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Maths for the summer holidays: Primary and Secondary Maths at Home collections

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Maths for the summer holidays: Primary and Secondary Maths at Home collections

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This slide pack is a sample of a phonics lesson for students at the beginning of their phonics learning. It is aligned with an explicit instruction model.

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Phonics lesson planner example and template

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This document provides a template for planning a phonics and spelling lesson, as well as a worked example of a completed lesson.

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The concept of capacity can be introduced with the reading of A beach for Albert by Eleanor May. This story looks at varying-sized containers of equal and differing capacities and the use of a chain of people to transport large quantities of water.

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Pedagogical Approach - Maths Investigation - Actual Size (based on the picture book by Steve Jenkins

Maths - measurement using direct measures, converting measurements

Read aloud the picture book 'Actual Size' and discuss students' knowledge of other animals in the world

Using tape measures, rulers and an iPad, students explore the outdoors for representations that measure the same size as something in the picture book (length, height, diameter)

Students take photos and then annotate the measurements using the metric system converting them to different representations (mm, cm, m)

On completion, students present their findings to the class and explain their mathematical thinking

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Home> Grade 2> Adding and Subtracting Two-Digit Whole Numbers

Directions: Directions: Use the digits 0 to 9, at most one time each, to make a true statement.

Hint

What's your best first move? Does it make more sense to start with the addition or subtraction? What's the greatest value you can find? smallest value?

Answer

There are multiple answers including:
24+35=78-19
13+56=97-28
47+36=98-15

Source: Brian Errey

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Adding and Subtracting Two-Digit Whole Numbers | Open Middle®

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Home> Grade 2> Adding and Subtracting Two-Digit Whole Numbers Directions: Directions: Use the digits 0 to 9, at most one time each, to make a true statement. What's your best first move? Does it make more sense to start with the addition or subtraction? What's the greatest value you can find?

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Here are some 3D shape activities that I would use to give students multiple opportunities to move between concrete, represenational and abstract modelling of understanding the features and names o 3D shapes.

Activity Descriptions

Shape Walk Post Box

Students look at a post (cardboard) box with different shapes holes in it. They need to search the classroom to find a 3D shape that has the same shaped face that would fit through the hole.

Guided Group LSA

Predicting Movement of 3D objectsLinks to an external site.

Students are asked to sort 3D objects into those they would predict would roll and slide. Students then send the objects down the ramp to test their prediction. Students draw and explain the results and why some shapes roll and others slide.

Tracing Objects Links to an external site.

Students design a picture by tracing the faces of a 3D object. Students describe their image using vocabulary.  E.g.

The circle was the face of a cylinder.

EXTENSION:

Explain the position of the particular shapes.

Can you make a picture only using each face of a 3D object once?

Guided Group

4 Linking Cubes

Three students were each given four linking cubes. They each used their four cubes to make a different 3D object. What might the 3D object be?

Let students use multiple linking cubes to find all the possible answers.

How do you know you have found all the possibilities?

Can you name the 3D objects based on the number of features?

I Spy

Students play in pairs. Students pla I Spy but they cannot use the name or colour of the 3D Object they are looking at. The need to use mathematical vocabulary related to shape, measurement and location.

3D Shape Barrier Game

Student A makes a design using linking blocks. They describe it to student B who attempts to replicate it. Students swap roles. Students are encouraged to use mathematical language including shape attributes and positional language.

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Experience the immersive wonder of 3D Augmented Reality with engaging coloring experiences that let your creativity run wild.

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Six Traits of Writing: Rubric Scorer - Literacy Blog: Literacy Solutions

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Rubrics are the most common way to assess the quality of student writing samples when implementing the Six Traits of Writing . In response to schools we support and teacher requests for assistance with Six Traits' rubrics, we are pleased to share our Rubric Scorer.

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Monday, 31 August 2020 at 9:29 am

The Six Traits of Writing is an approach for planning, teaching, and assessing students' writing. The approach has gathered momentum over past decades due to the explicit teaching of writing skills and behaviours for students of all ages, teaching at all stages of the writing process, active involvement of students in assessment and monitoring and clear and consistent metalanguage. The Traits is not a program and as such aligns with any existing program or curriculum content.

Icons depicting the Six Traits of Writing

Based on decades of research, the Six Traits are those qualities deemed characteristic of 'good writing'. Building on research into both the writing process and assessment scales, it was the research by Beaverton School District (1984) which ultimately led to the development of the Traits. Though other small studies followed, it was the study by Arter, Spandel, Culham and Pollard (1994) which remains the most rigorous and noteworthy to date. Not only did the study measure the effectiveness of the Traits, but it included:

randomly assigned treatment and control groups

classes in rural and urban settings

students from varying socio-economic backgrounds

small and large class sizes.

What are the Traits?

The Six Traits of Writing are:

Within each Trait, teaching is narrowed to specific skills as these relate to writing tasks. Central to all instruction is attention to purpose and audience.

Key features of Traits-based learning are the use of quality texts, construction of meaningful assessment tools and data-driven instruction. Foundations for teaching the Traits include:

learning to recognise the Traits in the writing of others

aligning teaching content to diagnostic tools (rubrics)

matching teaching content to specific learners

guiding students to apply specific skills

writing frequently

using descriptive feedback

engaging students in goal setting and accountability

Whether adopted by individual teachers, schools and school districts, Traits-based instruction supports teachers to plan meaningful lessons, isolate and identify specific text features, develop a metalanguage to talk about writing and support students to develop self-reliance and writing-improvement strategies.

Rubrics are the most common way to assess the quality of student writing samples when using Traits-based instruction.

To read more:

Arter, Judith, Spandel, Vicki, Culham, Ruth, and Pollard, Jim. (1994). The Impact of Training Students to be Self-Assessors of Writing. New Orleans. Paper presented at AERA.
Bangert-Drowns, R.L., Hurley, M.M., and Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: a meta-analysis. Review of Educational Research, Vol 74(1), 29-58.
Collopy, R.M.B. & Marshall-Arnold, J. (2017). Adoption of the Six Traits Analytic Writing Model with a Low-Income Student Population: A Comparative Study of Improvement in Student Writing. International Journal of Educational Reform. Vol 26, (4).
Coe, M.T. (2000). Direct writing assessment in action: correspondence of six-trait writing assessment scores and performance on an analog to the Washington Assessment of Student Learning writing test. Portland, OR: Northwest Regional Educational Laboratory.
Culham, R. (2003). 6+1 traits of writing: The complete guide, grades 3 and up. New York: Scholastic Professional Books.
Grundy, T., The Writing Program in the Beaverton School District. (1986). Oregon School Study Council Bulletin, Vol 30 (2).
Graves, D.H. (1975). An examination of the writing processes of seven-year-old children. Research in the Teaching of English, Vol 9, 227-241.
Jarmer, D., Kozol, M., Nelson, S., & Salsberry, T. (2000). Six-Trait Writing Improves Scores at Jennie Wilson Elementary. Journal of School Improvement, Vol 1, (2).
Spandel, V. (2008). Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms. Boston: Pearson.
Tompkins, G.E. (1993). Teaching Writing: Balancing process and product. Englewood Cliffs, NJ. Macmillan.
Coe, M.C., Hanita, M., Nishioka, V., Smiley, R. (2011). An Investigation of the Impact of the 6+1 Trait Writing Model on Grade 5 Student Writing Achievement. U.S. Department of Education.

by Angela Ehmer

Tags: Six Traits of Writing

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Six Traits of Writing - Literacy Blog: Literacy Solutions

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The Six Traits of Writing is an approach for planning, teaching, and assessing students' writing. The approach has gathered momentum over past decades due to the explicit teaching of writing skills and behaviours for students of all ages, teaching at all stages of the writing process, active involvement of students in assessment and monitoring and clear and consistent metalanguage.

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What does it mean for kids to truly engage with math?

en'gage, verb, "to hold the attention of" or "to induce to participate"
en'gag'ing, adjective, "tending to draw favorable attention or interest"

In your classroom, is math a topic that draws kids in and piques their interest? Does it encourage participation and hold their attention because they are so excited to learn more?

If not, I'm here to help. On this site, you will find lots of different ways to reach and engage kids of all ages so that math time will induce excitement rather than tears.

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Math Geek Mama - Fun and FREE Math Teaching Resources

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Math Geek Mama is a math education blog dedicated to helping teachers and parents teach math in a way that is engaging and fun! Free lessons and printable games are shared every week!

