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Classroom Management

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Facilitator: Nandini

Note-taker: Ari

Room: 207

Classroom Management

Initial Brainstorming:

Successes during practicum

Rough students who give attitude to the teacher

Techniques

Prevention of emotional outburst (for students and teachers)

Values of class

Conseqeunces/Punishments (what are appropriate and what is too much)

Classroom management for TTOCs

Conseqeunces/Punishments

Be stern

Email home and let students know that this may be a consequence if misbehaviour continues

Keeping students at lunch as a consequence

Keeping students after school is more difficult due to school policies and push back from admin etc.

Set clear boundaries (roudy vs disrespectful)

Let them know when certain behaviours are disrespectful and create clear distinction

Give students autonomy (natural consequences)

Taking phones (and keeping it until the end of the day)

Email home when there is resistance

Phone the office when there is resistance

Cons:

Difficult to have technology based activities (need to book laptop cart everytime)

Engagement

Greet students at the door

Rough students/Misbehaving students

Teenagers can still have tantrums when they are frustrated

Can ask for help (ex. Send students to counsellors office to get additional help)

Meditation to help with student relaxation

Techniques

Make it clear “why” you are doing what you are (ex. Why you can’t talk during instruction)

Put a timer on during instructional time and if someone interrupts add time to the timer

Make clear boundaries between instructional time and work time

Break up instructional time and work time into alternating times (15,15,15,15)

Things to think about…

Resorting to getting “mad” and emotional might not work in some circumstances if the students do not respond well to it

Should teachers punish/give consequences to students for handing in assignments late

If students communicate their need for extensions or if it’s occasionally then no punishment/consequences may be needed

If it continues, it may be worthwhile to ask the studnet (1:1) if there is a reason behind this

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Classroom Engagaement

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Theme: Unexpected, Current Events, and Emergent curriculum

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Theme: Unexpected, Current Events, and Emergent curriculum

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Notes by Jasper Lee

Link to single document attached

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(CURRENT EVENTS) ED CAMP SESSION 2 GROUP 1 DISCUSSION NOTES

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Introductions: Name, pronouns, teachable(s), CFE and CFE activities

Additional sharing of CFE experiences

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Student Engagement

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On getting better student engagement:

- Building relationships, makes engagement better.

- Incentives, have student get more autonomy if they perform well

- Get a break from the routine. Do something new more often.

- Differentiated learning. Plan for the students in your classroom.

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Getting shy students to engage in class:

- Low stakes activities

- make connections with those students

- Group activities

- Subject matter: students are more likely to engage with subjects that are relevant to them e.g. pop culture, memes, recent news

- One on one conversation with student, then when the conversation moves back to the whole class, have them repeat what they said.

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(Wesley) Topic chosen because many pressing issues in our world

(Wesley) How might we incorporate current events into our classes?

Examples:

PHE: Updates on the Stanley Cup, Vancouver Canucks’ strategy

Light subject to build discourse; this example can be used outside of PHE too (Wes)

Spanish: Holidays in the Spanish-speaking world and examples of their celebrations to generate cultural interest

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AI in classrooms:

Using AI in lessons to help students understand the good and bad of AI

Useful for finding resources for the classroom

Can be used to generate test questions

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Find it unfair that students' grades are affected by their first assessment. Some teachers weigh all their assignments & tests the same, then just take an average of all the grades. There are many teachers who do not do this anymore, though. We are supposed to find a "line of best fit" for student grades.

Assessing via "vibes" is totally valid. Vibes = professional judgement.

SA taught one TC how to make great rubrics. Rubrics are huge, especially in language classes.

Students are often "pushed through" to the next grade, even though they are not meeting requirements. This creates tons of difficulties down the line, for the students & teachers.

Some students are enrolled in classes that they hate & don't even need, because their parents think they "should be" in those classes. We are not doing students any favours by pushing them into classes and career paths that do not serve them.

We need to assess students on the content & competencies, not on their ability to take assessments.

In some high schools in Russia, they do not do written assessments. The assessments are all based on conversations between teacher & student.

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Session One: Place Based Learning

Session Two: Classroom Management

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Session One: Indigenous Education and Place Based Learning

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Session One: Indigenous Education and Place Based Learning

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Goals:

Understanding how to meaningfully incorporate Indigenous Education and Place Based Learning (overcome lip service)

Internalizing the FPPoL

Discussing with peers to spark new ideas

Avoid repetitive actions and look for new ways to develop and explore

How to present it as a meaningful and important thing to engage with- how to help students see value

Notes:

Create meaningful relationships with Indigenous Peoples, rather than viewing as history.

