Classroom Management and Organization

Routines Incentives Motivation

Pauline Galea galea@eastlink.caParlez avec Pauline@mmegalea

OMLTA Spring Conference 2018

M

Do you clearly and frequently remind students of your 1)expectations?Do you regularly praise and reinforce the good behaviour of 2)students?Do you have clear, concise and fair classroom rules.3)Do you have explicitly expressed classroom rules and 4)expectations?Do you have a technique for cuing students and bringing them 5)back on task?Do you remain calm and model appropriate behaviour at all 6)times?Do you use motivational devices?7)

Think about your teaching practice!

You may have some or all of these things at hand…

Extensive Knowledge of subject matter

Numerous pedagogical resources

A variety of assessment and evaluation methods

Effective teaching strategies

Well planned lessons

NONE OF THIS MATTERS IF YOUR

STUDENTS ARE BOUNCING OFF THE

WALLS!!!!!

Classroom management should be one of the most important courses taught in teacher’s collegeTeachers often quit their jobs because of their inability to control their classroomThe “class from hell” can cause even the best teachers to call in sickStress can lead to long term illness and depression

Sometimes the worst behaved classes are the least expected-bright academic students who know just how far to push without stepping over the line

•Behaviour problems in the class can stem from a variety of reasons

a) A bad mixture of personalities b) Classes made up primarily of boysc) Poor organizationd) Boring, irrelevant lessonse) Poor pacing (too much idle time)f) Lack of confidence in the teacherg) Inexperienced teachersh) Lack of support from administration and other teachers.

What do we know about the Core French Experience?

FSL teachers are particularly vulnerable to management challenges because..

1. They usually have to move from room to room.2. They can be itinerant and teach at 2 schools.3. They and their subject are not taken seriously by parents.4. There can be a lack of solidarity and support from other teachers and

administration.5. They are “prep teachers”.6. There is a huge turnover rate.7. It’s a difficulty portfolio-the least coveted besides VP.

There are some things we can’t control but with solid classroom management techniques and consistency, success is possible!

Empowermentfor you and your students ……… comes from …….

1. Organization You need structure!

2. Consistent Daily Routine Students need structure!

3. Communication Parents and colleagues need (to know your) structure!

4. Clear and consistent Expectations and Consequences

-motivate students-encourage proactive engagement-maximize student involvement, accountability and ownership-create a positive, non-threatening learning environment

Especially in a fast-paced Core French

Organization

Consistent Daily Routine

The AIM Lesson Plan

• Consists of 4 distinct blocks of times.There is a high degree of • structure and predictability which fosters confidence and success.The routines become so comfortable that the students •

themselves can run the class.Will change depending on what level of AIM you are •

using.Will be customized to suit specific lesson lengths.•

Entry Routine (Entrée)1.Whole Group Activities (formerly TLA)2.Paired and Group Work (formerly IPG)3.Leaving Routine (Sortie)4.

Entry Routine 1. Students affirm their exclusive use of the target

language, in a fun way!2. It is a psychological mindset and a collective, vocal

reminder of the specific, behavioural and learning expectation.(Tout le monde doit parler en français)

3. Uses pleasant repetition, rhyme and rhythm.4. Includes theme related topics such as time, birthdays,

weather, holidays.5. Allows for ongoing active practice with greeting

vocabulary and other functional language.6. The one you pick will depend on your style, the grade

you are addressing and whether or not there is something special going on! Variety is good!

What does l’entréelook and sound like ?

Students- Be ready to speak exclusively in French!

Give them the signal!

You have to train them!

• Line up in the hall• Stand up• Circle the chair 3 times• Move to the perimeter of the

classroom

Video examples of l’entrée

AIM video\18 Rap d'entrée JEA-HD.mp4

Portal

Teacher Led Activitiesaka Whole Group Activities

1. Whole class organizational structure.2. Students sit very close to instructor so there is strong auditory,

visual and kinaesthetic connection, high focus and little opportunity for distraction.

