61. Classroom Management classroom management. I finally felt like I was running the show. Actually, whenI think back, the turning point was when I believed that I could teach them. http://www.people.clarityconnect.com/webpages/terri/classmanagement.html

CLASSROOM MANAGEMENT As a teacher, you must work your hardest, but never at a disproportionate rate when compared to what your students are doing. I believed that I could teach them. The following year, those were most of the students that came back to say Hello. Twenty two years later, I still remember some of their names. There are different kinds of discipline problems in the classroom. One is the type I tried to describe above where the whole class is unruly and it's very hard to pinpoint who is creating the problem, so it's hard to single one person out. If you do single someone out, then she/he complains that it was someone else who started the problem. In situations like this, which are by far the worst for teachers, I would recommend the following steps (these are not in order-it all depends on the situation): 1) Look at yourself: Do you fully understand the material that you are teaching and have anticipated the problems that students may have? Are you presenting material that is too hard? Too easy? Are you connecting with your students? Do you have enough structure? Try having someone videotape your lesson. Are you presenting yourself as a firm but caring teacher? Are you engaging in mannerisms that give away that you are insecure? Students have an extra sense for this. If this is the case, try to relax and make time to get to know your students individually. 2) Are you allowing time to explain the new material? Or are you constantly going over homework for most of the period, barely having time to present the new lesson, assigning new homework at the last minute thus creating a cycle where students are truly frustrated? It's amazing how many veteran teachers fall into this pattern. Your timing may be off. Allow time to clearly present a lesson. Allow for practice in class. If time, allow them to start their homework in class and you can walk around helping them. You need time to find out what they need more help on.

62. Frederick Taylor In The Classroom: Scientific management in the modern classroom does not respect the idea thatteachers know what to teach their students or how best to teach it. http://radicalpedagogy.icaap.org/content/issue3_2/rees.html

Standardized Testing And Scientific Management Radical Pedagogy (2001) ISSN: 1524-6345 Frederick Taylor In The Classroom: Standardized Testing And Scientific Management Jonathan Rees Department of History University of Southern Colorado Abstract By requiring the use of multiple-choice, standardized testing for assessment purposes, the federal and state governments are intruding upon the prerogative of teachers to teach what they want in the manner they see fit. These requirements echo the attempts of Frederick Taylor and other practitioners of what Taylor called "scientific management" to control industrial workers around the turn of the Twentieth Century. Forcing teachers to address content that can be measured in standardized tests and to avoid more analytical material hinders learning. Doing so also devalues the profession of teaching in the same way that scientific management devalued the role of skilled craft workers in American factories. TAAS (Texas Assessment of Academic Skills, the state-mandated achievement test) questions are released after each administration. Although there is a new version of the exam each year, one version looks a lot like another in terms of the types of questions asked, terminology and graphics used, content areas covered, etc. Thus, giving students instruction and practice on how to answer the specific types of questions that appear on the TAAS could very well improve their scores on this exam (Klein, et. al, 2000). Education Week Jay Matthews writes a weekly on-line education column for the

63. WileyEurope :: Solving Discipline And Classroom Management Problems: Methods And Stories of the Courage to teach Honoring the teacher's Heart (Hardcover to EnrichHigher Education (Hardcover) Van B. Weigel classroom management Creating a http://www.wileyeurope.com/cda/product/0,,0471393517|eaf|2973,00.html

Shopping Cart My Account Help Contact Us By Keyword By Title By Author By ISBN By ISSN WileyEurope Education General Education Solving Discipline and Classroom ... Email a Friend Related Subjects General Kids K-12 Curriculum Tools Special Education Related Titles By This Author Solving Discipline Problems: Methods and Models for Today's Teachers, 4th Edition (Hardcover) General Education Stories of the Courage to Teach: Honoring the Teacher's Heart (Hardcover) Sam M. Intrator Deep Learning for a Digital Age: Technology's Untapped Potential to Enrich Higher Education (Hardcover) Van B. Weigel Classroom Management : Creating a Successful Learning Community , 2nd Edition (Paperback) Paul Burden Barbara Jacoby (Editor), and Associates General Education Solving Discipline and Classroom Management Problems: Methods and Models for Today's Teachers, 5th Edition Charles H. Wolfgang ISBN: 0-471-39351-7 Hardcover 288 Pages October 2001 Add to Cart If you are an instructor, you may

64. Classroom Management For Teachers classroom management Tips For teachers! Compiled Tips. I live a distancefrom where I teach and this has helped me immensely. Posted by Susan. http://teachingheart.net/classroommanagementtips.html

