Classroom+Management

[[image:leadinginnovationsocialstudies/Screen_shot_2010-10-05_at_7_13_03_AM.png width="512" height="184" align="right"]]Overview:
What are the most important aspects of classroom management? It may be all a matter of perspective. In this session participants will have an opportunity to examine challenging classroom management scenarios. Participants will analyze the different scenarios as they relate to: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc. The purpose of the session is to appreciate the complexity of classroom management issues, to develop strategies for preventing or addressing problems, and to begin examining resources for 1:1 classroom management.

=__Perspectives of Teachers__= In the videos (linked below), the teachers discuss how their classroom set-up and management changed as they began teaching in a 1:1 classroom. As you are watching the videos, consider the following questions:
 * How might I need to change my classroom setup?
 * How will my classroom management stay the same?
 * How will my classroom management need to change?
 * What new guidelines might I need to address with my students?

Click Here to watch three teachers discuss classroom management

__**Exploring Classroom Management Scenarios:**__

 * Form a group of 4.
 * With your group, read and discuss each scenario. You may want to analyze the scenario using the following guiding questions.
 * What feelings are triggered upon learning of this scenario?
 * Consider the perspective of the teacher, students, administration, and parents. What role does each usually play in resolving such an issue? How would your school policies guide decision making?
 * What biases or personal opinions separate from any school policies might each of the perspectives bring to the table?
 * Do you need other information to help you be an informed community member? Where could you possibly get this information?

Scenario 1: Classroom Observation
A new language arts teacher to your school is being evaluated by the assistant principal (AP) of the school. The AP asked the ITF to join her for the observation so that she can provide her opinion about technology use by the new hire. Upon entering the room, both the AP and ITF immediately recognize that the room has dissolved into complete chaos. Apparently the students are suppose to be taking notes using their laptops as the teacher provides information on a PowerPoint using the data projector. The AP and ITF notice that the teacher has her back to the students and is reading her PowerPoint while occasionally asking a student to "get on task". The students are arranged in what loosely resemble "pods" and some students are hardwired into the LAN (they could not get onto the WAN). Meanwhile, students are messaging each other, playing online games, looking at inappropriate images, etc. on their laptops. Some students are talking and a few students are doodling on pieces of paper. Note that the teacher has undergone two days of professional development at the start of the school year, with approximately 3 hours devoted to technology (gradebook, posting of assignments, and connecting to the data projector).

Consider the following points regarding classroom management in this situation: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc.

Scenario 2: Power Cord
A social studies teacher is doing some collaborative, project based learning in his first period class that requires use of the laptops by the students. At the start of class, several students do not have their laptops charged (the school AUP requires students to bring charged laptops to school) and they ask the teacher if they may use their power cords. The teacher says that they can for the project. Within minutes, the two students that are wired to an outlet are sitting at a pod together working quietly when another student trips over the power cords and falls to the ground- hurting her arm. The teacher realizes that the injury is severe and he must call for an ambulance as the arm appears to be fractured.

Consider the following points regarding classroom management in this situation: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc.

Scenario 3: Creative Chaos?
Scenario 3CM. A teacher who teaches an interdisciplinary math-science elective decides to do an experiment on parabolic motion with her students. For this experiment, the students will be doing collaborative lab reports using Google docs while using a applet for the experiment. Mid-way through the block period, the science department chair walks into the teacher's classroom to check on the progress of the innovative lesson. The department chair notices that chaos has ensued in the classroom. Several students using the projector are showing a student how to use the interactive applet. Other groups of students are sitting or laying on the floor typing on their laptops. Yet other students are drawing images on the whiteboard. Meanwhile, light disco music is playing the background. Meanwhile, the teacher is walking around the room helping individual students. The department chair stays to watch the remaining part of the lesson. With 20 minutes remaining in the lesson, the teacher asks the students to return to their desks and to save their lab reports on Google docs. She then asks them to comment on her blog reflecting on what went well or not so well today in the lesson. The department chair gives her a poor informal observation and contacts the assistant principal suggesting that he come observe the class.

Consider the following points regarding classroom management in this situation: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc.

Resources
@http://www.techlearning.com/article/one-to-one-computing-and-classroom-management/44472
 * Classroom Management Tips:**

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 * Sample 1:1 Districts:**

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 * Tech & Learning Sites:**

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 * General Information:**

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