[nobe-l] Classroom management
Michael Grunze
michael.grunze at gmail.com
Sat Feb 19 19:23:32 UTC 2011
Hi! When working with younger students, I have found that instead of asking them what they are doing, ask them a question pertaining to the material. for example, "Are you following along," could turn into, "Freddy, please summarize what we just read?" Not only does this tell you that Freddie was paying attention, it also gives them practice at summarizing.
In regards to testing, Having students sit in a block setting is just
asking for trouble, especially on multiple choice or matching type
tests. If you wanted to take the time, have short answer or essay
questions, and grade them yourself. I like the give the students a zero
if they talk though. they are old enough by eighth grade to handle that,
especially since you can use the phrase, "preparation for high school"
on them.
I hope this helps,
Michael Grunze
On 2/19/2011 12:00 PM, nobe-l-request at nfbnet.org wrote:
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>
> Message: 1
> Date: Fri, 18 Feb 2011 17:21:48 -0700
> From: "MARJORIE R KIRSOP"<loki7004 at msn.com>
> To:<nobe-l at nfbnet.org>
> Subject: Re: [nobe-l] nobe-l Digest, Vol 81, Issue 3
> Message-ID:<SNT105-DS22989FEBE8B72D90E7DF99C7D70 at phx.gbl>
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>
> Hi,
> This is typical of a normal class of average students. I am sure they have learned what they can do since they always manage to think of new ways to outsmart the teacher. This is why I decided against teaching in a regular ed classroom and would like to tutor students who need help with Braille, English lit, spelling, or grammar, or German. Good luck in your teaching.
> Lori Kirsop
> ----- Original Message -----
> From: nobe-l-request at nfbnet.org<mailto:nobe-l-request at nfbnet.org>
> To: nobe-l at nfbnet.org<mailto:nobe-l at nfbnet.org>
> Sent: Friday, February 18, 2011 11:00 AM
> Subject: nobe-l Digest, Vol 81, Issue 3
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> Today's Topics:
>
> 1. classroom management (Faith Manion)
> 2. Question for those teachers in MA (Hope Paulos)
> 3. Re: classroom management (Heather)
> 4. Re: classroom management (Sally Friedman)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Thu, 17 Feb 2011 19:06:15 -0600
> From: Faith Manion<faith_manion at hotmail.com<mailto:faith_manion at hotmail.com>>
> To: NFB Education<nobe-l at nfbnet.org<mailto:nobe-l at nfbnet.org>>
> Subject: [nobe-l] classroom management
> Message-ID:<BLU127-W175FE7B168DE285D5132E8E8D40 at phx.gbl<mailto:BLU127-W175FE7B168DE285D5132E8E8D40 at phx.gbl>>
> Content-Type: text/plain; charset="Windows-1252"
>
>
> Hello All,
> I am looking for some classroom management suggestions. I am
> currently completing my student teaching in an 8th grade classroom. I
> have about two weeks left at this school and then I will move to the
> high school. I am having some issues and I was hoping someone might
> have some suggestions.
>
> 1. The students are very comfortable with me now and are taking
> advantage of the situation. (I.E. not opening their books when we
> read, telling me they are following along even if this is not true,
> moving around the room, and switching seats. They have also become
> good at lip talking.) The teacher I am working with has informed me
> about these situations and I'm not sure the best way to address these
> issues. I considered appointing a student to help me monitor the
> classroom, but I don?t think this is best for this age group. I want
> to manage the classroom independently.
>
> 2. I have one class in particular that always wants to talk. Some
> days this is easier to control then other days. Sometimes they even
> want to talk when I am giving instructions, which obviously doesn't
> work.
>
> 3. How do you typically arrange the room for tests? This week I
> administered a test. The desks were grouped in fours, like a square.
> During the testing environment, many of the students would whisper to
> one another even after I had given direct instructions not to talk.
> Most of the students stopped talking when I caught them in the act,
> but some of them were a little sneaky. They would whisper to one
> another and by the time I reached the area to identify the speakers,
> they would stop speaking.
