Module 2.2 Classroom Management Conversation by Andrea Gavey https://padlet.com/tv48537/54t23tvvd6d9 Alicia (New Teacher); Andrea (Experienced Teacher) en-us 2018-02-24 20:32:51 UTC 2025-10-25 14:40:25 UTC hello@padlet.com tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235022262 April: Andrea, I'm just not sure what to do with my class. They are driving me absolutely crazy and seem to be bouncing off the walls. None of my classroom management techniques seem to be working. They failed the last test I don't seem to care. Many of my academic classes don't act this way. Is this just because they're in applied level class?]]> 2018-02-24 20:35:14 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235022262 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235022547 2018-02-24 20:38:18 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235022547 CriticalThinking.Org tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235022608 2018-02-24 20:38:59 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235022608 EduGains tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235022645 2018-02-24 20:39:34 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235022645 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235023402 Andrea: tell me a little bit about your classroom management strategies April.]]> 2018-02-24 20:49:55 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235023402 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235023445 April: I often use proximity and stand near the students that are misbehaving. I will flash the lights off and on or use the students name to bring back their attention. Those are always techniques that worked when I was a student. I always write the game plan for the class lesson on the board so the students know what's happening. BUT it is NOT enough. They still don't listen or want to participate.]]> 2018-02-24 20:50:30 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235023445 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235023513 Andrea: Have you consider teaching strategies regarding material and the way you deliver it rather than simply behaviour management strategies after the behaviour has taken place. It is much easier to avoid classroom issues then it is to manage them once there is a problem. For example, if your students are really engaged in the lesson then they are more likely to not be a behaviour issue. Also, personally I have found that when I develop a relationship with my students they don't want to disappoint me and they often act better in my classroom then other classrooms.]]> 2018-02-24 20:51:39 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235023513 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235023571 April: I find my lesson plans really interesting so I'm not sure how to engage the students more.  I'm not sure how to let the students take more direction or help with class discussion when I don't trust the students. I feel like the class will just become a gong show. I'm worried that if I give them an inch, they will likely take a mile.]]> 2018-02-24 20:52:23 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235023571 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235023600 Andrea: You definitely can't do this all at once. You are doing your best; be confident in this! Writing the "game plan" on the board is a great start but perhaps you could try the learning goal rather than a to-do list. You can introduce these strategies in steps. You can't walk into your classroom tomorrow and try something brand new and expect everything to be perfect. You have to build up your students trust as well. They need to feel safe when talking to you. I'm going to give you a few tips. Feel free to take whichever ideas or strategies you are most comfortable with. You are a great teacher and I'm simply speaking from experience and professional development that I have been a part of.]]> 2018-02-24 20:52:51 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235023600 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235023682 1. As teachers, we aren't typical students. We already like the subject matter at hand so we have to consider how much the students will enjoy learning. It's not just the content that we have to worry about but how we deliver it. I have been part of the critical thinking consortium and much of the research talks about the fact that when students are thinking they are engaged. When they are thinking and engaged, they are too busy to misbehave. All students want to feel valued. If students’ ideas feel valued and if they feel successful they are more likely to behave favourably. For example, many students you are currently working with are at stage one as critical thinkers. They are "unreflective thinkers”; They don't even know that they struggle with the concept of thinking(). Your goal is to move them along the stages until students become advanced or master thinkers. The stages don't simply develop on their own; teachers help develop the stages through “regular practice” (Paul & Elder, 2001). To find out more information on critical thinking check out www.criticalthinking.org. Here you will also find nine strategies to assist creating “thinkers”. ]]> 2018-02-24 20:54:32 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235023682 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235023993 2. Students are constantly using technology, especially social media. I'm not suggesting that you use technology and cell phones in your classroom all the time but changing up the paper pen style notes is a good idea. The library has a set of new netbooks that you can sign out so your students can participate in student directed learning as far as research or interactive online activities go. Benjamin Harold suggests that teachers use open educational resources more often than out-of-date textbooks as it will give “students better access to a wider array of visual materials and teachers more flexibility to customize instructional content” (2016).  Students get really frustrated and just entered disinterested when they know they are using content that is out of date. One of the difficulties with using technology is that students can become distracted as there is an overwhelming amount of information online. Technology can enhance some of their experiences. You be surprised how many students we want to do a test review when done using Kahoot, an online/cell phone application. They may be on their phone but they are learning in the process. ]]> 2018-02-24 20:57:37 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235023993 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235024077 Education Week]]> 2018-02-24 20:58:46 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235024077 Kahoot tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235024183 2018-02-24 21:00:28 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235024183 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235024318 3. Sometimes behaviour issues are simply because the teaching style does not match our students learning style. Differentiating instruction is important in the classroom so that you can try to avoid this issue. Look up www.EduGains.com and you will find a number of resources on differentiated response and instruction. It's all about knowing your learners interest, how ready they are and how they prefer to learn.  It's important to plan our lessons for the learner. Unfortunately, lecturing with paper and pencil does not fit most of our learners these days. Putting the agenda on the board is great for students that require instructional routines but there is much more you could expand on in your classroom April. Visual, kinesthetic and auditory learners are all able to learn but they do have a "best way" to learn. Some examples of differentiated instruction include think-pair-share opportunities where students discuss things verbally in small groups. This is a great classroom management task because it provides students with an opportunity to talk but in small groups where they have the opportunity to feel safe with their ideas. They're less likely to act out if they know they won't embarrass themselves in front of the whole class. Role-play is another great type of instruction. It allows students to get out of their seats and act out a theme or idea or way to problem solve. There are so many that you could find any differentiated instruction educators guide from 2016 but I'll just mention one more. Choice boards are one of my favourite differentiated structures in the classroom. Choice boards are away to have your students complete an assignment or activity but it gives them freedom to choose the way they present it. They may even be able to choose the topic itself. This allows them to have a sense of control, and they will value the assignment more if they have had a say in it. They could do anything from writing a kids story to creating a comic strip to completing a spoken word poem. All of these ideas will help them become engaged in the class and in the activities and in the learning. The more your students buy-in, the less classroom behaviour issues you will deal with. I promise.]]> 2018-02-24 21:02:16 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235024318 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235024486 April: I feel overwhelmed with everything you just mentioned. Can you write down all of these resources for me? Can you suggest any professional development days that I should take in order to learn more about differentiated instruction teaching strategies and critical thinking? I'm so tired and miserable with the students and I want to find a way to reach them.]]> 2018-02-24 21:04:07 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235024486 tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235024553 Andrea: Absolutely April. I'm happy to help. Don't think that I learned all these tricks in one day. It's been many years that I've worked them into my lesson plans. To be honest, you will enjoy your job and your classes a lot more as well as the students. It's a win-win.]]> 2018-02-24 21:05:07 UTC https://padlet.com/tv48537/54t23tvvd6d9/wish/235024553 References tv48537 https://padlet.com/tv48537/54t23tvvd6d9/wish/235024606 Herold, Benjamin. (2016, February 5). Issues A-Z: Technology in Education: An Overview.
           Education Week. Retrieved from http://www.edweek.org/ew/issues/technology-in-education/

Ontario Ministry of Education. (2006).  Knowing and Responding to Learners - A Differentiated Instruction Educator's 
          Guide.  Retrieved from http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducators   
          Package_2016/PrintFiles/DI_EducatorsGuide_Print_Bleeds.pdf

Paul, R. & Elder, L. (2001). Modified from the book by Paul, R. & Elder, L. (2001). Critical Thinking: 
           Tools for Taking Charge of Your Learning and Your Life. 
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