Classroom Management Tips For Teachers! Compiled Tips For anecdotal records when I taught Kinders (but it would work with anyone I guess) I divided the inside of a file folder into squares the size of small post it notes. I had a square for each student with their name in it. Then whenever I noticed something I wanted to remember for reporting, I wrote it on a small post-it and stuck it on their square. I could easily see who I was lacking notes for, and it helped me make sure I observed everyone and had notes on everyone. adapted from a workshop, but I can't remember who or where! Happy notes: I keep a stack of small photocopied "from your teacher" type notes on my desk. I try to send home one each day (to one student, not everyone!) and sometimes a

65. Past Teaching Tips Sweet motivation, Learner. To preteach or not to pre-teach 2, Vocabulary.An overt gesture, classroom management. Personal graphs, Learner. http://www.developingteachers.com/tips/pasttips.htm

To subscribe to the Weekly Teaching Tip by e-mail Index of tips Click on the title to take you directly there Mime it! Drama Peer to Peer Teacher St Patrick's Day Lesson ideas Women's Day - March 8th Lesson plan Human billboards Advertising plan Breaking news Listening Romantic round up Valentine's Day activities Getting it right at the beginning Correction Memorable music Speaking grades Speaking Interesting writing Writing Defining voice of the punk years 100 Great Britons Lesson plan Lesson plan ... Favourite words Vocabulary Monster vocabulary Vocabulary - younger learners Buy Nothing Day 2002 Runningtexttogether Vocabulary Stop cards Learner Remember, remember

66. Teach For America: About Us: Recent Studies about their lack of experience in the classroom and poor classroom management skills. fortheir schools and almost all would hire additional teach For America http://www.teachforamerica.org/about/studies.html

Teach For America: An Evaluation of Teacher Differences and Student Outcomes in Houston, Texas,” CREDO (Macke Raymond, Stephen H. Fletcher, Javier Luque), August 2001. A Survey of Principals in Schools with Teach For America Corps Members, Teach For America: An Evaluation of Teacher Differences and Student Outcomes in Houston, Texas Executive Summary Introduction and Background This report presents the results of the first independent evaluation of Teach For America teachers’ affect on student performance. CREDO, a research group based at the Hoover Institution of Stanford University, conducted the evaluation in 2001 using data from the Houston Independent School District. The Houston Independent School District, the seventh largest district in the United States, enrolls about 210,000 students annually. Houston has recruited Teach For America teachers since 1993. A comparison with all other new teachers recruited during the same years revealed that Teach For America teachers were more likely to hold a Bachelor’s degree, were placed in more difficult classes (even within the same school), and were less likely to leave after the first year. Beyond their two-year commitment, many Teach For America teachers elected to remain in the classroom once their commitment was fulfilled. Study Design This study examined teacher performance using student and teacher data for the Houston Independent School District (HISD) for the period 1996 – 2000. Teach For America teacher performance was compared against two groups: 1) other new teachers who did not participate in Teach For America, and 2) all other teachers in the district, regardless of years of experience. The analysis examined two aspects of teaching and student achievement. First, it looked at the average performance of Teach For America teachers to see if these teachers affected student test scores differently than non-Teach For America teachers did. Second, it compared the best and worst Teach For America teachers against the best and worst non-Teach For America teachers to see if the degree of variation differed.

67. Teach For America: About Us: Staff Opportunities members meet specific objectives of both teach For America’s literacy curriculumand of another of the Institute’s courses (classroom management Culture http://www.teachforamerica.org/about/institute_literacy.html

2003 Summer Institute Job Opportunities Literacy Consultants-Applications Due January 17, 2003 We are seeking literacy consultants with experience in the following areas: elementary education, bilingual education, special education, and secondary education, and persons with experience developing literacy skills across the content areas. Specific job responsibilities include: preparing for the institute before arrival by reading and internalizing the institute curriculum; communicating regularly before the institute with the Associate Institute Director serving a resource to other institute faculty on literacy instruction; modeling effective literacy lessons for corps members; observing corps members during literacy hour and adjusting literacy sessions based on observed trends; holding office hours and review sessions in the evenings to reinforce key literacy and curriculum objectives; working with other faculty members at the school to ensure that literacy and curriculum objectives are adequately addressed and reinforced. Commitment and Compensation Literacy consultants will also be required to attend the faculty training conference on April 26 - 27, 2003 and participate in 6-8 phone meetings prior to the institute. The Houston institute is scheduled from June 15 - July 19, 2003. The New York institute is scheduled from June 29 – August 2, 2003. The Los Angeles institute is scheduled from July 6 – August 9, 2003. Literacy consultants will be required to arrive at the institute approximately 4-5 days before arrival of corps members. Compensation includes a stipend starting at $6,000, depending on experience, plus room, board, and travel expenses. Family accommodations will be provided for staff members who choose to bring children to the summer institute.