>
> I would appreciate any feedback you might provide. My cooperating
> teacher is great to work with and provides great feedback, but I think
> classroom management is somewhat difficult in this case. She doesn't
> really know how to help me improve in all areas of management.
> Thanks
> Faith
>
>
> ------------------------------
>
> Message: 2
> Date: Thu, 17 Feb 2011 20:07:55 -0500
> From: "Hope Paulos"<hope.paulos at gmail.com<mailto:hope.paulos at gmail.com>>
> To:<nobe-l at nfbnet.org<mailto:nobe-l at nfbnet.org>>
> Subject: [nobe-l] Question for those teachers in MA
> Message-ID:<AF938B076FC04A07BC1B357431DC92AB at Espy<mailto:AF938B076FC04A07BC1B357431DC92AB at Espy>>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Hi all. Hopefully someone from Masachussets can write me back.. What resources did you use when you took the MTEL? I don't see anything in RFBd's library as far as study materials are concerned.
> Thanks.
> Hope Paulos
>
> ------------------------------
>
> Message: 3
> Date: Thu, 17 Feb 2011 20:10:32 -0600
> From: "Heather"<kd5cbl at gmail.com<mailto:kd5cbl at gmail.com>>
> To: "'National Organization of Blind Educators Mailing List'"
> <nobe-l at nfbnet.org<mailto:nobe-l at nfbnet.org>>
> Subject: Re: [nobe-l] classroom management
> Message-ID:<B69DA24D74DF4AF1A074FA7ADC4E3310 at HeatherHP<mailto:B69DA24D74DF4AF1A074FA7ADC4E3310 at HeatherHP>>
> Content-Type: text/plain; charset="us-ascii"
>
> I asked this question to a sighted teacher and she told me this happens to
> her as well. Well, she could not see who was talking at the table during a
> test she was giving. She left the room to the connected little office or
> closet in the classroom to grab something and she came back to find students
> talking during the test. She approached the table where the talking was
> taking place and asked who did the talking and there was no reply. So she
> took the papers up and they received a 0 for the test. Than she informed
> all the students that if anyone else was caught talking, they would receive
> a 0 for the test too. So I think it happens to everyone who is a teacher.
> As for the first question, that is a symptom of the students these days. I
> would tell the students who keep moving around the room or disrespecting you
> that they have detention. I am not sure if your school allows for this or
> not. But if they have detention, perhaps they will start to listen to you.
> I would make a list of your rules that you post somewhere around the
> classroom about the ground rules while your teaching. I don't know if you
> went over that or not but in my special populations class, we learned how to
> affectively control differing situations in the classroom. Each situation
> is different and each age group requires a different solution. Good luck!
> Heather
>
> -----Original Message-----
> From: nobe-l-bounces at nfbnet.org<mailto:nobe-l-bounces at nfbnet.org> [mailto:nobe-l-bounces at nfbnet.org] On Behalf
> Of Faith Manion
> Sent: Thursday, February 17, 2011 7:06 PM
> To: NFB Education
> Subject: [nobe-l] classroom management
>
>
> Hello All,
> I am looking for some classroom management suggestions. I am currently
> completing my student teaching in an 8th grade classroom. I have about two
> weeks left at this school and then I will move to the high school. I am
> having some issues and I was hoping someone might have some suggestions.
>
> 1. The students are very comfortable with me now and are taking advantage of
> the situation. (I.E. not opening their books when we read, telling me they
> are following along even if this is not true, moving around the room, and
> switching seats. They have also become good at lip talking.) The teacher I
> am working with has informed me about these situations and I'm not sure the
> best way to address these issues. I considered appointing a student to help
> me monitor the classroom, but I don't think this is best for this age group.
> I want to manage the classroom independently.
>
> 2. I have one class in particular that always wants to talk. Some days this
> is easier to control then other days. Sometimes they even want to talk when
> I am giving instructions, which obviously doesn't work.
>
> 3. How do you typically arrange the room for tests? This week I
> administered a test. The desks were grouped in fours, like a square.
> During the testing environment, many of the students would whisper to one
> another even after I had given direct instructions not to talk.