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Every year I teach my class my "go to" games in Term 1. These are the games I use over and over but with different foci. For example, I might play fraction snap... or place value Bingo... or measurement memory... depending on what my topic is... but it means my students don't have to learn new games...they just have to apply them in a new context...My "go to" games include:✅Snap✅Memory✅Bingo✅Go Fish

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Every year I teach my class my "go to" games in Term 1. These are the games I use over and over but with different foci. For example, I might play fraction snap... or place value Bingo... or measurement memory... depending on what my topic is... but it means my students don't have to learn new games...they just have to apply them in a new context...My "go to" games include:✅Snap✅Memory✅Bingo✅Go Fish

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Andrell Education - Home of Big Write and VCOP

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Big Write and VCOP is designed to bring the fun back into writing, to make the children want to write and to be continuously challenged throughout the writing journey. Through games, activities, writing tasks, conversations and discussions, students will learn not only where their abilities lie in a fun and engaging way, but also the steps they need to take, in order to continue to improve.

Big Write and VCOP is a methodology for raising the standards in writing across all ages and ability levels throughout Australasia. It seeks to address the reasons why there are falling standards in writing. Based on the premise that 'if they can't say it, they can't write it', we scaffold the learning to allow children to become articulate thinkers and speakers, who will then become articulate writers. It is a differentiated approach suitable for pre-writers, all the way through secondary school. Underpinning the progress the students will achieve is the 'back to basics' approach of teaching the building blocks of writing through the use of the GHaSP method.

Big Write comes with a comprehensive, evidence-based assessment tool (linked to the Australian National Curriculum), that develops consistency and accuracy of writing assessment right across your school. The Student Friendly Criterion Scale empowers the children by allowing them to analyse where their skill set lies, and specifically what steps they need to take in order to move forward. ​

Who Should Attend?

Graduate and Student Teachers, Primary and Secondary Teachers,
Pre-School Teachers and Early Childhood Educators, Teacher Aides,
Special Education Teachers, Casual Relief Teachers,
​​ Literacy and Curriculum Coordinators, as well as Principals.

Check out the courses page to see what professional development and training sessions we run.

to receive our latest news ​and PD dates via email.

News Flash

ALL PD's NOW NESA ENDORSED!
Andrell Education is endorsed to provide the NSW Education Standards Authority (NESA)
Registered Professional Development for teachers accredited at Proficient
Teacher level. Each course will contribute to 5hrs and 30 mins of NESA registered PD.

New Literacy App
'Think Quick' is a rapid response literacy game designed to encourage the practise of: Parts of Speech, Word Families, Grammar, and General Knowledge.
Available for Apple or Android .

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Andrell Education - Home of Big Write and VCOP

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Big Write and VCOP is designed to bring the fun back into writing, to make the children want to write and to be continuously challenged throughout the writing journey. Through games, activities, writing tasks, conversations and discussions, students will learn not only where their abilities lie in a fun and engaging way, but also the steps they need to take, in order to continue to improve.

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Have them write about something they love and give specific feedback. Small group work. Samples.
VCOP: https://www.andrelleducation.com.au/#/

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Colorful Semantics Sentence Strips Worksheet

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Use these sentence strips to help with prompting for Colorful Semantics. The sentence strips can be used in structured tasks or to support children's expressive language during independent writing.

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Description

In this video, Tahlia is guided through a continuous line drawing art activity inspired by Paul Klee. This mindfulness activity encourages students to focus on the 'here and now' through guided prompts.

For this activity we used a black marker, paper and some coloured pencils, however a similar outcome can be achieved using any combination of pens, pencils, markers or anything you have on hand to make a mark.

This activity is suitable for levels 3 and up, however it can also be done with younger students by adjusting the vocabulary used or focusing entirely on line, shape and mark making.

Lesson Plan: Mindfulness Line For A Walk

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Mindfulness Continuous Line Drawing | Paul Klee Inspired Activity - ZartArt

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In this video, Tahlia is guided through a continuous line drawing art activity inspired by Paul Klee. This mindfulness activity encourages students to focus on the 'here and now' through guided prompts.

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Description

In this lesson students will create a one point perspective using swirls and shapes. Students will draw a vanishing point in the middle of their page and then draw swirled shapes around it. Each swirl will then be joined to the vanishing point. Once the drawing is complete students will use pencils to create tone in their work.
Lesson Plan: One Point Perspective Swirls & Shapes

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One Point Perspective Swirls and Shapes | Drawing Activity - ZartArt

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In this lesson students will create a one point perspective using swirls and shapes. Students will draw a vanishing point in the middle of their page and then draw swirled shapes around it. Each swirl will then be joined to the vanishing point.

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Proudly powered by EdShed, Maths Shed includes maths facts and times tables practice, web & mobile games and a teacher hub with homework and data.

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Proudly powered by EdShed, Spelling Shed includes a whole-school spelling curriculum, web & mobile games and a teacher hub with homework and data.

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Use this set of gorgeous attention-grabbing cards when you need to get your students' attention in class.

The idea of these phrases is that the teacher says the first part of the phrase.

Then, the students must stop what they are doing and repeat the second part of the phrase.

Featured in

Download this resource as part of a larger resource pack or Unit Plan.

Published by Teach Starter Publishing
We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!

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Attention-Grabbing Phrase Cards Teaching Resource | Teach Starter

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Use this set of gorgeous attention-grabbing cards when you need to get your students' attention in class. The idea of these phrases is that the teacher says the first part of the phrase. Then, the students must stop what they are doing and repeat the second part of the phrase.

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Use this pack of display resources to help children regulate their own behavior and know what to do when they fell certain emotions.

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Free science games and activities for kids. Learn about chemistry, elements, the seasons, animals, cells, life cycles, dinosaurs, and more.

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Using a TWLH chart to document inquiry.pdf

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Pigeon Series: Don't let the Pigeon Drive the bus

Gary by Leila Rudge

Mo Williams books

I want my hat back

Caps for sale

Another ordinary Day

Use picture prompts to make inferences

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Once Upon a Picture - Images to Inspire - Teaching Resources

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Once Upon a Picture - Images to Inspire - Teaching Resources

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Make a story element spinner

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Subtraction Tool - Making teachers' Life Easier (Grade 3+)

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MATH Rotations- MATH acronym for rotations- Great for mixed ability classrooms

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MATH Rotations- MATH acronym for rotations- Great for mixed ability classrooms

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M- Meet with teacher, A- At my table, T- technology, H- Hands on learning

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The education resource material published on this website is provided for use by Australian primary and middle-years teachers and their students, and home school educators. Registration is NOT required to download the resources.

Other resource & event links

A curriculum-linked Unit of Work, student fact sheets & other activities. Go Beyond Money

Education supporters

On this website you will find

Themed curriculum support resources: 'topic' facts for students, units of work, lesson ideas, student activity sheets, IWB files plus extra resources such as short stories, interactive quizzes and games, videos and other useful educational websites.

Templates and masters: printable templates and masters for student activities.

For fast finishers: a variety of themed, fun activity sheets for fast finishers or to extend student learning.

Photos & illustrations: images included in the various Themed curriculum support resources found on this site.

Interactives & videos: educational and fun - designed to support various topics relating to your teaching program.

Request free mailed resources: free, hard-copy Australian education resources available for request by Australian teachers and sent through the mail.

Australian education websites: web links to Australian education content websites.

General education links: web links for Australian Government and Non-Government education administration, and Teaching Associations.

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The education resource material published on this website is provided for use by Australian primary and middle-years teachers and their students, and home school educators. Registration is NOT required to download the resources. A curriculum-linked Unit of Work, student fact sheets & other activities.

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Discover the range of primary numeracy programs and resources, including enVisionMATHS, Australian Signpost Maths, enVisionMATHS and enrich-e-matics.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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At youcubed, we inspire, educate and empower teachers of mathematics, transforming the latest research on mathematics learning into accessible and practical forms.

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Orders cannot be refunded once PDF is purchased, please choose carefully. Not available on 30-Day-Preview or School Invoice. Full terms Get your resources instantly. No need to wait for resources in the mail. Convenient - teach the topic you want, when you want. Printable & Photocopiable for your classroom, quick and easy to teach with.

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Resolve website is great for inquiry based learning.

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Resolve website is great for inquiry based learning.

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Resources for teaching STEM to students.

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Students watch the video 'The Rainbow Stag'

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APT9/ Jakkai Siributr: The Legend of the Rainbow Stag

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Next Generation Science Videos For K-5 - Generation Genius

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Get instant access to hours of fun, standards-based learning videos, lesson plans, activities, quizzes & more.

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Go on a 2D shape hunt.
Build a 3D shape city and decorate using 2D shapes
Making 2d and 3d shapes with matchsticks and blutack

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The 5E model provides a constructivist oppertunity for teaching and learning. 

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The 5E model provides a constructivist oppertunity for teaching and learning. 

