EDN5501 Transition to Teaching Assessment Task 6 Classroom Management Sharon Gould

And Planning Lessons

Part A: Outline Three Teaching Strategies and Three Classroom Management Strategies

Teaching Strategies

Think- Pair- Share

Think pair share is a teaching strategy that can be used to make students think about a topic then discuss it with
the class and was first introduced by our tutor David.

Students are asked to think about a topic or question silently for a given time. Then they are asked to share it with
their neighbour/ partner for a given time. Then the teacher asks the students to tell the class what they thought
about. To increase student accountability the teacher can ask the student to tell the class what their partner said.

This is a useful tool to use in the classroom as it gives students time and opportunity to think about a topic
without the distraction of other students or the teacher talking. It promotes students social capabilities with
speaking and listening effectively as they have to talk to another student as well as listen to what they have to
say, and will likely have to talk to the class as a whole and the teacher. It gives students accountability and safety
in the classroom and allows them to enter the discussion at an ability level suitable to them, as if they dont know
the answer on the spot they have the opportunity to listen to what someone else has to say, which may activate
their own thinking and prior knowledge. It is a quick and effective way for the teacher to gain an understanding
about their students prior knowledge about a topic and to activate the students thinking about that topic, as well
as for the students to potentially learn from their peers. This is most effective if the teacher explains the process
to the students if they havent done it before (or as a refresher) and explaining the behaviour required at each
step beforehand. Having a large timer for the students to view and keeping to that time will assist.

Small Group Work

Small group work is where students work in small groups, typically three to four students depending on the
activity, to either conduct discussion about a topic, to complete an assigned task, to solve problems or conduct an
experiment and answer a hypothesis together. This strategy has been introduced in multiple sources, including
our core text Teaching: Challenges and Dilemmas by Groundwater- Smith, Ewing and Cornu (2015), Effective
Teaching Strategies: Lessons from Research and Practice by Killen (2012), Strategies for Integrating the General
Capabilities of Numeracy and Literacy in Primary School Teaching by the Government of Western Australia School
Curriculum and Standards Authority (2013) and by our tutor David. This is also a strategy that has been used
many times throughout my primary, secondary and tertiary education.

It is used by organising the students into groups, either around particular desks or benches or on the floor.
Separating the individual groups to some degree will assist in making it more effective. Students communicate

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and cooperate with other members in their group to complete the task assigned to them. Often a teacher can
either assign particular roles to particular students within the group, eg one person acts as scribe, one person will
keep the time, one person will report back to the class etc, or the students within the group can assign roles to
themselves if the task calls for it.

This method of teaching strategy gives the learners more control over their own learning, and places the teacher
in the role of mentor where they can monitor the groupwork and only intervene if necessary, rather than the role
of director dictating the learning. This doesnt mean that students are left entirely to their own devices, but that
the teacher provides a structured learning environment where the students work together in a productive
manner to complete the given task. This strategy has many advantages. It makes the students accountable for
their own learning. Students can learn from each other, which can assist students who may be struggling with the
concepts or skills being taught. Students knowledge and skill sets can complement one another, to complete a
task they may not have been able to do on their own. It can increase students social capabilities, and activate
their own thinking and prior knowledge while building on top of that. This method works most effectively if all
students within a group participate to some degree, and if the teacher provides appropriate structure and
guidance and manages the classroom to ensure that the noise level and behaviours do not get out of hand.

Demonstration

Demonstration, also referred to as modelling or simulations, is where the teacher demonstrates a skill, concept or
task to the students, then the students attempt to complete the task themselves. This was introduced through
the Madeline Hunter Lesson Design provided in the workshop and in Groundwater- Smith, Ewing and Cornu
(2015).

This method can be used in multiple stages. First, the teacher demonstrates or models the skill, concept or task to
the students to show them what they are learning or how to do something, which can be referred to as I do, you
watch. Students are then given the time to apply their knowledge or practice this new skill. This can be done by
guided practice or you do, I help, where the teacher gives the students assistance and support as necessary, or
by independent practice or you do, I watch, where the students complete the tasks on their own while the
teacher monitors them. Depending on the task being done and the learning abilities and styles of the students,
this might be done in stages going from I do, you watch to you do, I help to you do, I watch, or it might jump
straight from I do, you watch to you do, I watch. This can potentially lead on to completely independent work,
where the student may have homework to practice the skill or apply the knowledge away from their teacher.

This method can be very useful when introducing a new concept or skill, especially one that is technical in nature
or complex. For complex skills, it may be introduced one step at a time, where the teacher models the first step or
component, and once the student has mastered that moves on to the next step or component in the sequence,
demonstrating then giving the student time to practice until the student has learnt the whole skill or concept.
Demonstration gives the students a safe environment to learn in, as they see the skill, task or concept performed
before having a go at it themselves. If the teacher provides guidance them this further increases the security of
the learning environment, as the teacher can provide support and assistance as it is necessary, slowly removing it
until the student has mastered it on their own (the scaffolding concept) before demonstrating the next skill, task
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or concept. It allows students to progress at the pace suitable to them and their learning ability. The teacher can
make this strategy more effective for multiple learning styles by giving students the opportunity and flexibility to
either discuss what they are being shown before attempting it themselves, or after they have had a go. For some
students the teacher may need to demonstrate multiple times before the students understand and have the
confidence to attempt it themselves, while other students may want to get in there and have a go straight away.