> Most of the students stopped talking when I caught them in the act, but some
> of them were a little sneaky. They would whisper to one another and by the
> time I reached the area to identify the speakers, they would stop speaking.
>
> I would appreciate any feedback you might provide. My cooperating teacher
> is great to work with and provides great feedback, but I think
> classroom management is somewhat difficult in this case. She doesn't
> really know how to help me improve in all areas of management.
> Thanks
> Faith
>
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>
>
>
> ------------------------------
>
> Message: 4
> Date: Thu, 17 Feb 2011 22:01:47 -0500
> From: "Sally Friedman"<sfriedman2 at nycap.rr.com<mailto:sfriedman2 at nycap.rr.com>>
> To: "'National Organization of Blind Educators Mailing List'"
> <nobe-l at nfbnet.org<mailto:nobe-l at nfbnet.org>>
> Subject: Re: [nobe-l] classroom management
> Message-ID:<00d201cbcf18$2e63d390$8b2b7ab0$@rr.com<mailto:00d201cbcf18$2e63d390$8b2b7ab0$@rr.com>>
> Content-Type: text/plain; charset="us-ascii"
>
> Hi Faith and all,
> I teach college which is not exactly the same but a couple thoughts:
>
> First, it's great they are comfortable with you; that shows you're doing a
> lot of things right. And if they have figured out how to take advantage, I
> guess it shows they're a smart bunch.
> Second, when I have had issues in class, a couple people suggested I think
> of it in terms of authority (I'm the teacher; don't mess with me) first even
> before I called them on anything about blindness. So think about it as; I'm
> in charge; what do I want to Do? how do I want to handle this?
> And what are some ways you might be able to call them out on this or maybe
> surprise them by knowing something they think you don't know which might be
> a way to get their attention. I've taken attendance at the end as well as
> the beginning of class to catch people who I think have left. Perhaps
> address some small piece of a blindness issue. I had a class that was
> raising their hands instead of calling out when I'd take attendance; (I
> couldn't believe that actually happened), and I finally told them if they
> didn't answer I'd just mark them not here.
> And somehow it all works out in the end; you don't need to control every
> last detail though you do need most of what you want to be happening in the
> classroom and you do need to keep most of the stuff you don't want to happen
> from happening.
>
> Thanks,
> Sally Friedman
>
> ?-----Original Message-----
> From: nobe-l-bounces at nfbnet.org<mailto:nobe-l-bounces at nfbnet.org> [mailto:nobe-l-bounces at nfbnet.org] On Behalf
> Of Faith Manion
> Sent: Thursday, February 17, 2011 8:06 PM
> To: NFB Education
> Subject: [nobe-l] classroom management
>
>
> Hello All,
> I am looking for some classroom management suggestions. I am
> currently completing my student teaching in an 8th grade classroom. I
> have about two weeks left at this school and then I will move to the
> high school. I am having some issues and I was hoping someone might
> have some suggestions.
>
> 1. The students are very comfortable with me now and are taking
> advantage of the situation. (I.E. not opening their books when we
> read, telling me they are following along even if this is not true,
> moving around the room, and switching seats. They have also become
> good at lip talking.) The teacher I am working with has informed me
> about these situations and I'm not sure the best way to address these
> issues. I considered appointing a student to help me monitor the
> classroom, but I don't think this is best for this age group. I want
> to manage the classroom independently.
>
> 2. I have one class in particular that always wants to talk. Some
> days this is easier to control then other days. Sometimes they even
> want to talk when I am giving instructions, which obviously doesn't
> work.
>
> 3. How do you typically arrange the room for tests? This week I
> administered a test. The desks were grouped in fours, like a square.
> During the testing environment, many of the students would whisper to
> one another even after I had given direct instructions not to talk.
> Most of the students stopped talking when I caught them in the act,
> but some of them were a little sneaky. They would whisper to one
> another and by the time I reached the area to identify the speakers,
> they would stop speaking.
>
> I would appreciate any feedback you might provide. My cooperating
> teacher is great to work with and provides great feedback, but I think
> classroom management is somewhat difficult in this case. She doesn't
> really know how to help me improve in all areas of management.
> Thanks
> Faith
>
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