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PrimaryConnections - Linking Science with Literacy

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The Primary Connections 5E model: Engage

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Videos - The Art of Education University

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Art educators have to deal with a lot of issues, so we've created topics that will help you find what you're looking for. Each one covers a different area relevant to art teachers today so go ahead and explore them.

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Education resources for schools teachers and students - ABC Education

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ABC Education has 5000+ educational games, videos and teaching resources for schools and students. Free Primary and Secondary resources covering history, science, English, maths and more

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Recently, I've been hearing the term "authentic art" used in the art ed world more and more. People talk of "authentic art experiences" and about how specific pedagogies are designed for authenticity. The concept of authentic art signifies an important idea in art education that has broad implications for how we teach and what we want students to learn. So, what does it mean and how can it shape our teaching?

Authentic art is work created and planned by the student to express ideas that are personal and meaningful. It's what all the historically important artists we admire did and what visionary contemporary artists continue to do today. It's also a teachable behavior and an appropriate and necessary part of visual arts curriculum for all age levels.

In The Oxford Handbook of Aesthetics, Dennis Dutton writes, "Whenever the term "authentic" is used in aesthetics, a good first question to ask is, Authentic as opposed to what?" One might think that everything students do in art class is authentic art. It is called art class, after all.

In fact, a good portion of the work done by art students falls into a different category - exercises.

Understanding the differences between authentic art and exercises and how they each can be used to support contrasting types of classroom learning is critical for teachers.

So, what's the difference?

Authentic art is about meaning and creative thinking; exercises are about replication or building skills. One isn't better than the other, they are just different aspects of learning and understanding visual arts content. Exercises are important for developing aptitude with media and technique while authentic art experiences are essential for teaching creative thinking. Creating authentic art also provides opportunities to apply skills learned in exercises. We can draw a comparison to the act of learning vocabulary versus writing an essay. Students need both types of activities to fully learn about making art.

A good example of an exercise is an assignment that asks students to create a color wheel. The goal is to learn color mixing and color theory. Students are asked to replicate specific colors to build skill with paint. Most of the content is teacher-directed and the results are expected to be uniform. Students are asked to replicate a pre-determined outcome-specific colors.

On the other hand, an authentic art project that builds color theory knowledge could be the task of creating a painting based on a theme. Students are asked to think creatively to interpret the theme and produce a work that has personal meaning by applying knowledge of painting, including color theory. In this assignment, the student is asked to mix all colors from the primaries, but the results are expected to be varied based on the specific needs of each artist. To accomplish this task, information about color theory must be recalled and then applied to mix the colors needed for the artwork. The knowledge from the exercise supports the success of the authentic art experience. In the same way, just as making authentic art gives the student an opportunity to apply new skills and the teacher the opportunity to assess learning.

The colors of the painting above were mixed from primaries and the theme of the assignment was "Identity." About her work she writes, "This artwork represents my ethnicity as an Egyptian and reveals the emotion of the people and of me (the artist) towards the revolution."

4 Tips for Fostering Authentic Art Experiences in the Classroom

Including a combination of exercises and authentic art experiences is important to teach both creative thinking and to build skills.

1. Teach skills separately.

So often we try to make projects out of skill exercises in an effort to fit everything in. This makes for projects that lean heavily on teacher direction, are low on creative application, and create un-clear learning goals for students. Is a monochromatic painting essentially different from a value scale? Why spend weeks on information that can be taught quickly?

2. Let students apply skills with open-ended tasks.

First teach the exercise, then let them apply it to artwork that is personally meaningful.

3. Consider theme-based authentic art experiences.

Giving students themes to work with is a great way to give parameters to an open-ended task and the perfect place for students to apply what they've learned in exercises.

4. Use master examples.

Talk with your kids about how great artists (past and present) used skills they developed to create authentic art. Try to use a limited selection of examples to encourage creative thinking instead of replication.

The Takeaway

Both authentic art and exercises are important parts of a well-rounded curriculum. Students at all levels must be challenged to make real, authentic art. We learn by doing. To learn about art, students must do the work of artists-plan, develop ideas, and apply concepts to communicate personally meaningful ideas, as well as to develop skills. When exercises become the main focus of instruction, students lose out on valuable learning.

Do you think authentic art is appropriate at every level? How do you incorporate authentic art experiences in your lessons?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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4 Tips for Fostering Authentic Art Experiences in the Classroom

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4 Tips for Fostering Authentic Art Experiences in the Classroom % %

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Written by Cassie (Teach Starter)

Are you an upper primary teacher hanging out for some new drama teaching ideas? Did you see the post about Drama Activities for Years K - 3 students and wish there were a few more challenging ideas there for your class?
Make your classroom buzz! Subscribe to Teach Starter and access thousands of curriculum-aligned resources and digital learning tools. Get Started
Well, wish no more!

These eight activities in the K-3 Drama post are definitely suitable to use with your upper primary class, and I would encourage you to have a look at them if you haven't already. The K-3 games are excellent for introducing and extending student understanding of the basic elements of role, voice and movement, and are important preparatory activities for these slightly more challenging drama lesson ideas.

The concept of this approach to drama for kids is quite simple:

With that in mind, here are eight more classroom Drama activities you can add to your repertoire straight away.

1. One Word Story

Create a whole-class story in this imaginative drama activity which is for practising individual and group focus.

1. Students sit or stand in a circle.

2. Establish who will begin the story and which direction the story will travel (clockwise or anti-clockwise).

3. The first person begins the story by saying a single word e.g. "There".

4. Whoever is next in the circle says another single word that makes sense following the previous word e.g. "was".

5. Continue around the circle, with each person saying a single word with the aim of building a coherent story.

When using this as a general drama activity, you could use one of the Teach Starter widgets as a prompt for the story. The Vocabulary Word of the Day spinner has dozens of word lists you could draw from, the Visual Writing Prompts Widget provide perfect One Word Story stimulus, and the Random Sentence Starter spinner is a really fun way to kick-start your students' imagination!
Layer in Context:
Connect this drama activity to content from a unit, text or topic you are currently exploring with your class. Establish with the class a few broad "key features" the whole class story needs to have. For example, if you are exploring food and nutrition in a Health unit you could agree upon the following aspects of the story:

a specific character or characters (e.g. a boy named Sam, and a cookie that comes to life)

a specific place (at Sam's house)

a key word or phrase ("Eat me!")

It is important not to get too detailed when establishing the key features of the story (e.g. you might not articulate a specific problem or conflict that has to happen), as you want your students to be able to shape and guide the story in an imaginative way.

This activity can be played without context for a fun, classroom brain break that explores many of the elements of drama including situation, role, relationship, voice, tension and mood (as the students will likely create a narrative that touches on each of these). Or you can use it as an imaginative way to reinforce key concepts from, and students' understanding of, any topic you have been exploring with your class.

Use visual prompts such as cards from a relevant word wall, a projected an avatar of the specific characters, or create some custom labels with the character names, words and places that work with your current units.

2. Human Knot

Working collaboratively is an important part of assessment in the Drama KLA, as well as being a foundational skill for life. This fun game helps students to build awareness and understanding of group-work and is a great way to introduce the concept of 'ensemble' (a group who work together to create).

1. Break students into small groups (4-6 students per group is a good start).

2. Students form a circle in their group.

3. Walking to the centre with hands outstretched, students each grab two hands (however, it cannot be the person next to them, nor can they grab both hands from the same person).

4. Students 'untie' their human knot, without ever letting go of any hands.

5. When a group has finished untying their knot, the whole group sits down.

Encourage students to work slowly and carefully, with an awareness of how their movements affect others in the knot. Some knots are easy to untie, and others take a lot of communication and negotiation!

Increase the complexity of this ensemble building game by asking students to complete it in silence, by making the number of students in each group larger, or by trying to untie a whole class knot!

3. Shazzam!

An absolute favourite of mine, this is a drama game for kids that works with a concept similar to "Scissors, Paper, Rock". It is fantastic for exploring role, voice, movement, tension and focus. In "Shazzam!" the three characters and parameters of play are:

wizards beat knights by casting a magic spell over them

giants beat wizards by stomping on them

knight slay giants with their magic sword.

Students enact each character in the following way:

wizards step forward with one leg, push both hands forward as if shooting a magic spell through their hands, and shout "Shazzam!"

giants stamp their feet and say "Fee! Fi! Fo! Fum!"

knights pull an imaginary sword out of their belt and shout "En garde!".

Play "Shazzam!" as a whole group game, following these directions:

1. Split students into two even groups, standing in two parallel lines.

2. Have the groups face towards the centre of the space.

3. The teacher counts down from ten to zero.

4. Each line quickly huddles in a group and decide which of the three characters they will be during this round.

5. By the count of zero students must have returned to their straight line, facing their opponent line.

6. On zero each line enacts their chosen character and the 'winning' line is decided by the above parameters (wizards beat knights, giants beat wizards, knights slay giants).

