Building Effective and Rewarding Classroom Experiences

1. Building Effective and Rewarding Classroom Experiences pp.153 Secondary School Classroom Management and Co-teaching

2. Objective:To provide participants with SSCM* and co-teaching methodology along with strategies that can be adapted to your classroom situation. Objective/ Schedule Introductions SSCM lecture and discussion Break Co-teaching lecture and discussion Questions/ Closing * SSCM- Secondary School Classroom Management

3. Who am I? Certified Teacher – U.S.A 8yrs teaching experience 4yrs U.S. 4 yrs South Korea B.Sc. K-12 Music Education MRes- Educational and Social Research EPIK/ TaLK Teacher Trainer Assistant Professor of English at Gimcheon University Daniel Moonasar

4. Who are you? Certified Teachers? Education major undergraduates? Other major undergraduates Teaching experience? Visited South Korea before? Lived in South Korea before?

6. Menu • SSCM main course: • Building a Plan • Classroom Management Strategies • Co-teaching • SSCM á la carte: • Understanding Your Students • Responsibility vs. Obedience • Building Relationships • Motivations • Communication

7. pp.153 Directions: In your group discuss and answer Task 1 question. Choose one reason you want to share. When finished, we’ll share answers to the class. Group Discussion 5 minutes

8. pp. 154-156 6 areas to understand about our students: Understanding Your Students

9. pp. 154-156 6 areas to understand about our students: Understanding Your Students

10. pp. 156-157 Directions: Individually answer Task 3 on p.156 In your groups discuss, “How did this affect your experience in class?” When finished, we’ll share answers. Building Relationships 5 minutes

11. pp. 156-156 Building Relationships

12. pp. 157-158 Obedience vs. Responsibility

13. pp. 158-159 Motivations

14. pp. 158-159 Motivations

15. pp. 160-164 • Month 1 • Months 3-5 • Months 7-10 Building a Plan Term Classroom Management Plan • Month 2 • Month 6

16. pp. 160-164 • Month 1 • Months 3-5 • Months 7-10 Building a Plan Term Classroom Management Plan • Meet with your co-teachers • Explain to students and POST CLASSROOM RULES AND ROUTINES • Setup the classroom to minimize non-educational disctractions • Nametags, seating plan, number students, obtain test scores for grouping and assessment etc. • Be strict by enforcing and reminding rules often. • Do not make jokes (until you have a well established rapport with them). • Make observations of student learning to use as a basis of ability levels, group, and student roles. • Month 2 • Month 6

17. pp. 160-164 • Month 1 • Months 3-5 • Months 7-10 Building a Plan Term Classroom Management Plan • Month 2 • Month 6 • Review and enforce classroom routines and rules often. • Observe students and if needed, make changes to the seating plan. • Re-evaluate goals with student and begin differentiating assignments and work for the different ability levels of students.

18. pp. 160-164 • Month 1 • Months 3-5 • Months 7-10 Building a Plan Term Classroom Management Plan • Month 2 • Month 6 • Review and practice classroom routines. • Progressively make student learning more challenging and open-ended. • Provided more freedom and choice for student learning.

19. pp. 160-164 • Month 1 • Months 3-5 • Months 7-10 Building a Plan Term Classroom Management Plan • Students will be busy and stressed studying with tests and exams. • Classes will be chaotic because of frequent changes and cancellations. • Give less homework. • Focus on review to help refresh student’s memory. • Incorporate project based learning for students. • Month 2 • Month 6

20. pp. 160-164 • Month 1 • Months 3-5 • Months 7-10 Building a Plan Term Classroom Management Plan • Month 2 • Month 6 • Remind students of rules and expectations at the start of a new semester. • Re-vise class and individual goals. • Choose a direction plan with students for student learning.

21. pp. 162-165 Classroom Management Strategies • The following strategies are framework for your own methods. • Rules and Protocol • Classroom Arrangement • Assigned Seating • Grouping Students and Roles • Communication

22. pp. 162-165 Classroom Management Strategies • Rules and Protocol • Foundations for encouraging classroom behavior • Review regularly • Make them concise, unambiguous, and encompassing • Check with your co-teacher and school’s discipline plan before making.

