Classroom management

Classroom management has proven indispensable, impacting greatly on the teaching and learning efficiency. Four important areas of classroom management, as also presented in the Vinschool’s Classroom Observation Rubrics, are:

• Learning environment
• Classroom procedures
• Building rapport
• Student behavior management

Creating a positive learning environment Learning a language requires social risk taking as we ask learners to work on activities that challenge them and to communicate with others in English while their interlanguage is still transforming. We need to create classroom environments that are conducive to learning. It should be an environment which is viewed by students as comfortable, supportive, engaged, motivated, safe and secure. At Vinschool, a student-centered approach is focused in an attempt to create a positive and engaging learning environment. As stated in the Classroom Observation Rubrics, it should be an environment where students “effectively use and assist the teacher in the organization and use of learning resources and equipment. The organization of the materials and learning environment promotes effective classroom interactions (teacher - students and students - students) in all learning activities and increasing period effectiveness.” In such an environment, students really participate in all activities rather than just sitting and listening quietly and passively. They are encouraged to become inquirers, explorers and true leaders of their own learning. They are provided with opportunities to work in teams, celebrate wins and learn from their own as well as peers’ mistakes. For guidance on how to build a positive learning environment, please read Section 4 in the Teacher Guides (Primary Teacher Guide and Secondary Teacher Guide)

Establishing classroom routines and procedures "Routines are the backbone of daily classroom life. They facilitate teaching and learning…. Routines don’t just make your life easier, they save valuable classroom time. And what’s most important, efficient routines make it easier for students to learn and achieve more." (Learning to Teach…not just for beginners by Linda Shalaway) A well-established, consistent classroom procedure indicates a classroom culture where students are fully aware of what’s expected of them and how to do certain things on their own at different phases of a lesson. According to Vinschool’s Classroom Observation Rubrics, the highest evaluation will be granted to teachers, in whose class “students take ownership in the application and enforcement of classroom rules and procedures such as time management, management of learning activities and materials, etc. Together, they contribute to a well-disciplined, creative and effective period without teacher's guidance or prompting.” Major principles for the establishment and reinforcement of classroom routines and procedures are: Routines, a set of classroom rules, and expectations for student success need to be established at the start of the school year. Classroom rules and expectations needed to be reviewed on a regular basis throughout the year, especially after long breaks from school. Students should be involved in the development of classroom rules and routines so that they will take ownership of and responsibility for their own behavior management. Recommended steps to establish classroom routines are: Ask the class to discuss and help choose approximately five classroom rules. Ask for input and provide examples (i.e., vignettes, role-play scenarios). Provide clear consequences for rule violations (i.e., redirection, time out, phone call home). Be firm and consistent with the identified consequences. Post the list of classroom rules so they are clearly visible from all student areas and seats. Establish routines for different parts of the school day (beginning of the period, end of the period, when using materials, participation, etc.). Address students individually when a rule is violated. Explain the consequences and provide clear choices to complete an assignment or meet behavioral expectations.

Differentiation at Vinschool Differentiation is one of the most important criteria in classroom observation rubrics at Vinschool. Differentiated factors are required not only in lesson planning but also in real teaching practice. The highest judgment for differentiation is given when “content, teacher delivery, instructions, activities, and assessments are differentiated, as appropriate, for individual learners based on the teacher's prior understanding of their students' abilities” (extracted from Vinschool’s Classroom Observation Rubrics)

What is differentiation? Differentiation is usually presented as a teaching approach where teachers think of learners as individuals and learning as a personalised process. According to Alyce Hunter in Differentiated Instruction in the English Classroom “Differentiated instruction is a recognition that students vary in their needs, interests, abilities, and prior knowledge. It's a springboard from which students work toward the same ends, but they use different content, processes, and products to get there. It's all about successfully teaching each student. And it can be done in the regular English classroom.” Although precise definitions can vary, typically the core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or context, make progress towards their learning intentions. It is about using different approaches and appreciating the differences in learners to help them make progress. Teachers therefore need to be responsive, and willing and able, to adapt their teaching to meet the needs of their learners. There is no one unique style teachers should adopt. Teachers do not need to differentiate everything for everyone every day; instead, they should select appropriate moments in the instructional sequence to differentiate. In other words, effective differentiation is part of an experienced teacher’s daily lesson plan. It is important that teachers are able to respond to the needs of their learners and use the techniques they deem to be most suitable. It can be difficult to fit in all the syllabus content and support all learners, keeping them engaged in their learning. This is a challenge for teachers the world over. Although there is no single formula that creates a differentiated classroom, when differentiation is in place, opportunities for innovation and ongoing reflection are created that boost teaching and learning in a way which would not be possible in a ‘one size fits all’ lesson. Effective differentiation is heavily reliant on teachers being able to respond to each individual and fully understand their needs to best support their next steps. The viability of this will depend on each teacher’s specific context, motivation, obstacles to overcome and training. There is no single, optimum way to conduct differentiated teaching. However, we can provide a selection of strategies to help teachers to become more confident in their teaching practice. Differentiation is predominantly supported in the following ways: differentiation by questioning (embedding questioning strategies to inform better next steps) differentiation by grouping (using mixed ability groups) differentiation by outcomes (multiple modes of learner output or how learners demonstrate/show their learning) differentiation by task (additional worksheets).

Role of the learner Understanding individual learners is vital for successful differentiation. In order to be effective, figuring out what the individual already knows or can do is a vital step in the process. Getting to know learners is, however, more than just finding out what they know. It is also about a broader understanding of learner difference. Learners and their learning can be different for a number of reasons: they may have different levels of interest in the topic; they may have differences in their levels of motivation, their ability to remember information, their confidence, the accuracy of their handwriting, their levels of vocabulary acquisition. Having knowledge of the individual helps teachers to plan for learning rather than teaching, and ensures that they are always supporting progress. In a differentiated classroom, teachers and learners collaborate in learning and learners have ownership and responsibility. Offering choice can encourage ownership of individual work and learning, creating a learning environment in which learners ‘have no fear’ and apply effort.

Differentiation at Vinschool Differentiation is one of the most important criteria in classroom observation rubrics at Vinschool. Differentiated factors are required not only in lesson planning but also in real teaching practice. The highest judgment for differentiation is given when “content, teacher delivery, instructions, activities, and assessments are differentiated, as appropriate, for individual learners based on the teacher's prior understanding of their students' abilities” (extracted from Vinschool’s Classroom Observation Rubrics)

References:

Shalaway, L. & Beech, L. (1999). Learning to Teach...not just for beginners (revised, updated edition). Scholastic Teaching Resources.

https://www.education.uw.edu/ibestt/wp-content/uploads/2018/02/Establishing-Classroom-Rules-and-Proceedures.pdf