Play round after round, keeping the pace up and keeping a tally of each team's number of winning rounds. The first team to ten are the winners!
Layer in Context:
To adapt this game take elements, concepts, characters or ideas from any topic and create three "characters" and parameters that suit.

Specifying characters from a familiar narrative explored in English will encourage students to use voice and movement to create a role. It will also explore the relationship between the characters. The game itself requires both group and individual focus, and creates amazing tension!

If in Science you are looking at Renewable Energies, students could be the sun (standing like a star jump and saying "Ahhhh!", a solar panel (standing stiff like a board and "buzzing") and electricity (arms outstretched towards opponents and saying "zap!"). In this version,

The sun beats electricity because it is renewable.

Solar panels beat the sun by capturing its power.

Electricity beat the solar power by using its power.

4. Zip Zap Zoom

Speaking of zaps, "Zip Zap Zoom" is another great collaborative game that teaches focus. Students "pass the energy" around a circle, using an action and variety of vocal commands. In the traditional game, students stand in a circle and send the energy around the circle saying either Zip, Zap or Zoom.

"Zip"sends the energy in a clockwise direction

"Zap" sends the energy in an anti-clockwise direction

"Zoom" sends the energy to someone across the circle

Students cannot do more than one Zap or Zoom in a row (they must be broken up by a Zip)

Every command is done with an action - the easiest being to clap and point to the person the energy is being sent to.

5. Twenty-One

"Twenty-one" is one of those drama games that get even the most fidgety of students concentrating with laser focus.

Sitting in a circle, students attempt to count to 21 in a random order, without two or more people speaking at the same time. One person begins by saying "one", then another person says "two".

Continue the group count until you reach twenty-one. If more than one person says a number at the same time, the count begins again.
Change the Content:
This game can be used with any familiar content that has a sequence. For example:

skip counting (e.g. threes, sixes, eights etc.)

using the alphabet

musical scales or "Do Re Mi"

counting in intervals with units (e.g. in tens and dollars/cents 10c, 20c... $1.20).

6. Body Sculpture Olympics

Also known as "10 Second Object", this activity gets students using their bodies to create freeze frames (like a real life frozen image) that depict an object or a situation. Use this activity to talk about how we can communicate meaning through movement.

1. Break students into small groups.

2. Call out an object or scenario (such as the North Pole, peacock, at the beach, washing machine etc.)

3. Count down from ten to zero

4. While you are counting down, students have to create the object, character or situation using their bodies.

5. When you reach zero, shout "Freeze!"

6. Give each group a thumbs up or thumbs down depending on if they have represented the stimulus in a way that makes sense.

7. Continue, keeping the pace up to ensure students are engaged and thinking on their feet!

You can decide on a "scoring" method that feels right for you (such as giving scores out of ten or choosing one winner per round), or you may prefer not to "score" at all, and just use the activity as a confidence and group awareness building exercise.
Layer in Context:
"Body Sculpture Olympics" can be adapted as a Drama activity linked to most any content at all. Simply create a list of characters, situations or objects that are related to a familiar topic.

This activity means students use movement and space to establish a dramatic meaning (they communicate situation, role and relationships through their frozen image).

7. The Expert

This activity is great for older students, using both their prior knowledge of a topic and their imagination. It requires students to use role, relationship, situation, voice and movement to create dramatic meaning.

1. Break students into small groups (3-4).

2. Allocate a letter to each student within the group (i.e. every group will have a person A, person B etc.).

3. Call out the letter of the person who will be 'The Expert' first.

4. Announce the topic that the Expert specialises in.

5. The Expert must speak with authority about the topic for an agreed amount of time (e.g. 30 or 60 seconds).

6. The teacher counts down from three to begin the time and calls "stop!" when time is up.

7. The teacher then announces which letter/person will go next, and the new topic of expertise.

What makes this game extra fun, is that there is only one rule - the expert can never stop talking, even if they run out of facts well before their time is up. Students should just keep talking, making up anything at all about the topic, no matter how absurd or far-fetched.

Not all drama is based on fiction! This activity is a great way to explore how drama-makers (playwrights, actors, dramaturgs, directors, set and costume designers) can play with the ideas related to a "real" topic in order to create an artistic, symbolic, absurd, or stylistic representation of it through Drama.
Variations:

Play as a whole class with one Expert up the front.

Allow the "audience" to ask questions of the Expert to help prompt them if they get stuck.

Create a panel of Experts, with two or three students in front of the class discussing their topic of expertise.

Add simple props or costumes such as a coat, glasses, or other items to help students with their 'expert' characterisation.

Layer in Context:

Choose topics that are connected to content you have been exploring with your class. They could be related to anything at all, from Science and Maths to Humanities, Social Sciences, Sport or Music.

Have each student in the group play a character from a text or narrative they know. Give a situation from the text as a prompt for the character to talk about for their allotted time.

8. Mirror, Mirror

In this activity, your students will continue to build confidence in using their body ( movement) to create a role and communicate meaning.

1. Students break into pairs.

2. Allocate, or let students decide who will be A, and who will be B.

3. On the teacher's signal, student A begins to move very slowly.

4. Student B has to copy the movement exactly as if they are the reflection Student A sees in a mirror.

5. Continue for some time, and then swap, having Student B lead Student A.

Encourage students to move slowly, with the aim being that anyone watching the pair wouldn't be able to tell who is leading the movement and who is following.
Layer in Context:
Add complexity to this activity by layering in one or more elements of context. This turns "Mirror, Mirror" into a tool for exploring the content from another key learning area in a completely different way - a fantastic way to cater for kinesthetic, social, verbal and aural learners.

Role - Ask Student A to take on a specific role or character. This can be from a familiar text or can be any role from a relevant context, such as a scientist or a construction worker.

Situation - Specify the situation that Student A is in, for example setting up an experiment, or building a new road.

Time & Place - Give students details about a specific time or place in which they are - this will change the actions and movements they enact.

Atmosphere - Explore this more challenging element of drama by providing students with a mood or emotion as a prompt for their movements.

You can add just one of these contextual elements, or multiples - each will support students in the creation of different moments of dramatic meaning.

There you have it! Eight more ideas to help you think about Drama for kids.

There are definitely more detailed ways you can explore dramatic theory with your upper primary class, however, I hope that these activities have provided you with a comfortable way to introduce Drama skills and terminology into your classroom!

Drama Games for Kids - Printable Activity Cards

To get you started, we've created a set of 17 Drama Games for Kids activity cards! Simply download, print and laminate the cards for use when you need a Drama lesson warm-up idea, or a brain break for your students.

You can also get more ideas for Drama activities for primary kids in our blog post "Drama Activities for K-3 Students". Don't be swayed by the title - these Drama activities are suitable for students of all ages!
Make your classroom buzz! Subscribe to Teach Starter and access thousands of curriculum-aligned resources and digital learning tools. Get Started

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Drama for Kids - Games and Activities for Years 4 - 7

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Written by Cassie (Teach Starter) Are you an upper primary teacher hanging out for some new drama teaching ideas? Did you see the post about Drama Activities for Years K - 3 students and wish there were a few more challenging ideas there for your class? Make your classroom buzz!

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by James H. Stronge, Pamela D. Tucker and Jennifer L. Hindman

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.

Research Summary

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. Both novice and experienced teachers consider classroom management to be a high priority and an area of concern (Sokal, Smith, & Mowat, 2003). Teachers learn "tricks of the trade" from such sources as watching other teachers, reading about the topic, and reflecting on what is occurring in their classrooms. 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. It seems prudent to pay careful attention to classroom climate, given that it can have as much impact on student learning as student aptitude (Wang, Haertel, & Walberg, 1993). Effective teachers take time in the beginning of the year and especially on the first day of school (Emmer, Evertson, & Anderson, 1980; Emmer, Evertson, & Worsham, 2003) to establish classroom management, classroom organization, and expectations for student behavior.

Classroom Management is "the actions and strategies teachers use to solve the problem of order in classrooms" (Doyle, 1986, p. 397). Effective teachers also use rules, procedures, and routines to ensure that students are actively involved in learning (Marzano, Marzano, & Pickering, 2003). In essence, they use management not to control student behavior, but to influence and direct it in a constructive manner to set the stage for instruction (McLeod, Fisher, & Hoover, 2003).