23. pp. 162-165 Classroom Management Strategies • Classroom Arrangement • Promotes: participation, concentration, and communication • Change depending on effectiveness or mid-year. • Arrangements: • Grouped tables • U-shaped/ Hoarse Shoe • Circle • Semi circle

24. pp. 162-165 Classroom Management Strategies • Assigned Seating • Promotes: • An orderly classroom • Behavior control • Identify and group students • Accurate grading and assessment

25. pp. 162-165 Grouping Students: by ability levels, behavior, contrasting personalities, and or demographics can be challenging but extremely rewarding. Classroom Management Strategies • Pros of Grouping Students • Cons of Grouping Students • Helps to organize the teacher’s workload • Higher with lower level students can provide assistance • Pairing students with contrasting personalities can encourage students to work together • Time intensive • Can promote off task behavior • Can be distracting to others

26. pp. 162-165 Group Roles: Classroom Management Strategies • Possible Project Roles • Possible Discussion Roles • Leader/Editor: Is in charge of organizing the final product of the project and making sure everyone is on task • Recorder/Secretary: Takes notes during group meeting, keeps track of group paperwork and makes sure everyone has the same information. • Checker: Is in charge of checking the accuracy of all information written or spoken. • Spokesperson: Is responsible for representing the group in classroom discussions, updating the teacher and/or reporting any issues or problems to the leader or teacher. • Facilitator/Encourager: Is in charge or starting and keeping the discussion moving. • Timekeeper: Is in charge of making sure the group is staying within the time limit and finishing on time. • Summarizer: Is in charge of summarizing the group’s discussion into a manageable and understandable. • Reflector: Is responsible for making sure that the original speaker’s message is coming out the way they want it to. • Elaborator: Is responsible for seeking out connections and/or continuity within the discussion.

27. pp. 162-165 Classroom Management Strategies • Communication • Most overlooked classroom management strategies • Students who don’t understand or do not receive clear instructions are more likely to have behavioral issues or create commotion as they attempt to figure out what is going on. • Both verbal and non-verbal

28. pp. 162-165 Classroom Management Strategies • Communication • Speak slowly • Using clear, simple, and concise English • Using consistent repetitive classroom language • Not using idioms, jokes, or verbal crutches i.e. “uh, oh, like, hmm, ok, etc.” • Gesturing while speaking (controlled and intentional gesturing) • Non-verbal communication, i.e. using your eyes, facial expressions, body gesturing, proximity and cueing • Using names • Using assertive language- “I want you to…” “I need you to…”

29. p. 166 Co-teaching • In South Korea, EFL co-teaching serves two primary functions. • By law a Korean teacher must be in the classroom • It delivers instruction through the utilization of two or more instructors.

30. p. 167 Ideal Characteristics of Co-teaching Co-teaching • Co-teaching should be… • Co-teaching should be… • Agreed upon and shared responsibility of: • Classroom management • Assessment • Planning • Accountability • Communication to students and co-teachers • One teacher: • Does all lesson planning • Delivers all instruction • Solely assess and grades students • Does not attend the full length of the class • Attends class periodically

31. pp. 167 Ideal Characteristics of Co-teaching Co-teaching • Co-teaching should be… • Co-teaching should be… • Agreed upon and shared responsibility of: • Classroom management • Assessment • Planning • Accountability • Communication to students and co-teachers • Reducing student teacher ratios • One teacher: • Does all lesson planning • Delivers all instruction • Solely assess and grades students • Does not attend the full length of the class • Attends class periodically

32. pp. 169 Co-teaching Models Co-teaching • One Teaching- One Observing • Description • One teacher delivers instruction while the other observes • Advantages • Works well with new teachers • Allows time for teachers to connect styles and methods • Give time to observe students • Minimal joint planning required • Disadvantage • Unintentional hierarchy perceived by students • Imbalanced roles

33. pp. 170 Co-teaching Models Co-teaching • One Teaching- One Assisting • Description • One teacher delivers instruction the other is responsible for assisting students Advantages Works well with new teachers Allows time for teachers to connect styles and methods Students who need extra help accommodated for Classroom management Disadvantage Unintentional hierarchy perceived by students Assisting teacher can be a distraction Students can become dependent on the assisting teacher Imbalanced roles

34. pp. 170 Co-teaching Models Co-teaching • Station Teaching • Description • Both teachers divide instruction, then switch groups. Advantages Lowers student to teacher ratio Promotes participation Students who needs extra help are accommodated Supports various learning styles Disadvantage Noisy and lot’s of movement More joint planning Possibility for confusion

35. pp. 170 Co-teaching Models Co-teaching • Parallel • Description • Students are divided. Each teacher delivers same content at the same time Advantages Lowers student teacher ratio Promotes participation Works well for drilling, review, or practice Disadvantage Noisy and lot’s of movement More joint planning Teachers must be confortable with each other Possibility for confusion

36. pp. 170 Co-teaching Models Co-teaching • Team/Tag Teacher • Description • One teacher in charge of large group, one teacher in charge of a smaller group Advantages Students who needs extra help are accommodated Accommodates varying learning style Allows for re-teaching, tutoring, or enrichment Disadvantage Unintentional hierarchy perceived by students Can stigmatize smaller group More joint planning

37. Feedback and Questions http://www.waygook.org/ http://www.eflclassroom.com My email address: moonasard@gmail.com