Do your “Do Now” activity .

1. Do your “Do Now” activity.

2. LARGE CLASSES

3. Class Agenda • “Do Now” Activity • Basic Large Class Concepts • Groups are Good! • Routines Rock! Engage in Common Large Class Routines: • Written Class Agenda • Model & Validate Good Behavior! Discussion Class Rules • Build Student Responsibility Team Organization • Team Name • Team Seating Chart • Team Leader selected Jigsaw Activity • UseSelf and Peer Assessment • Team Leader Group Evaluation and Debriefing • Young Learners

4. For Large Classes • Groups are good! • Routines rock! • Model and Validate G-o-o-dBehavior. • Student Responsibility sees and does when teacher eyes and hands can’t be in all places. • Self and Peer Assessment gets students checking—so when the teacher grades, she grades a better product.

5. Groups are Good • Groups allow large class students to practice as much as small class students • Pairs and quads can turn “front row” to “back row” • Group work routine-- • Model for students once • A group of students model in front of class—as follows: • One member of pair begins, the other follow • Then, change roles • All Selective Report-back • Pairs for Practice, Groups for Discussion

6. Note: We usually recommend using the Medium of Instruction (English/French/Spanish)... ...for procedural language (instructions, feedback, explanations). • However in large classes when you have to SET consistent routines quickly, you can use the “local” language as a procedural language to explain what students need to do to make the class work. • As long as you explain (and then demonstrate!) that once students have got used to the routines, you will little by little switch to more (English, French, Spanish, Portuguese, etc.).

7. Routine 1: Class Agenda • Do Now” Activity • Basic Large Class Concepts • Groups are Good! • Routines Rock! Engage in Common Large Class Routines: • Written Class Agenda • Model & Validate Good Behavior! Discussion Class Rules • Build Student Responsibility Team Organization • Team Name • Team Seating Chart • Team Leader selected Jigsaw Activity • UseSelf and Peer Assessment • Team Leader Group Evaluation and Debriefing • Young Learners

8. Guidelines for Class Agenda • BEFORE Activity: The teacher should briefly review the written agenda at the start of every class. • DURING Activity: Then as each agenda item is completed, return to the agenda, make a connection to earlier or later agenda items and note when that the particular item is completed. • AFTER Activity: Stop five minutes before the end of class to revisit the agenda and use it as a guide to quickly review what was covered during the lesson.

9. Model and Validate G-o-o-dBehavior • Disrupt a large class because of a disruption and you can lose the class for the entire session • Regularly review what good behaviors are • Validate students for good classroom behaviors • Good behavior checklist posted on class wall • Behavior contracts (again, maybe a sort of checklist) • When one (or a few students) is/are acting out, ask other students randomly to state the proper behavior. After several have stated the appropriate behavior, ask the student who has been disruptive what the correction behavior is. If you don’t get an appropriate answer (or behavior) ask others again. • Set classroom behavior rules with students

10. Routine 2: Class Rules • Come to class on time. • Team leaders get their folder from my desk and distribute papers to your group • Sit in your seat and begin your “Do Now” activity. • When finished with your “Do Now activity, help others finish. • Raise your hand to speak or answer a question. • Start practice as quickly as possible. • Speak English as much as you can. • Speak quietly when practicing • Stay on task and help others to do the same. • When finished, turn to the front and be quiet.

11. Building Student Responsibility • When students take responsibility for their learning the teacher gains many hands, eyes, and ears to help her in her teaching task. • Using and reviewing routines gives students ways to reflect on whether they are being responsible • Group and team rules and procedures make team members responsible for teaching other • Self assessment encourages honesty. Peer assessment builds collegiality and accountability. Team assessment makes students, not just the teacher, responsible for helping the entire group succeed. • Students who take responsibility for their learning tend to learn more and gradually develop better learning strategies.

12. Routine 3: Sample Team Member Roles • Monitor: ensure everyone pays attention and speaks English • Secretary: takes notes • Reporter: reports results of group work to class. • Self or Peer Checklist Monitor: Keeps track of checklists and makes sure team members answer all questions. • Directions Interpreter: answers any questions about directions and makes sure that directions are followed. • Time Keeper: keeps track of time • Task Manager: gets needed materials and cleans up, if needed

13. Team Leader Duties • Pick up folders in morning and give materials to group. • Mark attendance • Pick up or return materials to teacher as necessary • Answer teacher’s questions about the group. • Return all materials to teacher at the end of the class. • Maintain group discipline

14. Team Seating Chart (example)

15. Class Agenda • “Do Now” Activity • Basic Large Class Concepts • Groups are Good! • Routines Rock! Engage in Common Large Class Routines: • Written Class Agenda • Model & Validate G-o-o-dBehavior! Discussion Class Rules • Build Student Responsibility Team Organization • Team Name • Team Seating Chart • Team Leader selected • UseSelf and Peer Assessment • Team Leader Group Evaluation and Debriefing • Young Learners

16. Self and Peer Assessment Examples

17. SELF Assessment—Have you done all this? Circle each step you have completed: • I will state the main idea of the reading/presentation. • I have provided my opinion of the reading. • When I share my reading, I am giving the main ideas, not just reading the words.  • I have one question to ask my group members.

18. PEER Assessment—Help Teammates Succeed! • The presenter was loud enough and easy to understand Y/N • The presentation was about _______________________________ • I remember at least one idea the presenter said. Y/N  • The presenter asked us a question. Y/N • It was a question at least one of us could answer. Y/N

19. Team Leader Evaluation NOTE: ALL team members participate in completing this report • How many students arrived on time ? __________ • How many students worked and talked quietly without disturbing others? ________ • How many students started their “Do Now” work right away? ________ • How many students listened closely to the teacher? __________  • Was the “Do Now” activity easy, average or hard for the group?_____

20. Class Agenda • Do Now” Activity • Basic Large Class Concepts • Groups are Good! • Routines Rock! Engage in Common Large Class Routines: • Written Class Agenda • Model & Validate Good Behavior! Discussion Class Rules • Build Student Responsibility Team Organization • Team Name • Team Seating Chart • Team Leader selected Jigsaw Activity • UseSelf and Peer Assessment • Team Leader Group Evaluation and Debriefing • Young Learners

21. Young Learners • Routines should be more straight-forward, simpler, more structured. • The amounts of time primary students can pay attention to a classrooms activity w/o a break will be limited. Break activities into shorter segments so that students can reasonably stay on task. • Frame work-breaks in terms set routines appropriate to the session; e.g., sing a particular song, do a particular movement activity, engage in a short game related to your activities. • Establish specific hand gestures and words with different kinds of activities. • As mentioned earlier, if someone is engaged in disruptive behavior, ask another student what the proper behavior is. • Ask children for activity outcomes before, and just after, each activity.

22. What Do You Think?Ready to Manage a Large Class?