  11. The recognized person then recognizes another person and presents them a ribbon and the remaining ribbon in the bag for them to pass on.
  12. To adapt this activity for the whole school: With the administrator's approval, make ribbons for each student in the whole school-enlist help for this if possible.
  13. Have a student from your class pass out the ribbon bags to each teacher in the school, and be sure to have the students recognize everyone on the campus with a presentation of a ribbon, and possibly one to pass on. You might want to discuss this project in detail with the faculty in writing (on the cheery paper) or e-mail, a brief presentation at a faculty meeting is also good. You may also want to have the students in your class create a mini-explanation and type it up to copy/distribute with the ribbons.

EXTENSIONS:

  • Upper elementary learners can write journal entries about topics relating to the project including the person they gave a ribbon to and why, personal reflections/opinions about the project. Lower elementary can create a picture and a sentence, or dictate what is in the picture.
  • The student excitement and enthusiasm for this project is contagious! Not to mention the parents and the rest of the school. It is amazing to see virtually a whole school wearing blue ribbons and a smile.
Submitted by,

AUBREY NUCKELS
ALLEN ISD SCHOOL
ALLEN, TX
breenuckels@shift8.net

SHINING STARS

GRADES: K-6

This gives the students a sense of belonging and also pride in their homeroom.

MATERIALS:

  • construction paper
  • star tracers
  • glitter
  • pencils, crayons, markers

METHOD:

  1. Have each child color and decorate a star with their first name printed across the middle. 
  2. Hang just outside the classroom with a banner that reads "Stars of Room 3" or "Bright Stars of Room 3". 
  3. Tell the students every single day, that they are your "stars". Tell them that you've never had a class of students who shine as brightly as they do. Make them proud to be in your classroom. Make them proud to be one of the classroom family. 
  4. I've noticed that students become very protective of their classroom family and take more pride in keeping the classroom neat and tidy. There are fewer 'put-downs' and fewer problems because they are all taking responsibility for being 'shining stars'. This activity works for all elementary grades K to 6. The older students will spend longer decorating their stars but they will all be very proud to have them displayed.
Submitted by,

SHIRLEY BAKALA
Education Assistant, no school listed
KAMLOOPS, BRITISH COLUMBIA, CANADA
sabakala@hotmail.com

 
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