Classroom Management Strategies

Signal to begin

A signal to begin is a signal that the teacher gives to the class to gain the students attention. This is a technique
that was demonstrated to us by our tutor David and in an information printout he gave us.

The signal to begin has three parts: signal, pause, scan. The teacher gives the signal to the class, which may have
many forms and be verbal or non- verbal, from a particular noise or phrase (eg rainstick, whistle, squeaky toy,
word, saying such as eyes and ears forward or part of a song/ verse), to the teacher standing quietly in front of
the class or in a particular spot, to the teacher raising his/ her hand. The teacher then waits as the students
become quiet and direct their attention to him/ her, and the teacher scans the group until he/she has everyones
attention with the aim for 100% attention to the teacher. If the students are off task or particularly rowdy, then
the signal may have to be repeated until their attention is given to the teacher. It might take a few seconds or last
much longer, especially if non-verbal signals are used.

This is an effective low key technique to use, as it gains the students attention with minimal effort and fuss. It
should be enforced from the first lesson, where the teacher explains the prompt, why he/ she is using it and what
behaviour is expected when the signal is given. When this is constantly enforced then the students will become
very familiar with and used to it, and it should become second nature for them to quieten and direct their
attention to the teacher if the signal is given. If this is done then it becomes less stressful for the teacher and
students and provides a safer learning environment. It also helps the teachers voice and sanity if they arent
having to yell constantly for attention. It can prevent time from being wasted with unnecessary classroom
management, giving more time for learning.

Modelling/ Rewarding Appropriate Behaviour

This is when a teacher demonstrates what kind of behaviour they want by praising students who are displaying
the correct behaviour. It was introduced in Groundwater-Smith, Ewing and Cornu (2015) and demonstrated by
our tutor David.

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If a teacher sees a student demonstrating appropriate classroom behaviour, then they complement the student
for doing the right thing, for example I love the way Sarah is sitting quietly at her desk waiting for the recess
siren. The teacher should make sure this praise is genuine and authentic, and appropriate to the individual
student and their behaviour. It shouldnt be done just for the sake of it or because you think you should, but
because you really mean it. You should make sure that the praise is clear and understandable, addresses the
student(s) involved by name, and is made publicly to the others in the class and is understood by them.

This low key technique is effective as it gives the student positive reinforcement, while at the same time
describing and reinforcing to the class the type of behaviour you expect. You are also modelling positive
interactions and behaviour yourself in doing do. This can help students to develop their own social capabilities,
foster good behaviour and respect within the classroom, and create a safe positive learning environment where
students feel accepted and valued.

Classroom Management Bumps

The classroom management bumps strategy is an overall system for controlling misbehaviour. It works by having
a level system in place, whereby each time a student misbehaves it bumps further up the levels with level
appropriate responses in terms of management or punishment, and in response to the severity of the
misbehaviour. This was developed by Bennett and Smilanich (1994).

This system has 6 levels of bumps. At the first misbehaviour the student is bumped to the first level, which
requires low key responses from the teacher, such as a look, saying the students name, proximity to the student
or a gesture. At the second bump the teacher will need a minimal response, which may include pausing, turning
towards the student (squaring off) or verbal requests. The third bump requires the teacher to give the student
an either/ or choice. The teacher will stop teaching to address the issue, square off, intensify eye contact, offer a
choice to the student related to the misbehaviour, asks for the students response and listens to the answer. The
fourth bump is responded to by implied choice, in which you follow through on the choice given to the student
in the third bump, and that choice is implied to the other students if they themselves choose to misbehave. The
fifth bump is power and becomes much more serious, requiring the teacher to step in to defuse a crisis or power
struggle. Depending on the severity of the behaviour, the student either may be given another choice, such as
sitting in the book corner or at a separate desk away from other students until they settle, or they may be asked
to go to a buddy class or to the office. The sixth bump is used to manage ongoing misbehaviour through informal
contracts. Often this will get the parents or carers involved. The teacher, student, and potentially principal/
deputy principal and parents/ carers will meet to define the problem, generate solutions and alternatives, agree
on these and where to begin and review what has been agreed upon. This will be subject to ongoing review.

Throughout the entire bumps process the teacher should remain calm and in control of their emotions, be polite
and fair with the student and say thank you when they respond with appropriate behaviour. The teacher should
deal with the problem, not with the student, and should keep a positive attitude and tone, expecting that the
student can and will behave properly rather than expecting them to misbehave. The teachers responses will be
affected by multiple variables, including the students pass behaviour, the severity and frequency of the

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misbehaviour, time between misbehaviours, importance of the lesson, the schools discipline policy, the students
home life and respect for the teacher, and the reactions by the students allies.