68. Questions And Answers - Pg 2 interpersonal and teamwork skills Good classroom management skills Good classroomorganizational skills Why do University School administrators also teach? http://www.uschool.utulsa.edu/QA/qa2.html

In-Depth Questions and Answers Page 2 What are the general qualifications for University School teachers? All lead teachers at University School have college degrees. There is at least one lead teacher for each classroom. For assistant teachers, a college degree is desirable but not essential. We look for teachers who understand the need for gifted students to develop task commitment and the ability to work hard. We want teachers who will make sure that basic skills for all academic subjects are taught. Additionally we expect that our teachers will provide intellectually challenging and creative tasks for students. We expect teachers to teach students to work hard, to cover basic skills, and to provide challenging and creative work. What are the specific qualifications for University School teachers? Older Intermediate Lead Teachers College degree Advanced degree preferred Gifted education experience or course work preferred Expertise and course work in subjects taught 2 or more years teaching experience Good interpersonal and teamwork skills Good classroom management skills Good oral and written communication skills Good classroom organizational skills Primary I through Intermediate II Lead Teachers College teaching degree, elementary emphasis preferred

69. Art Hazards In The Classroom classroom management. How are the distribution and pickup of tools and materialshandled? What about the handling of any hazardous materials in the classroom? http://www.arts.ufl.edu/art/rt_room/teach/art_hazards.html

A s a service to art teachers and parents, we offer this information on maintaining a safe and hazard-free learning environment for kids while engaged in art activities. This material was originally written by Allison Jerard, a former art education student at the University of Florida. Return to resources Art teachers have a responsibility to provide their students with a safe learning environment. Ensuring a safe and hazard-free classroom should begin with a thorough inventory and understanding of the existing conditions. The following outline of questions indicates the type of information that should be gathered. General Classroom Conditions Housekeeping. Is there dirt, debris and dust around the room? Is there adequate storage and access? Are there informational and warning signs in key places? Tools and equipment. What is there place and condition? Is there a maintenance schedule for all tools and equipment? Lighting. Is there natural and/or artificial light? Is it adequate? Ventilation. What are the provisions for general and local fresh air sources? Current Practices Instructional methods. How and to what extent are health and safety issues included in lesson presentations and general classroom instruction?

70. SAGE Publications - Common-Sense Classroom Management CommonSense classroom management Surviving September and Beyond in the and strategiesto combat classroom chaos! suggestions for how to teach effectively and http://www.sagepub.com/book.aspx?pid=7409

71. 19 Classroom Management Tips classroom management isn't effective unless students respect the and rehearsed aspart of classroom guidelines so 13. teach pertinent problemsolving techniques http://www.drdeanmooney.com/19classroom.htm

19 CLASSROOM MANAGEMENT TIPS Even the best-laid elementary school discipline plan can break down if teachers don't know the proper techniques for enforcing discipline in the classroom. And when that happens, learning suffers. You know classroom discipline is a key ingredient in effective instruction, and so do your teachers. But do they know that the right strategies, used at the right times, can help prevent classroom behavior problems - or at least nip them in the bud? These are strategies experienced teachers swear by - and we believe they'll work for all teachers. Of course, these strategies won't take the place of a systematic, school wide discipline plan that's fairly and firmly backed up by the principal. But used with such a plan, these simple strategies can cut down on the disruptions that all too often eat away at precious learning time. Here, then, are 19 helpful classroom management tips for you to pass along to your teachers: Establish respect for the teacher. Classroom management isn't effective unless students respect the teacher. And that means the teacher should be fair, loving, and consistent as well as being a good role model and a good teacher.

72. Education Planet How can I teach with innovative styles? new, Jenny. RE How can I teach with innovativestyles? new, Daniel. Need Help! classroom management new, TW. RE Need Help! http://www.educationplanet.com/forum/list.html?num=4

73. Trinity TEFL/TESOL Certificate Teacher Training covering key areas in methodology, language awareness and classroom management.The course has a very high practical contenteach trainee will teach at least http://www.windsorinstitute.com/tefl.html

Trinity Certificate TESOL 4 week full-time TEFL certificate in Barcelona, Madrid, London and Prague Why choose Windsor TEFL? Our courses are run by a dedicated team who have worked on our TEFL courses for many years. They possess the academic and personal qualities to make your course thoroughly successful, enjoyable and memorable! Our energetic and comprehensive job placement service will give you the best possible advantage to obtain work after the course. We run a Job Shop and Careers Service which posts and broadcasts new jobs from around the world and connects trainees with jobs. We regularly offer positions to trainees from our own courses. Our tutor to trainee ratio is 1 to 4 ensuring that you receive quality time with our tutors. Our course is moderated by Trinity itself, ensuring the highest level of quality. Our course is recognised by the British Council.