Classroom Organization focuses on the physical environment. Effective teachers organize a safe classroom environment (Educational Review Office, 1998). 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. (Note: A second key, Expectations for Achievement, is discussed in Chapter 4 of the Handbook.) Effective teachers know that student behavior is not only about rules and consequences (McLeod et al., 2003); they also know that a larger component is the development of a classroom climate that influences how students perceive their environment and behave (Woolfolk-Hoy & Hoy, 2003). 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 3.1 provides a visual overview of this chapter. 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.

Figure 3.1. Chapter Overview

Classroom Management

Effective teachers create focused and nurturing classrooms that result in increased student learning (Marzano et al., 2003; Shellard & Protheroe, 2000). These teachers teach and rehearse rules and procedures with students, anticipate students' needs, possess a plan to orient new students, and offer clear instructions to students (McLeod et al., 2003; Emmer et al., 1980). They use a minimum number of rules to ensure safety and productive interaction in the classroom, and they rely on routines to maintain a smoothly running classroom (McLeod et al. 2003). In fact, it has been noted that classroom management skills are essential in a classroom for a teacher to get anything done (Brophy & Evertson, 1976). In some ways, classroom management is like salt in a recipe; when it is present it is not noticed, but when it is missing, diners will ask for it.

Rules

Virtually everything that involves interactions among people requires rules. Webster's dictionary defines a rule as "a fixed principle that determines conduct" (McKechnie, 1983, p. 1585). Let's deconstruct this definition: a rule is "fixed" meaning that it does not change regardless of the situation. In reality, we know that rules have to undergo occasional modifications in the everyday life of a classroom. Nonetheless, rules establish the boundaries for behavior (Nakamura, 2000), and consistency in their implementation is essential to effective classroom management.

Effective teachers have a minimum number of classroom rules, which tend to focus on expectations of how to act toward one another, maintain a safe environment, and participate in learning (Marzano et al., 2003; McLeod et al., 2003; Thompson, 2002). These teachers offer clear explanations of the rules, model the rules, rehearse the expectations with students, and offer students opportunities to be successful in meeting the expectations (Covino & Iwanicki, 1996; Emmer et al., 1980). There is no magic number of rules that govern a classroom; rather, it is the clear establishment of fair, reasonable, enforceable, and consistently applied rules that makes a difference in classrooms.

Effective educators have a sense of classroom tempo and student harmony such that they are aware of when an intervention may be needed to prevent a problem (Johnson, 1997). Often, teachers use nonverbal cues, proximity, and redirection to prevent misbehavior. These techniques typically allow the momentum of the instruction to continue and refocus the student; however, there are times when a stronger intervention is necessary. When a rule is broken, an effective teacher is prepared to address the problem. Effective teachers tend to react in several ways, including the following: positive reinforcement that points to the desired behavior, consequences that punish the negative behavior, a combination of reinforcement and consequences, or indirectly responding to the behavior such that the student is reminded of why a rule is important. What an effective teacher does not do is react to an entire class for a rule infraction by a single student.

Routines

While they are more flexible than rules, routines or procedures are specific ways of doing things that, for the most part, vary little during the course of the day or the year. Classrooms typically require many routines to operate efficiently and effectively (McLeod et al., 2003). For example, routines commonly include how to enter and leave the classroom, take attendance, indicate lunch selection, secure materials, dispose of trash, label work, turn in assignments, make a transition during or between instructional activities, get to safety during drills and actual emergencies, and change from one activity or location to another. In essence, routines shape the classroom climate.

Effective teachers use routines for daily tasks more than their ineffective counterparts (Stronge, Tucker, & Ward, 2003). They invest the time at the start of the school year to teach the routines. By establishing and practicing routines that require little monitoring, teachers ensure that the focus of the classroom is more squarely on instruction (Covino & Iwanicki, 1996; McLeod et al., 2003; Shellard & Protheroe, 2000). Effective teachers frequently provide students with cues to remind them of acceptable behavior, and effective teachers are good at organizing and maintaining a positive classroom environment (Education USA Special Report, n.d.).

The establishment of routines allows for flexibility. For example, the teacher may not rehearse with students what should occur if a new student joins the class, but might adapt the routine used for greeting classroom guests (Emmer et al., 1980). Additionally, routines empower students to be more responsible for their own behavior and learning in the classroom (Covino & Iwanicki, 1996). When classroom management issues arise, the teacher has procedures to address the concern in an efficient, fair, and consistent way (Shellard & Protheroe, 2000; Thomas & Montgomery, 1998). Thus, the result of established procedures is more time for teaching and learning.

Classroom Organization

Classroom management and organization are intertwined. While rules and routines influence student behavior, classroom organization affects the physical elements of the classroom, making it a more productive environment for its users. How the classroom environment is organized influences the behavior in it. For example, actions as simple as color-coding folders, establishing fixed locations for lab supplies, maintaining folders for students to pick up missed work after being absent, keeping extra copies of "Back to School Night" items to share with new students, and designating specific places for other classroom supplies can have a dramatic effect on classroom organization and, consequently, on student learning. While these procedures and a multitude like them are simple matters, they nonetheless can be essential components for a smoothly operating classroom.

Classroom organization is evident in a room even if no one is present. Furniture arrangements, location of materials, displays, and fixed elements are all part of organization. Effective teachers decorate the room with student work, they arrange the furniture to promote interaction as appropriate, and they have comfortable areas for working (Kohn, 1996). They also consider student needs in arranging the room by leaving space for wheelchairs to maneuver; having walkways so students can access materials, pencil sharpeners, and the trashcan with minimal disturbance to others; and organizing in such a way as to allow the teacher to freely move around the room to monitor student progress (McLeod et al., 2003).

Teachers are observers of behavior and understand the rhythm of the classroom. Placing materials near the pencil sharpener may seem like a good idea, until one considers that at the start of a lesson this area may become congested with some students retrieving materials for their group and others waiting to use the pencil sharpener. However, the pencil sharpener and the trashcan may be a good pairing if the pencil sharpener tends to break regularly, spilling its contents on the floor; this way shavings fall into the trash instead. Effective teachers think about the little details that enhance the use of available space in the classroom as well as the big issues.

Expectations for Student Behavior

Attending to issues of classroom management and organization provides the foundation for having high expectations for student behavior. Effective teachers have higher expectations for how students are to conduct themselves in the classroom than their less effective colleagues (Stronge et al., 2003). They are better managers of student behavior (Emmer et al., 1980). They establish relationships with their students in which high levels of cooperation and dominance (i.e., giving students a sense of purpose and guidance) are balanced, resulting in an optimal relationship (Marzano et al., 2003). Effective teachers teach expectations to students and reinforce the desired behaviors with their verbal and nonverbal cues. Another characteristic of effective teachers is that they hold students individually accountable (Kohn, 1996) and, if necessary, use intervention strategies to help students learn the desired behavior (McLeod et al., 2003). An exploratory study of effective and ineffective third-grade teachers found that ineffective teachers had five times as many disruptive events in an hour when compared with their more effective counterparts (Stronge et al., 2003). Through fair and consistent discipline, teachers reinforce their expectations of students and create a classroom that is focused on instruction.

Visualizing the Quality

The following graphic organizer (Figure 3.2) is one way of conceptualizing how the components of the Quality of Classroom Management and Organization fit together. "Classroom organization" captures the structural aspects of how a teacher structures his or her classroom, and "expectations for student behavior" refers to the interpersonal and conduct norms that a teacher establishes. Together these structural and interpersonal elements contribute to the overall classroom management and ultimately to the unique climate and culture of every classroom.

Figure 3.2. Visual Representation of Classroom Management and Organization (Example of Fishbone Mapping)

Focus on the Teacher

Mandrel has the desire and determination to succeed; he wants to be a good teacher. Others can see his potential, but it has yet to be fully realized, largely because he hasn't learned how to effectively manage his students. This is a hurdle he can overcome. This year, Mandrel was given a choice as to who would be his mentor. He selected a teacher with whom he has good rapport and who is willing to meet regularly with him. The tools presented in this section of the chapter can be used to identify areas of strength and weakness to support growth in the effective implementation of classroom management and organization.

Classroom Management: Rules

Last year, Mandrel had his classroom rules, along with the consequences for not following the rules, posted for students. However, he found it difficult to get students to follow his rules. Worse yet, he knows that he did not do a very good job enforcing them. Before the new school year started, Mandrel met with his mentor to examine the classroom rules he had created. The mentor suggested organizing the rules into a table (figure 3.3) to make sure they met the criteria for being a good rule. There are four criteria that a rule needs to meet to stay on the list. The rule must be all of the following:

1. clearly stated so students know what is expected of them.

2. reasonable so students can realistically follow it.

3. enforceable such that Mandrel will take the time and effort to address any violations. If he is not willing to invest the effort, then the item may be too trivial or there may be a better solution.

4. general so that the rule addresses several behaviors as opposed to one specific misdeed.

