classroom management for language assistants
TRANSCRIPT
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
MK Educational Services Mary Kay Maas
Telf. y Fax: 985 980 127Móvil: 660 403 202