74. Teach A Course Cooperative Learning. Link to classroom management. Offcampus linksrelated to teach a Course. U of MN policies related to teach a Course. http://onestop.umn.edu/Faculty/Teaching/TeachCourse.html

Teach a Course University of Minnesota links Course Logistics Class lists Class schedule Enrollment and course information Section Status Reports ... Bookstore faculty resources Teaching and Learning Diversity Toolkit Faculty development opportunites The National Teaching and Learning Forum On-Line Resources ... U of MN policies related to Teach a Course

75. Time Management Time management is the thread running through almost all organizing the day, organizingthe classroom, deciding how long and how often to teach various subjects http://teacher.scholastic.com/professional/futureteachers/time_management.htm

Increasing Teaching Time You may have less time to teach than you think. Lunch, recess, breaks, down-time between lessons and activities, moving from one classroom to another, interruptions, and other periods of non-instructional time account for at least 27 percent of an elementary school day. In many classrooms, that figure climbs beyond 40 percent. Incredible as those statistics may sound, they have been confirmed by separate studies at the Far West Laboratory for Educational Research and Development, and the former Institute for Research on Teaching at Michigan State University. Sure, lunch, recess, and restroom breaks are important. But too much teaching time is lost. Add to that the time that slips away when students stare out the window or are otherwise disengaged during instruction, and you get the point. Here are some ways beginners and veterans alike can substantially increase teaching time: Decrease the time allotted for breaks and social activities.

76. Phorum - Pre-K-Kindergarten classroom management new. Brandi Moore, 0208-03 0936. Re classroom managementnew. AngelaS, 02-08-03 1322. alphabet new. teach, 01-21-03 1312. Re alphabetnew. http://forums.abcteach.net/list.php?f=7&collapse=0

77. No_dream_denied teach for understanding where teachers can get help from their peers and administratorsin teaching strategies, assessment strategies, classroom management, etc http://www.maine.nea.org/dir3/no_dream_denied.htm

78. Teacher Tips/Classroom Management Big List of classroom management Resources streamlined collection of classroom management and discipline websites, There are classroom management techniques tailored to elementary http://www.yesiteach.org/classroom.htm

Classroom Management Tips As soon as possible try and learn the names of your students. It not only helps in managing your class better, but also tells them how much you care for each one of them. What you get in return is the grateful affection and respect of the students , which is the greatest reward a teacher can get!! Noreen Mirza Lecturer/Trainer, Teachers Training Institute Rawalpindi, Pakistan. If a child is stealing all the time, it could be because a need is not being met. Could it be because they have no ownership of anything in their lives? Think about the underlying reasons for some of the misbehavior and try to think of solutions to meet the need. The child in my class stealing quit when I gave him something special to own. This is hard to describe here. Talk to your Guidance Counselor for help. Beth Weatherstone Vero Beach, FL To motivate my students to hand in homework on time, I choose a secret word such as wonderful . Every day that the entire class hands in homework, they get one letter of this word on the board. When the word is completed

79. TEACHERS HELPING TEACHERS classroom management. USING "BATTLESHIP" GRIDS FOR ORGANIZATION submitted by BARRY WELLS REGINA MUNDI SCHOOL HAMILTON, ONTARIO barry_teach@hotmail.com http://www.pacificnet.net/~mandel/ClassroomManagement.html

CLASSROOM MANAGEMENT STOP AND GIVE ME FIVE GRADES: K-2 MATERIALS: none METHOD: When I need to get the children's attention I ask them to "Stop and give me five." This means they have to do five things in order for me to give out my directions. 1. Look at me -( meaning turn around and face me if you are not) 2. Close your mouth - no talking 3. Stop touching, writing or playing (whatever they are doing) 4. Open your ears - Listen 5. Raise your hand showing five fingers to show me you are doing what you are supposed to. When I have all hands up I give out my directions. It works really well. I usually make a sign with pictures so I can point to it whenever I need to remind the children. After they get used to it I just say "five" and they know what to do. submitted by J. STABILE CONCORD ELEMENTARY SCHOOL ARDSLEY, NEW YORK rchenoweth@neumedia.net LETTERBOXES GRADES: 1-6 These letterboxes make handing out notes, homework and marked work a breeze! MATERIALS: fold-out cardboard magazine holders, available from department stores and stationery suppliers METHOD: Give each child a magazine holder with their name clearly marked on the front. This is their "Letterbox".

80. CanTeach: Classroom Management: Discipline & Organization About. Home Elementary Resources classroom management discipline organization. classroom management discipline organization. http://www.canteach.ca/elementary/classman.html

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