Reflect on the Teacher: Case 3A

Mandrel has several rules that he feels are important; suggest ways he can consolidate or reword them.

A good rule of thumb is that the rule should be written as a positive statement so that students know what is the desired behavior. However, if something is an absolute, such as "No gum chewing," then it is simpler to just say so.

Only two of the rules in figure 3.3 meet all four criteria. The rules Mandrel created were all clearly stated in terms of the behavior. However, two of them were not reasonable because students would not be expected to follow them at all times. Of course there is some flexibility, but keeping a list of rules to a minimum will help Mandrel enforce them. When rules such as "talk in an indoor voice" are made, it is more difficult to enforce them. An "indoor voice" in one home may be at a whisper-level and in another home, it may be at a higher volume. Only two of the rules were general enough in nature so that they could be applied across multiple behaviors. It is simply not possible to regulate all behavior with written rules, so having broader ones helps to cover more behavior.

Classroom Management: Routines

Mandrel's mentor observed him during a recent lesson. She asked Mandrel to explain the routines he used with his students in terms of taking attendance, getting materials, and turning in work. Mandrel could clearly explain his attendance/lunch request procedure and indicated that he had modeled it after the one his cooperating teacher had used during student teaching. In terms of the other two items, Mandrel said he just did what seemed to fit at the time. His mentor suggested that he build on the success he had with the lunch routine (described in the Resources section) by developing routines for common events in the classroom. The first step was for Mandrel to generate a list of what these recurring activities were. He then shared the list with his mentor.

Mandrel and his mentor reviewed the list. She asked him to recall what he had shared with her about the attendance/lunch routine. She asked him if he were absent, how the substitute teacher would know about it. Mandrel showed her his standard substitute plan information sheet that had the procedure written out. His mentor said that he could cross the first two bullets off the list since he had a routine for each of them. She asked him if there were any other items on the list that the students consistently did well. He indicated that drills, starting morning work, and walking in the hall were fine, so he crossed those off the list, too. Looking together at the list, they decided to prioritize what routines should be developed and taught early on and which ones could be added later. They focused on materials management (a combination of getting and returning materials) and changing activities as these transitional times were when Mandrel felt like he was losing time. Together they brainstormed detailed steps for each routine on an index card that Mandrel could easily reference (Figure 3.4). They talked about how he could introduce the routine and practice it with students. They agreed to meet after he introduced the first routine-changing activities. The second routine would be introduced a couple of days later. As students mastered a routine and became comfortable with it, a new one would be added.

Common Classroom Occurrences

Attendance

Lunch counts

Collecting work

Returning work

Distributing supplies

Returning supplies

Walking to specials (PE, art, music, library, computers)

Morning work

Make up work

Afternoon dismissal

Settling students down

Changing activities

What to do when you finish your work

Drills: Fire, Tornado, Lock-down

Figure 3.4. Mandrel's Changing Activities Routine Cue Card

1. Get the students' attention.
Strategies: "if you can hear my voice clap once, if you can hear my voice snap twice, if you can hear my voice. . ." should work in two to three actions.
Flicker the lights, play a tone on the xylophone.
Students need to know that they need to stop what they are doing and look at me for further instruction.

2. Tell the students that we are changing activities and what they need to do in a specific amount of time.

3. Let students ask questions if they have them . . . see if another student can answer it.

4. Give students the signal to change activities and time them.

5. Report back to students how well they did changing activities.

Classroom Layout

Mandrel is a fairly well-organized teacher. Walking into his classroom, his mentor noticed that Mandrel's desk was free of clutter, his classroom displays were attractive and up to date, and there were areas designated for materials and specific activities. He typically had materials prepared and lessons staged so he could go from one activity to the next. Mandrel used bins and color-coded accordion folders. He had one bin for his morning activities and another one for the afternoon. The folders held the book, papers, sample, etc. for the different subjects. His mentor noted the presence of the bins on his desk (see the Resources section for other organizational tips).

One area in which Mandrel needed feedback was in making the best use of his classroom layout. He has a combination of fixed features (gray items on Figure 3.5) and movable furniture. He has two main concerns: 1) students seem to gather in the back of the room near the sink and water fountain when they finish their work; and 2) he has tables that seat six students each with an open cubbie space affixed under each place on the table, so some students always have to turn their chairs around when he does whole group instruction. He currently has 21 students. Mandrel wants to be able to see his students at all times even if he is working with a group at a table or at his desk.

Figure 3.5. Mandrel's Current Classroom Layout

Reflect on the Teacher: Case 3B

What can Mandrel do to eliminate some of the traffic flow problems?

Suggest an alternative room arrangement that would address his concerns about students focusing on each other instead of on him when he is trying to teach. NOTE: One wildcard in this room arrangement is the movable wall. If the wall is rarely moved, then it can be used like a fixed wall; if the wall is moved more than weekly, one would want easy-tomove items along that wall. Make your own determination of how you want to deal with the wall. Use Figure 3.6 to sketch out your idea.

Figure 3.6. Suggestions for Improved Room Layout

Expectations for Student Behavior: Time on Task

Mandrel and his mentor have been working on classroom management issues, which influence his expectations for student behavior. His mentor observed Mandrel's class using a time-on-task chart that captured off-task behaviors as well as how Mandrel managed the situation.

Mandrel's mentor recorded student engagement in the teaching-learning process at five-minute intervals (see Figure 3.7). Additionally, she recorded comments regarding off-task behavior and teacher responses. Two types of student behavior were recorded as off-task: 1) instances when students disrupted others and 2) instances when students were visibly disengaged. Those visibly disengaged students certainly could be thinking about class, but they are not participating in class in the same manner as their peers. During each five-minute cycle, the mentor watched and listened carefully for one full minute to get a clear sense of what was happening in the classroom, and recorded her notes during the four minutes before the next sampling of information. If Mandrel was uninvolved with students, the activity he was doing (e.g., grading papers) was noted under the "Task" column as well as what the students were doing. If the teacher takes no action to address disruptive or disengaged students, his mentor checked the box for "None."

Figure 3.7. Time on Task Chart

Notes:

Disrupting others would include students who are not only off task but also attempting to distract others from the teacher-assigned tasks.

Visibly disengaged would include students who are daydreaming, doodling, staring out the window or otherwise not focusing on the teacher's assigned tasks, but who are not distracting other students.

Management strategy would be any action taken by the teacher either in response to a lack of attention by students or in anticipation of possible disruptions.

Nature of intervention would include positive responses such as praising students who are attending or participating, negative responses such as yelling at students, or neutral responses such as changing the activity or moving near the student or students.

Under Comments, note the type of action taken or what was said.

Reflect on the Teacher: Case 3C

Describe Mandrel's management strategy.

What type of interventions does he use most?

Based on the students' responses, where can he improve?

Making Connections

Consider the Scenario

Reread the teacher scenario at the beginning of this chapter and the bits of information shared on the form with examples about Mandrel, the fictitious teacher in the scenario. Consider the questions below.

Using the space below, summarize what positive teacher behaviors and actions exist, and what performance areas need improvement for Mandrel.

What descriptor best describes Mandrel's skills in the area of "classroom management and organization"?

Why did you select a particular descriptor?

How could Mandrel's performance be improved?

Reflecting on My Current Performance

Rate your own performance on the qualities associated with classroom management and organization using the explanation of each major quality highlighted in the chapter.

Classroom Organization

Expectations for Student Behavior

Reflection Learning Log

What do I better understand now after studying and reflecting on classroom management and organization?

What are next steps to improve my performance?

What resources (e.g., people and materials) are needed to enhance my teaching effectiveness?

Resources

This section contains three items:

further elaboration on issues raised in the discussion of Mandrel's case,

the Authors' Perspective, and

blackline masters of forms that can be used to promote improvement and reflection on qualities of effective teachers.

Follow-up Explanation of Mandrel's Attendance/Lunch Routine

On the first day of school, students were given a piece of paper the size of a business card that was affixed to a magnet of the same size (available at most office supply stores). They were told to write their first name and last initial in big letters on the card. Then students decorated the cards with a picture of their favorite activity to do outside of school. Mandrel had students introduce themselves by talking about their card. Then he had them find at least one other person in the class with whom they shared an interest. Finally, he explained the attendance/lunch procedure. When students arrive each day, their magnets are all on the magnetic chalkboard in the "Welcome" column. Before students even put away their bags and coats, they move their magnet to the appropriate lunch choice column (Figure 3.8). Then, after morning announcements, Mandrel takes attendance by seeing whose magnet has not been moved and counts the number of students who are buying lunch.