Give the kids something tangible to do, to connect with (experiential learning)

ISPARC- sporting body that looks to incorporate indigenous practices in education with local nations.

Getting stories from Indigenous Peoples. Embody it and make it a part of your teaching

Looking to make the teaching relevant to the land we are on

Developing relationships with the nations we were discussing

Looking at the websites of each Indigenous Nation to incorporate good materials or for good information

Modern Indigenous Voices

Connecting the FPPoL to a key curricular goal

Using landmarks on a walk to discuss Indigenous Education

Trying to avoid front loading

Finding opportunities to move classes outside

Witnessing: Remembering everything about a topic and telling it out later (Museum, Squamish, etc.)

Sense of Place: Connecting with where they are, who they come from, somewhere

Resources:

Looking for Resource Guides for each district

Reaching out to Indigenous Support Workers or Districts

PlantNet- Identifying Plants

APTN (News network only focused on Indigenous news)

ISPARC

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Ideastorm Key Questions or Interests:

Knowing when to intervene vs letting things play out

Circulating and Proximity

Slogans ("I'll Wait")

Seating

Phone Policy

Contrasting Countenance

Genuine relationships with students

Tensions between management and discipline

Democratized Approach

Notes:

Bathroom Policy: Noting the time when students leave, making them accountable for coming back, letting them know the consequences

Seating plans- knowing where to put students who will work with each other but not distract

Using persona and energy level as classroom management

Captain of the ship (everyone listens), off side (friendly towards students)

Very clear about the social cues

Phone Policy:

Do you take phones away?

Do you tell them immediately to put the phone away once in class?

Do you embrace it?

Self regulation of phones

Apathy to follow instructions, rules, and regulations so that they can succeed.

What goals are they setting?

Engagement

Trying to find balance and respecting that they need their space when they are not engaged

Relationship building- making known that their presence is noted.

Misogyny

Deepen voice when calling attention

Understanding of difference of behaviours in students for male presenting and female presenting teachers

Behaviour between students (some of the male presenting students attitudes and treatments to the female presenting students)

Walking them through the consequences in adulthood.

Having key consequences in mind prior to any incident- not giving as much leeway

Support from Admin and Peers is so important- common boundaries

Students modelling behaviours seen at home.

Model interaction with coworkers

Looking for a good role model, or healthy equitable dynamics

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Classroom Engagement

English:

bring in as much textual work as possible

VR

Multimodal tools

Affluent communities have a higher chance of being engaged since they would have the resources and do not need to necessarily worry about food security, work

If one student is continuously disengaged it is worth a conversation

If a disengaged student is disrupting others, it needs to be discussed

Make jokes/use humour

Pull students in as a hook

Introduction/ice breaker

Tier list

Spotify wrapped

Sometimes be lenient when it is the right time

Change up the classroom environment

Place based learning

Outside in the nature

Theatre

Immersive environment

Play (give students a character to be)

Incentive

Small prizes for winning games

Ask students for input in what incentive they might want

Point system for groups

Not all group activity has to be for the point system

Games

Silent jeopardy

Have to ensure games don’t get overly competitive/roudy

Taboo

Edit to write notes

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Theme: School Community/Relationships w/ Colleagues + Parents 

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Theme: School Community/Relationships w/ Colleagues + Parents 

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How we create school community with students/parents/colleagues:

Taking an interest in what your students are interested in. Example: Attending, extracurriculars outside of your discipline.

Coaching, gaining rapport with students outside of school hours.

Working part time to build rapport and engaging with multiple departments.

Can TTOCs be a part of school community? Discussion: Allowing students to inquire with each other and build classroom community to open discussions.

Being vulnerable to students as we are also learning if we are teaching outside our subject area as a TTOC.

Staying in contact with parents, highlight success and not necessarily the lows.

Parents can also be facilitators that extend outside of school hours following up with their child.

Private/Public

Private school parents may be in more involved as they are paying a lot of money, they may want more say and help build school community.

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Problems that may arise when trying to build school community:

Burn out we may experience after teaching

Different approaches and opinions

Work-life balance

Getting teachers out to show support or be involved

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Enjoy marking larger projects, rather than smaller worksheets. Allows for a full perspective of the students' work.