3. Students are flooded with intensive pared down language.4. TLA activities detailed in each guide.5. Extensive teacher modelling of every activity. (So when students

do finally engage in PG work, they are successful)6. Includes teaching gestures and pared down language, review,

shared reading and writing, raps, songs. 7. Choral speaking

What does TLAlook and sound like?

Let’s do it!

Activities in the Teacher’s manual!

Flashcards

https://www.facebook.com/professeur.adams/videos/g.524572167629374/1474080879586790/?type=2&theater&ifg=1

US FB vid.mp4

AIM video\16 Questions orales-SD.mp4

AIM video\23 TLSE explaining an activity Wendy gest. rev. basic-HD.mp4

AIM video\33 Applied grammar in story writing copy-SD.mp4

What is Prof du Jour?

Clipboards- a class list, on clipboard for each class you teach

Prof du JourAt the beginning of each TLA , check and see who the Prof is. Mark the Prof with a “P”.

This person is responsible for monitoring the students during TLA. This student will sit beside you while you do TLA.

The Prof gives a √ if the student is participating: an “A” if the student is absent: an “S” if the students is participating sometimes, and nothing if the student is not participating.

The Prof automatically gets a bonbon.(This data is collected and used for an oral communication mark at the

end of each month. During the month, as soon as a student gets 10 checkmarks, he/she gets a bonbon. Checkmarks are carried over to the next month, so if at the end of Sept. a student has 4 checkmarks, he does not lose them. He begins Oct. with 4 checkmarks.)

Remember…

Your goal, as an AIM teacher, during TLA , is to

Maximize the opportunity for oral language production

Ensure that students are speaking constantly and chorally

Paired/Group Workaka IPG

CapitainesCo-operative Group Work

Coupons

Small group organizational structure. Distribution of groups around the class 1.depends on teacher preference.

2. 3, 4, 5 students to a group. Each group has an identification.Learning is student directed. The gradual release of responsibility occurs here. 3.Students speak in unstructured, authentic situations.There are many activities.4.The teacher circulates and monitors student learning. Teacher jumps in and 5.becomes a participant.As you move up through the units, the amount of time spent doing IPG work will 6.naturally increase During IPG, the teacher can work exclusively with 7. 1 group, or work with students who have special needs.

What does PGWlook and sound like?Activities are in the Teacher’s ManualsAIM video\27 play rehearsal CYA avec marionnettes 80 hrs-HD.mp4

AIM video\28 Creative writing Tiffany-SD.mp4InterviewsQ and A cards

Accountability during PGW?Captains, coupons, points

La planche blanche

Les capitaines

Groupes

Coupons

Les Captaines

1. Chosen at the beginning of each week and is the captain for the entire week.

2. Each student in the group should be captain at least once in each month.

3. Roles include monitoring who speaks French during the IPG, passing and gathering materials for the group, passing out coupons at the end of IPG work,facilitating activities in the group.

5. Use of captains fosters accountability and ownership and allows students to feel that they are in charge and control of their learning situation.

Les Coupons

Are a very strong motivator for students.1.Are an effective system for ensuring that students take responsibility for 2.their learning.Are a tangible, visible reminder of the 3. “French only” rule.Are handed out by teacher and/or by captains (with teacher monitoring)4.Student writes name and puts coupon in the correct box.5.Have 6. 1 box for each class, labelled with the grade. At the end of the month, coupons are redistributed. Students count 7.them and teacher records the amount for an oral communication mark.Coupons are then collected and put into a basket for a draw.8.Winner of the draw receives a prize. (bonbons, free time etc.)9.

10. Probability lesson-the more coupons you get, the better the odds are that you will win the prize.

11. Are used to facilitate and reward authentic, structured and unstructured use of language, chants, raps.

You may need to adjust your use of coupons to suit your grade and your specific class.

e.g. Students can get more than 1 coupon in a period.

Waiting until the end of the class can be especially difficult for younger students or those with special needs.