Mandrel also shared that he lines up students for lunch by calling for the students who are buying lunch or milk to be in the front of the line, so they can continue ahead in the cafeteria to the food service line while he leads the rest of the students to their assigned table. He had not thought of this as a routine, just something he did that worked. His mentor commented that this worked well and he could build from this experience to enhance the operation of other parts of the instructional day. Additional organizational tips that work across grade levels are included in Figure 3.9.

Figure 3.9. Organizational Tips

Place scissors, tape, stapler, hole punch, calculators, rulers, and other commonly needed items in a common place that students can access on their own.

Have a can of sharpened pencils near the pencil sharpener. If the lead breaks during class, a student can place the pencil in the can and retrieve a sharpened one. At a more appropriate time (e.g., end of the lesson) the student can return the borrowed pencil and sharpen the one that was left (Thompson, 2002). HINT: The teacher may not have to buy the initial pencils, since pencils frequently can be found on the floor when they have rolled away under another desk. Just tell your custodian where retrieved pencils can be placed for student use.

Keep extra school supplies on hand for students who forget or run out of their own. Also, this is helpful when a new student arrives in class who may not have all the supplies needed.

Set up numbered work stations with necessary supplies and assign students to matching work groups. This works well when students must go to the equipment (e.g., science lab) versus taking the equipment to their desks.

Create wall organizers with identified bins for class assignments so that students can pick up missed work after a late arrival or an absence.

Keep plans in a binder that has divider pages for the different subjects/periods. Use plastic page protectors to hold copies of handouts and transparencies (make sure to have the "crystal clear" sleeves or else the transparency will have to be removed from the sleeve).

Organize lesson plans electronically. If the room is equipped with a monitor for PowerPoint presentations, use the first slide to identify the title and the second slide the goals; this not only organizes the students, but also reminds the teacher as well.

Know the location of the nearest fire extinguisher and fire alarm pull.

Train students to know what to do in an emergency situation.

Clearly label the office call button so substitute teachers can immediately identify it if an emergency occurs.

Keep a list of all students who may require medical attention in your grade book. Know the protocol for what to do, for example, diabetics, bee stings, epileptic seizures, etc. As appropriate, alert substitute teachers.

If in a specific-use classroom, such as science, know how to operate the eyewash station and shower, the location of the emergency shut-off valves in the room, and where safety equipment is stored.

Write a daily agenda for students to know what to expect in terms of the day's objective (see Chapter 5 on writing informational objectives), activities, and homework. Note any changes in the regular daily schedule in this location.

Create a Web page with weekly assignments listed and hyperlinks to possible resources.

Use a blend of student-made and commercial products to display on the walls. An art portfolio works well to keep posters flat and poster board can be tabbed with headings of different units, so the teacher can pull out new material as appropriate for display.

Reflect on the Teacher: Authors' Perspective

The Reflect on the Teacher questions are provided to encourage interactive and reflective reading and application of the Handbook for Qualities of Effective Teachers. In most cases there are no right or wrong answers. The Authors' Perspective is provided as one way to reflect on the information presented.

Reflect on the Teacher: Case 3A (see p. 72)

Mandrel has several rules that he feels are important. Suggest ways he can consolidate or reword them.

Group rules (Figure 3.3, p. 72) according to their commonalities.

Rules 3, 8, and 9 address the classroom environment. He could combine the rules to create a new rule: "Keep the classroom and materials neat." In the explanation of the rule, Mandrel can explain that this includes no eating because crumbs and sticky substances tend to get everywhere even when someone is being careful.

Rule 1 ("Respect each other") is broad enough to incorporate the safety issues in Rule 10 as well as the need to keep voice volume at an appropriate level so everyone can learn (Rule 4). Rules 5 and 6 are about respecting the teacher's authority in the classroom. This could be addressed under Rule 1: Students should respect the teacher as well as their classmates.

Rule 7 can be included in the explanation of what it means to be prepared for class.

The overall suggestion would be to keep Rules 1 and 2 and add one new rule about classroom neatness.

Reflect on the Teacher: Case 3B (see p. 75)
What can Mandrel do to eliminate some of the traffic flow problems?
The classroom has a lot of "attractive nuisances" in the back of the room near the sink area. There are two group worktables, a reading space, bookcases, and the cubbies all in the back half of the room. Part of Mandrel's challenge is the physical space arrangement; the other part of the challenge is classroom management. If traffic is a problem, limit the number of students who may be at any of those locations after they finish their work. There seems to be more potential for congestion on the left-hand side of the room and in the back than in the front or to the right. Additionally, the group worktable near the cubbies is in the way when students line up to exit from either door. One way to avoid this problem is to move the work table to another location so that students can line up a few feet out from the cubbies.

Suggest an alternative room arrangement that would address his concerns about students focusing on each other instead of on him when he is trying to teach.

Mandrel has three of the five tables oriented so no students have to turn around to look at him. So in rearranging the room, the other two could be flipped. This will create less space from the front wall to the back wall so the other furniture will have to be moved around. There are various pros and cons to placing the teacher's desk in the front of the room. By placing the desk in the back of the room, Mandrel is still able to see his students, but he has now created a space where he can work individually with a student without having the student or himself in the class' spotlight. These are the two main changes we suggest. As for the other suggestions, a lot depends on personal preference for how spaces work.

Figure 3.10. Authors' Perspective Suggested Improved Room Layout

Reflect on the Teacher: Case 3C (see p. 76)

Describe Mandrel's management strategy.

Mandrel does not seem to have a clear preference between verbal or nonverbal responses. However, he tends to use verbal interventions when students are being disruptive or have the potential to disrupt the learning of others. The nonverbal approaches are used to refocus students.
What type of interventions does he use most?
While Mandrel uses positive, negative, and neutral interventions about equally, he tends to focus on the positive a bit more. In the cases where he used negative interventions, the students had already been warned about their behavior-it was noted on the chart that the students already had their names on the board.
Based on the students' responses, where can he improve?
At 50 minutes, Mandrel praised the students for their work. They responded with cheering that was short, and they quickly refocused. The students made a smooth transition to the next activity. When the class was recognized for behaving appropriately, it seemed to encourage more of the desired behavior. Perhaps Mandrel could try praising desired behaviors instead of relying so heavily on tally marks.

Blackline Masters

The following blackline masters can be photocopied and used in your school or district.

Classroom Rules Criteria

Proposed Rule

Clearly stated

Reasonable

Enforceable

General

Stated Positively

Classroom Arrangement

1) Take an inventory of the movable furniture/items in the room. There is space provided for additional items.

_____ Student Desks w/chairs

_____ Teacher's Desk w/chair

_____ Overhead Projector

_____ Computer(s)

_____ File Cabinet

_____ Work table(s)

_____ Bookcase(s)

_____ _________________________________________

_____ _________________________________________

_____ _________________________________________

2) Make a sketch of the classroom's fixed elements in the space provided. If the room is not rectangular, shade off areas to reflect the classroom space. In your sketch, include

Door(s)

Window(s)

Chalkboards/whiteboards

Mounted TV monitors

Computer stations

Bookcases

Storage cabinets

Lab stations

Sinks

Pencil sharpener

3) Determine how the room will be primarily used (e.g., lecture, discussion, group work).

4) Use dotted lines to show key walkways or spaces that need to stay open.

5) The biggest grouping of furniture is the student desks and chairs. Place them on the layout first. They can be moved about later on the diagram as needed, but they do encompass the largest area in most classrooms.

6) Sketch in the other furniture items.

Time on Task Chart

Observer __________

Date __________

Teacher __________

Subject __________

Number of Students __________

Start time __________

Interval

Task, activity, event, question

Off-Task Behaviors (Note # of students and describe behavior.)

Management Strategy

Nature of Intervention

Notes:

Disrupting others would include students who are not only off task but also attempting to distract others from the teacher-assigned tasks.

Visibly disengaged would include students who are daydreaming, doodling, staring out the window or otherwise not focusing on the teacher's assigned tasks, but who are not distracting other students.

Management strategy would be any action taken by the teacher either in response to a lack of attention by students or in anticipation of possible disruptions.

Nature of intervention would include positive responses such as praising students who are attending or participating, negative responses such as yelling at students, or neutral responses such as changing the activity or moving near the student or students.

Under Comments, note the type of action taken or what was said.

Endnote

It is made using colored tape to form the outline, and the labels are on magnets. This makes it easy to remove in order to clean the chalkboard.

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by James H. Stronge, Pamela D. Tucker and Jennifer L. Hindman 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.

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Use online images as prompts for writing.
Use a story-box.
Read a story and have students write a prediction.
Twisted Tales.
Teach persuasive writing using picture books.: Can a Pigeon drive a bus?, pop -The Invention of Bubble Gum.
Story cubes. Story stones.