This can be a very effective overall classroom management system, designed to address misbehaviour especially
as it escalates. It should give the student choices to either behave correctly or suffer the consequence if they
continue to misbehave, and make them accountable and responsible for their behaviour. The student should
always be given the opportunity to do the right thing, and correct behaviour and responses should be thanked.
For it to be effective the teacher needs to be fair in their application, considering the variables in making their
decisions. This can help foster a safe learning environment.

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Part B: Plan a 10 Minute Micro- teaching Lesson for the TeachLive Avatars

Day/ Date: Subject: Science

Class/ Time: Aimed at year 4 class Topic: Volcanoes- Lesson One
Outcomes: This lesson-Students know how volcanoes are formed and can identify key features of a
volcano.
Unit- Students understand how volcanoes fit into the wider geological landscape and the
impacts they have on the natural and human environments.
WA Curriculum: Science Understanding, Earth and Space Sciences: Earths surface changes over time as a
result of natural processes and human activity ACSSU075 (Year 4 Science Syllabus)
Prior Knowledge/ Experience: Earths structure, basic plate tectonics (that Earths crust is made up of lots of
plates that are always moving around)
Key Lesson Content: volcano structure- 50 min lesson
Microlesson- Lesson Introduction, 10 mins
Teachers Questions for Students/ Answers to Questions (Elaboration on Their Responses)/ Teacher
Student Activity Activity
Introduction:
Teacher to introduce self and greet
students
WALT: Teacher to introduce that
todays lesson will be about
volcanoes, how they are formed and
what their structure is with discussion.
WILF: That students develop an
understanding of how volcanoes are
formed, how they fit into the
landscape and their impacts on the
natural and human environments. This
lesson will be first of many, and will
end in students producing a poster
about a particular volcano and its
effects on the human and natural
environment. At various stages in
todays lesson we will decide together
what questions you would like to find
answers to about volcanoes. At the
end of todays lesson we will establish
a list of these questions for future
lessons, and agreed success criteria (Teacher will guide this with certain questions they wish answered,
for answering these questions. and students can add to this)
Establish/ reinforce rules for listening
and answering.
Questions to ask students to Teacher to feedback to questions as appropriate.
determine prior knowledge:
-What do you already know about
volcanoes?

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-Does anyone know how volcanoes
are formed?
-Can anyone give me an example of a
volcano?
Main:
Question: What is a volcano?
Question: What happens if you shake
a bottle of cool drink and then open
the lid quickly?
Question: How hot do you think the
lava is when it first comes out of the
volcano?
Question: How many active volcanoes
do you think there are on Earth?
Questions:
-What do you think a volcano looks
like?
- Are there any other ways they can
look?
Closure:
Question: What kinds of things would
you like to learn about volcanoes?
Next step: watching video on
volcanoes
Sharon Gould
And Planning Lessons
A vent or crack in the Earths crust through which molten rock
known as magma rises to the surface. This magma comes from deep
underground in the upper layer of the mantle. When this magma
breaks through to the surface it is called an eruption. Magma that
erupts from a volcano is called lava. Eruptions can be very explosive,
or they can be relatively gentle. If the magma is very thick and
doesnt run very easily, and has lots of gas dissolved it in, then the
eruption is likely to be very explosive as all the tiny bubbles of gas in
the magma are under a lot of pressure.
It all comes out very fast, because all the bubbles of air want to be
released quickly after the pressure inside the bottle is released from
you opening the lid! Explosive eruptions can blow lava, rocks, gases
and ash many kilometres up into the air, and the ash can form giant
clouds. In 2010 an eruption at a volcano in Iceland created an ash
cloud that rose to a height of about 9km. If the magma doesnt have
much gas dissolved in it and it is very runny then it isnt as explosive,
and oozes up out of the ground in much smaller showers.
it can be 700 degrees Celsius up 1200 degrees Celsius.
More than 1500 active volcanoes, with more than 50 eruptions
every year. Volcanoes can remain active for a very long time, with
thousands, if not hundreds of thousands, of years between
eruptions. Eruptions can last for hours, or for years.
Usually we think of volcanoes as forming big cones and creating
mountains, but they can form in different ways. We will be exploring
different types of volcanoes over the next few lessons.
Teacher to write answers on (interactive) whiteboard/ butchers
paper
Now we will be watching a video about how volcanoes form and
different types of volcanoes. I would like everyone to sit quietly
while they watch it, as there will be time to talk about it afterwards.
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References:

Bennett, B. and Smilanich, P. (1994) Classroom Management: a Thinking and Caring Approach. Toronto, Canada:
Bookation

Groundwater-Smith, S., Ewing, R., and Le Cornu, R. (2015) Teaching: Challenges and Dilemmas (5th ed). South
Melbourne, Australia: Cengage Learning

Killen, R. (2012) Effective Teaching Strategies: Lessons from Research and Practice (6th ed). Australia, Cengage
Learning

Western Australia. School Curriculum and Standards Authority (2013) Strategies for Integrating the General
Capabilities of Numeracy and Literacy in Primary School Teaching. Retrieved 29-7-17 from
https://k10outline.scsa.wa.edu.au/media/documents/outline_downloads/Numeracy-and-Literacy-in-Primary-
School-Teaching.pdf

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