Classroom Management Main Page -  EDEL 414  -  EDSE 415


Teaching Choices and Classroom Management



·        Start with clearly conceived Student Learning (Behavioral) Objectives.

·        Know the learning outcomes you are trying to help students master.

·        Concepts

·        Skills

·        Information/Content

·        Procedures

·        Select the most authentic means to accomplish your objectives

·        Let your objectives determine the best way to teach your lesson.

·        Have a lesson design for each of the type of learning outcomes list above.

·        When will the students get to “put it all together?”  Or is each lesson a disconnected chunk?  Synthesis is motivating as well as cognitively essential.


Lesson Delivery

·        Good directions (think about the S’s and the N’s). Make sure that both the big picture and the specifics are clearly explained.

·        Use anticipatory activities (put new information into a larger context)

·        Model interest in the topic.  Why is it meaningful and relevant?

·        Teach your students not just your lesson outline.

·        Focus on what they are learning not on what you are presenting

·        Modify if necessary. If your lesson or your curriculum is not working, try something that you feel would be more effective.

·        Don’t be afraid to re-teach.

·        Have activities that address the range of ability levels.

·        Develop techniques for keeping the students “on the hook” cognitively.

·        Use questioning effectively

·        Calling on students Randomly vs. Volunteers

·        Calling on students in Random vs. Fixed patterns

·        Don’t use questioning as a form of public embarrassment

·        Become a master of Wait Time

·        Responding to student answers (think about the social learning model)


Maintaining Lesson Flow (Kounin)

·        Preventing Misbehavior

·        Withitness

·        Overlapping

·        Managing Movement

·        Momentum

·        Smoothness

·        Maintaining Group Focus

·        Group alerting

·        Encouraging accountability

·        High-participation formats

·        Avoiding Momentum problems


Assessment Choices that promote motivation and efficiency

Remember, how you assess defines success in a very real and material way for your students.

·        Assess that which is most meaningful and/or related to what you want students to learn.  Use “authentic assessments” as much as possible.

·        As much as possible assess learning over which students have control.

·        Have explicit targets (if they are clear and standing still, your students will reach them).

·        Communicate a clear purpose for each assessment to your students (and ask yourself, is my purpose for this assessment going to help them learn.  If not why do it?)

·        Give your students as much control over their own assessment data as is possible.  Ask yourself, who is assessment data for?

·        Consider assessing the quality of participation formally or informally.

·        Keep formal assessment private.