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A glimpse into your classroom - EDU40012 Learning Group 01

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Which environments do you feel reflected (or didn't necessarily reflect) the principles outlined in this reading? How so? Do you feel that a classroom culture can be changed once it has been created?

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social educators association of queensland

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The Social Educators Association of Queensland SEAQ is the state professional body for social educators and community members interested in the advancement of social education in Queensland.

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modern language teachers' association of victoria

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MLTAV, Inc. is a professional association for Languages teachers, and is the umbrella organisation for approximately twenty Single Language Associations (SLAs) in Victoria.

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Membership to ACHPER is only available to individuals. Only one person gains the benefits of these memberships. Please refer below for more details.

Graduates from tertiary institutions;

Holders of relevant qualifications that are acceptable to the Board;

People who are acceptable to the Board on a case-by-case basis.

Graduate 1st Year Membership

Open to all graduates that meet the course specifications of Student Membership who graduated in 2019.
Graduate 2nd Year Membership

Open to all graduates that meet the course specifications of Student Membership who graduated in 2018.
Student Membership

Currently enrolled students in post-secondary institutions in any area that is acceptable to the Board.

NB: Student members are not eligible to vote or hold office.

Non-Working/Retired Membership

Persons who are remunerated for less than 2.5 days per week will be eligible to be non-working/retired members of ACHPER.
Corporate Affiliation Membership

Corporations, organisations and associations which support the purpose of ACHPER and whose employees are generally not eligible for individual membership of ACHPER may apply to be affiliated as Corporate Members of ACHPER.

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Membership to ACHPER is only available to individuals. - Australian Council for Health Physical Education & Recreation

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Membership to ACHPER is only available to individuals. Only one person gains the benefits of these memberships. Please refer below for more details. Graduates from tertiary institutions; Holders of relevant qualifications that are acceptable to the Board; People who are acceptable to the Board on a case-by-case basis.

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The Australian Science Teachers Association (ASTA), a federation of eight state and territory Science Teacher Associations (STAs), strives to be a national representative body of high distinction, considered among Australia's premier professional teacher associations. ASTA is a registered charity with the Australian Charities and Not-for-profits Commission. More "

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Teaching Resources

Quality online resources to support your learning environment

Bring riches and depth to your classroom and teaching practice with PETAA's ever-growing repository of research-based digital and downloadable resources, aligned to the Australian Curriculum and grounded in quality literature.

Explore and discover more resources

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Quality online resources to support your learning environment Bring riches and depth to your classroom and teaching practice with PETAA's ever-growing repository of research-based digital and downloadable resources, aligned to the Australian Curriculum and grounded in quality literature. Explore and discover more resources

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Home - Australian Association of Mathematics Teachers

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week 2: teaching challenges/communication

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Communication in the Educational Environment

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The new Writers Express is the perfect resource to help 4th and 5th grade students become better writers, readers, test takers, and learners. This student handbook overflows with writing guidelines, models, checklists, tips, and much more. The 2016 edition includes updated student models and follows the latest state standards.

Learn more about the new Writers Express.

"I am a teacher of students in grades 4-5, and all of my students love your handbook. When I asked them why, they said, 'It's colorful, easy to use, and full of great stuff .'"

-Searfoss Elementary
Johnstown, Ohio

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The new Writers Express is the perfect resource to help 4th and 5th grade students become better writers, readers, test takers, and learners. This student handbook overflows with writing guidelines, models, checklists, tips, and much more. The 2016 edition includes updated student models and follows the latest state standards.

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The QTSS initiative is being delivered to ensure that all primary students benefit from high quality teaching and learning practices that best meet the full range of student needs.

Principals, in consultation with their executive, decide the best use of the resource allocation. The allocation can be used to:

provide release time for a school executive to establish collaborative practices in the school, or across a number of neighbouring schools, allowing teachers to work together and learn from each other by observing and discussing how they develop lesson plans and assessment tasks

provide release time to one of the school executive to establish mentoring and coaching practices to help an individual teacher with a specific issue such as classroom management

employ a specialist in an area where teachers need support, such as literacy or numeracy

provide comprehensive and focused support for teachers with the accreditation processes they need to undertake and with the new Performance and Development Framework.

While principals have the flexibility to determine how best to use their QTSS staffing resource allocation, strategies undertaken to enhance professional practice must be evidence-based and focused on improving the quality of classroom teaching.

Evidenced-based approaches to improve teaching and learning are detailed in the CESE research paper What works best: Evidence-based practices to help improve NSW student performance.

Principals outline the proposed use of the allocation in their school plan and report on implementation and expenditure in the annual report.

Implementation process

A phased implementation of the QTSS staffing resource allocation commenced in Term 3, 2015 and has now reached full implementation.

QTSS is now distributed as a calendar year allocation aligning it with annual school funding and the current RAM funding cycle.

From 2019, the QTSS staffing resource allocation will be included in the planned SBAR and is based on the previous year's published Actual Enrolment and Entitlement reports.

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The QTSS initiative is being delivered to ensure that all primary students benefit from high quality teaching and learning practices that best meet the full range of student needs. Principals, in consultation with their executive, decide the best use of the resource allocation.

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Teaching for effective framework

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The SA Teaching for Effective Learning (TfEL) framework (PDF 450KB) identifies the characteristics of effective teaching and learning to establish broad domains of teacher action and relevant pedagogy.

The framework is supported by the:

The Teaching for Effective Learning review tools handbook (PDF 26MB) helps teachers review and reflecting on teaching practice against the TfEL framework. It can be used by:

teachers, both independently and in conjunction with colleagues and students

schools and sites in professional learning conversations to develop a snap-shot of practice at a school level and determine a school action plan.

It provides review tools and processes for reflecting on pedagogy as well as processes for:

working independently

working with trusted colleagues

working with students

developing a school action plan.

The Australian Curriculum focuses on both the what and the how of quality teaching and learning. Getting started supports SA government school and preschool leaders to introduce this thinking to staff.

To access this resource, select 'login as a guest' from the home page of the getting started site.

The getting started resource is supported by the:

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Teaching for Effective Learning framework

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The SA Teaching for Effective Learning (TfEL) framework (PDF 450KB) identifies the characteristics of effective teaching and learning to establish broad domains of teacher action and relevant pedagogy. The framework is supported by the: The Teaching for Effective Learning review tools handbook (PDF 26MB) helps teachers review and reflecting on teaching practice against the TfEL framework.

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Week: Measures of effective teaching

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Two-thirds of American teachers feel that traditional evaluations don't accurately capture the full picture of what they do in the classroom. They want information that they can trust from measures that are fair and reliable.

The Measures of Effective Teaching (MET) project was designed to find out how evaluation methods could best be used to tell teachers more about the skills that make them most effective and to help districts identify and develop great teaching.

When it came to identifying what great teaching looks like, we knew that it was imperative to go straight to the source: teachers. Through the MET project, we sought to answer the following critical questions:

Is it possible to identify and measure effective teaching?

Can we pinpoint what works in the classroom?

The outstanding work of our partners has proven the answer is "yes."

Over the span of three years, dozens of education experts and researchers, 3,000 teacher volunteers in six urban districts, 20,000 videotaped lessons, student surveys, and student performance on state and supplemental higher-order thinking skills tests, have given us a much better understanding of what great teaching looks like. This evidence-based knowledge has helped to create tools and systems that help empower teachers to help students succeed.

Based on lessons learned through the MET project, our partners identified nine guiding principles to inform the design and implementation of high-quality teacher support and evaluation systems. These principles guide districts and schools as they design their own measurement and feedback systems to improve the quality of instruction, which will ultimately lead to enhanced student success.
To view a full list of MET resources, click here.

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Measures of Effective Teaching (MET) Project - K-12 Education

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Two-thirds of American teachers feel that traditional evaluations don't accurately capture the full picture of what they do in the classroom. They want information that they can trust from measures that are fair and reliable.

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(Killen, 2009, pp. 1–49).

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Teachers TV

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Find a wide variety of professional development opportunities and resources at the K-12 Internet Resource Center.

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Claire Knight ACC Robot Project Year 7 Geometry_ Measurement 2019 (1)(1)

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Week2 Duchesne et al 520-561 Managing classrooms for effectively working with students

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YEAR 3- Narrative Writing marking rubric

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YEAR 3- Narrative Writing marking rubric

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Intel® Education: Free teaching resources, tools, and lesson plans.

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The Venn Diagram Rubric can be used to provide students feedback on students' use of a graphic organizer to compare and contrast two things.

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Encourage students to make their thinking visible by asking them to write or draw their ideas before and/or after sharing. Journals can also be useful. Student pairs can report one another's thoughts to the class and a list of ideas can be created in the classroom.