Whatever you choose to do, be consistent with that student or that particular class.

La Planche Blanche.Is a very strong motivator for students.1.Is an effective system for ensuring that students take 2.responsibility for their learning.Fosters co3. -operative group work. Each group can earn points through positive co-operative, behaviour choices.Students earn points for being ready, assisting each other with 4.work, being supportive, speaking French, being on task, focusing on the task at hand.Is a tangible, visual reminder of responsibility and expectations.5.Is used to facilitate and reward authentic, spontaneous 6.unstructured oral communication.Is used to facilitate learning of numbers.7.At the end of the month, the group with the most points wins a 8.prize.Groups are changed at the end of each month. (Random 9.selection with coloured popsicle sticks.)

Exit Routine Tidy up/Prepare to leave

Dismissal via popsicle sticksWhiteboard points

1. Formal closure to the lesson.2. Involves positive reinforcement /recognition of a work well

done and expectations for behaviour and learning that have been met.

3. Involves continued practice of daily language, chants, raps.

4. Popsicle sticks –At the end of the period, students are dismissed by group colour. Check the whiteboard to see who won the previous day. This group dismisses first and gets 10 points. You will know which group won because it is written with a different colour. The Prof chooses coloured sticks from behind his/her back, until only one is left. This group gets 30 points and the win is recorded in a different colour.

What does la sortielook and sound like?

Tous ensemble!

In Teacher manual

Attention Getters

Frappez les mains

1 X

2X

3X

Les yeux sur moi

1,2,3 Les oreilles sur

moi

Bonjour…………Madame Bonjour…………Madame Bonjour…………Ecoute!

Many problems arise during TRANSITIONS

Keep them busy –rap

Coming to the carpet

AIM video\20 Le rap pour commencer le travail Q veut passer les chemises-SD.mp4

Handing out couponsCollecting coupons

End of month RoutineHave a consistent month-end routine.

Group with the most points wins! (La planche blanche)

Hand out coupons for counting (record student participation in oral communication)

Collect coupons and do the draw

Random selection of new groups using coloured popsicle sticks!

Les Prix

Small items donated from home or from dollar store (stickers, •pencils, book marks)

Free time coupons•

Special privelege coupons (computer time)•

Bonbons• -Il n’y a que trois fois qu’on peux avoir un bonbon>si on est le prof du jour>si on a 10 coches>si le groupe a les plus de points pour le

mois

• Should be positive vs. negative

• √’s on the boardAccumulate √s to trade in for PAT. (Preferred Activity Time)

• Jelly beans in a jar.• Build a puzzle

• Last resort• 3 x’s on the Board

Frappez les mains 1X, 2X, 3X. Si on continue à parler, Mme écrit un X sur le tableau 3X=recrès avec Mme.

Whole Class accountability.

At school……

It is very essential to engage the help of teacher colleagues and the principal.

Solidarity is a powerful tool. When students see you working collaboratively with other teachers, you gain credibility.

You are part of a school community-don’t isolate yourself. Volunteer to be a coach or get involved so students and staff see you as more than the “French Teacher”

You have a name. Make sure everyone learns it! Your name is not French Teacher.

Always remember to...

COMMUNICATE with colleagues

*When you go into another classroom, it becomes your classroom.

-take the students out and have them traverse la ligne magique. This is a psychological and physical preparation for the lesson.

**Set it up as if it were your classroom.-take a few minutes to have the students move the desks into groups

***Make it your classroom, physically, psychologically and emotionally.

Establish this through discussion with colleagues and routines

(It is not your fault that you do not have your own room!)

…Self Advocate!!!!!

Communicate what your goals are in teaching French as a Second Language. >Newsletters

>Homework kits

With Parents…

Advocate for the Learning and Teaching of French as a Second Language.>Informational pamphlets

Inform about possible career paths available to those with FSL skills.

Avoid giving homework-You are setting your students up for failure.You are setting yourself up for trouble if you do!