classroom management for language assistants

GROUP WORK

Please get into groups of 4

Decide who will fulfill each role: leader: initiates and facilitates discussions, keeps

an eye on the clock during the task speaker: listens actively, reports back to large

group recorder: official note-taker encourager: makes sure everyone participates

and stays on task

CLASSROOM MANAGEMENT SYSTEMS

AND OTHER SURVIVAL STATEGIES

Language Assistant Programsthe Principality of Asturias

January 2009

AND OTHER SURVIVAL STATEGIES

Language Assistant Programsthe Principality of Asturias

January 2009

by: Mary Kay Maasand MK Educational Services

Who are your collaborating teachers?

Who are your students?

Mind the Gap

Spanish Educatio

n and the

Children of a

Revolution

GROUP WORK

In small groups brainstorm and discuss:

What do you want for your

students and teachers (school)?

Share in large group

What do you want for your school?

positive teaching-learning experience learn about/experience a part of a

foreign culture have an opportunity to authentically

connect with an American/British/French/German LA

have an opportunity to grow as people/students/teachers/professionals

GROUP WORK

In small groups brainstorm and discuss:

What do you want from your

students and teachers?

Share in large group

What do you want from your school?

organization open communication, explicit instructions a little teaching experience (if possible) time to prep, collaborate before class contribute/team teach/take over at their

comfort level Range from: don’t expect them to be “the

teacher” or constructive feedback established classroom management

system/student expectations and consequences-no matter who’s teaching

treat LA activities as a real class

GROUP WORK

In small groups brainstorm and discuss:

What do your teachers want from you?What do your students want from you?

Share in large group

What do teachers want from you?

a live language and cultural resource reliable open communication social, open a little teaching experience (if

possible) hard-working, participative, take

initiative cooperative, open to new ideas

What do students want from you?

A. Learn B. Remember their name C. Not only be safe, but feel

safe D. Participate, collaborate, feel

like they belong E. Understand expectations and

consequences F. Consistent enforcement of

the expectations and consequences

G. Know the end goal/objectives (daily and long term)

First timeTeacher

Tips

The law of nature…

For every action

there is an equal and

opposite and reaction.

From Day 1

Set the precedent:

the 1st day, week…

(Your students will be watching for you to mark your boundaries, set the precedent.)

Keep your cool.

Never lose it! (screaming,

crying, or etc.)

Take NOTHING personally!

(Are you their friend or their teacher?)

Fake it ‘till you make it!

Confidence = Authority

(at least in the beginning)

Classroom Management Systems

Training your students: how to treat you how to treat each other how to react, behave performance/evaluation

standards

What do you expect? What will you accept?

GROUP WORK

In small groups brainstorm and discuss:

How do you/your teacher get the students to speak up and participate?

Share in large group

Getting them to Speak Up

Participation pointsPopsicle sticksGreet and question on

entering/exiting“I’ll take 3 questions.”

GROUP WORK

In small groups brainstorm and discuss:

How do you/your teacher get the students to quiet down and listen or refocus?

Share in large group

Attention getters

lights on/off, a whistle repeat back: clapping pattern, sing or chant

(one-two-three listen to me), whistling, body parts

direct confrontation: staring and “Hello? Are you finished?”

high five count down staring at the clock: our time is your time

Getting them to Quiet Down

Actions speak---louder than words the Look physical proximity cards silent fingers on the desk divide and conquer: change desks pull them out/after class for a chat individual points/coupons group points towards a common goal

Excessive chattiness

Our lost time is your lost timeKeep visible/silent count, staring at

the clockSilent time before/after class,

recess, at the end of class/day (sitting or standing)

DO NOT TALK OVER THEM!

Teach them how to listen. Active listening if necessary.

To yell or not to yell, that is the question

WARNING:The dangers of barking

and NOT biting.

GROUP WORK

In small groups brainstorm and discuss: What is the difference between positive and negative

reinforcement? Give some examples of each.

Which is more effective?

Which is more commonly used?

Share in large group.

Know your school regulations and procedures

Are your expectations and consequences well-known by your students? putting it in their hands

Ignore or address. It’s your call. You mark the gravity

of the situation. You set the precedent.

Consequence Systems

Negative Consequences

Be creative! Find a consequence to fit the behavior

child purposely falling off his/her chair---has to stand the rest of class

not using classroom work time effectively---recess makes a great study period,

making inappropriate noises---?

Positive Consequences Draw attention to the positive:

instant recognition: nods, smiles, winks, thumbs up

Emphasize what you want “Thank you Natalie for raising your hand and waiting quietly” Nice and loud so everyone can hear it. Ignore those saying oo, oo…teacher…me, me

Queen/King for the day (get to wear a crown, or sit somewhere special)

Nice work stamps, stickers, remarks on papers Achievement Exemplary behavior certificates

sent home Points towards a common/individual reward

Reach out and connect:Your experience is what you make it

…fly on the wall or totally into it every day.

-Kimmie Jensen LA in Madrid 2008-09

Questions? Comments? Concerns?

Thank You!

MK Educational Services Mary Kay Maas

Telf. y Fax: 985 980 127Móvil: 660 403 202

mkeducationalservices@gmail.com

MK Educational Services Mary Kay Maas

Telf. y Fax: 985 980 127Móvil: 660 403 202

mkeducationalservices@gmail.com