Quality > quantity.

We do like the proficiency scale.

There are usually a few students who get "Extending" in every class, which can be validating for us, as teachers.

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Teachers still using the "outdated" methods (ie. beep test) rather than assessing individual student progress over time.

It's challenging to provide assessment that is the right difficulty level for an entire class.

Students sometimes get "assessment paralysis". Students who are following along in class sometimes do poorly on assessments. We want to assess ability, not ability to perform on tests.

"I hate assessment".

Trying to condense student performance into a single grade (whether that is a percentage or the Proficiency Scale) is ineffective, difficult, and not a full (or fair) representation of student learning. --> The MYP assessment model in some schools combats this.

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Finding a balance between providing enough feedback, but also not spending HOURS grading assessments. How do we give quality feedback without burning out?? Students often don't even read our feedback! "Feedback Meetings" are a good way to make sure that students actually understand our feedback.

In a class of ELL students, one TC observed that students were really excited to receive feedback and improve. These students appreciated the feedback, but it did take a long time for the TC to provide it.

We need to collaborate with other educators.

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Will they make a comeback?

Are they good or bad?

From an assessment standpoint, they are probably no better or worse than other forms of assessment.

Standardized tests affect teacher autonomy. This could be seen as a positive or negative.

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The proficiency scale serves students around the 50% grade level well. It helps them get to the level they need to be at.

The proficiency scale may be demotivating to high-achieving students, who like to see that 95%+ grade on a test. Is "Extending" enough to satisfy them?

The proficiency scale is puts a positive spin on assessment. But is it setting our students up for success?

"Proficient" at one school might be "Developing" at another school, and "Extending" at another. It's too subjective. But it does give students context about "how they are doing" in relation to their peers.

It's easy to be "too lenient" with the proficiency scale. When there are only 4 boxes, the box you choose holds more weight.

If a student isn't meeting expectations to move on, they should not be getting "Proficient".

We are not smart enough to know what the difference between an 89% and a 92% is (in several subjects). The Proficiency Scale eliminates this challenge.

Sometimes we are asked to give a Proficiency Level, and then go back and give a Percentage... but we only marked assessments using the Proficiency Scale...?

Is the Proficiency Scale grading off of "vibes" too much? isn't all assessment mostly just "vibes"? Even when there is a set rubric. Are "vibes" legitimate? Yes! That is our professional judgement. We just need to make sure we hone it properly.

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Did your choice of current events change based on your class’ demographic make-up?

“No”:

Some events were important at the time during our practicums or CFEs

Teaching environments were not always a safe space for learners or teachers; some teaching staff are wary of new teachers possibly taking positions

It may single-out students; fine to offer at the start of a unit or semester so students can share what they want to about a topic they have experience in, otherwise the attention may be unwanted

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What are ways in which we can prepare students for discussions of current events?

How can we foster empathy about the subjects of the topic?

Social studies: Bring in the voices of the people being discussed; let them teach you

ELL: Connect students’ personal experiences with the people being discussed

Introduce the rule of “disagree with the argument, not the person”

Establish boundaries and parameters to limit controversy, as administration may intervene regardless

Acknowledge controversy, disagreements, civility

Use historical comparisons to well-known examples; Ukrainian refugees of WWI and WWII → Ukrainian refugees of the Russian invasion of Ukraine

Emphasizing that there are no right or wrong answers and even the teacher can be unsure

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What is your role as a teacher in contributing to the school community:

Make yourself available to the students

Building up a positive/supportive atmosphere in your classroom will build towards creating that same environment on a school-wide scale

Finding opportunities for students to engage in events/activities/programs/extracurriculars/trips

Being a positive colleague, connecting across disciplines/departments within your school*

*How do you become part of/build your teacher community if they are isolating?

School events:

Staff events

cultural/department events that pull in different departments

Ex: “french” festival at the school, arts night, drama productions, talent show

Pro-D run by teachers at the school

Showcase what your department does/HOW you teach

Collaborate and learn from each others’ expertise

Not being dragged into gossip/negative talk

Creating a space where faculty are happy and supportive of each other

Avoiding “clique-ness”

By showcasing positive professional relationships/community, we model what a positive community looks like to our students

Using teacher consultants to help you feel less “alone”

Running extra-curricular clubs

Giving students a space to be in community build social connections

Converting clubs into in-timetable classes