Classroom_Management

[[image:leadinginnovationsocialstudies:Screen_shot_2010-10-05_at_7_13_03_AM.png width="640" height="232"]]
= = =1:1 Classroom Management=

Overview:
What are the most important aspects of classroom management? It may be all a matter of perspective. In this session you will have an opportunity to examine challenging classroom management scenarios through the viewpoints of different members of the school community: the teacher, the assistant principal, the ITF, the media coordinator, a student, and a concerned parent. You will analyze the different scenarios as they relate to: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc. The purpose of the session is to appreciate the complexity of classroom management issues, to develop strategies for preventing or addressing problems, and to begin examining resources for 1:1 classroom management.

Objectives:

 * Analyze challenging classroom management scenarios that teachers may face in 1:1 classrooms
 * Examine the scenarios from various perspectives
 * Consider alternative solutions and their possible outcomes

Groupings:
You will work in small groups for this session. Each table has hats representing the following roles: assistant principle, media coordinator, ITF, a concerned parent, student, and technology director. Select a hat to wear. The role indicated on the hat is the role you will play in this activity.

**Activity:**

 * After forming your group, a member at the table should "draw" a scenario from the deck of "cards" at the table and read the scenario aloud to the group.
 * Next, each member of the group should analyze the scenario based upon their unique identities and roles within the school community. A group discussion should commence- lead by the ITF at the table. Do not simply go around the table giving your opinions but instead challenge each other regarding your opinions and try to come to a common consensus regarding how to resolve the issue.
 * At the end of the session, we will have a whole group discussion.

You may want to analyze the scenario using the following guiding questions. From your viewpoint (identity) consider:
 * What feelings are triggered upon learning of this scenario?
 * What role do personnel that are wearing your "hat" usually play in resolving such an issue? How do district or school policies guide decision making?
 * From the perspective of the identity you have assumed, what biases or personal opinions separate from any school policies might you bring to the table? Have you had prior experience with this sort of issue?
 * Do you need other information to help you be an informed community member? Where could you possibly get this information?

=**Role Alike Discussion**=

include component="comments" page="Classroom_Management" limit="20"

Scenario 1: Classroom Observation
A new language arts teacher to your school is being evaluated by the assistant principal (AP) of the school. The AP asked the ITF to join her for the observation so that she can provide her opinion about technology use by the new hire. Upon entering the room, both the AP and ITF immediately recognize that the room has dissolved into complete chaos. Apparently the students are suppose to be taking notes using their laptops as the teacher provides information on a PowerPoint using the data projector. The AP and ITF notice that the teacher has her back to the students and is reading her PowerPoint while occasionally asking a student to "get on task". The students are arranged in what loosely resemble "pods" and some students are hardwired into the LAN (they could not get onto the WAN). Meanwhile, students are messaging each other, playing online games, looking at inappropriate images, etc. on their laptops. Some students are talking and a few students are doodling on pieces of paper. Note that the teacher has undergone two days of professional development at the start of the school year, with approximately 3 hours devoted to technology (gradebook, posting of assignments, and connecting to the data projector).

From the point of view of your identity (hat), consider the following points regarding classroom management in this situation: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc.

Scenario 2: Power Cord
A social studies teacher is doing some collaborative, project based learning in his first period class that requires use of the laptops by the students. At the start of class, several students do not have their laptops charged (the school AUP requires students to bring charged laptops to school) and they ask the teacher if they may use their power cords. The teacher says that they can for the project. Within minutes, the two students that are wired to an outlet are sitting at a pod together working quietly when another student trips over the power cords and falls to the ground- hurting her arm. The teacher realizes that the injury is severe and he must call for an ambulance as the arm appears to be fractured.

From the point of view of your identity (hat), consider the following points regarding classroom management in this situation: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc.

Scenario 3: Creative Chaos?
Scenario 3CM. A teacher who teaches an interdisciplinary math-science elective decides to do an experiment on parabolic motion with her students. For this experiment, the students will be doing collaborative lab reports using Google docs while using a applet for the experiment. Mid-way through the block period, the science department chair walks into the teacher's classroom to check on the progress of the innovative lesson. The department chair notices that chaos has ensued in the classroom. Several students using the projector are showing a student how to use the interactive applet. Other groups of students are sitting or laying on the floor typing on their laptops. Yet other students are drawing images on the whiteboard. Meanwhile, light disco music is playing the background. Meanwhile, the teacher is walking around the room helping individual students. The department chair stays to watch the remaining part of the lesson. With 20 minutes remaining in the lesson, the teacher asks the students to return to their desks and to save their lab reports on Google docs. She then asks them to comment on her blog reflecting on what went well or not so well today in the lesson. The department chair gives her a poor informal observation and contacts the assistant principal suggesting that he come observe the class.

From the point of view of your identity (hat), consider the following points regarding classroom management in this situation: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc.

Resources
[]
 * Classroom Management Tips:**

[]

[]

[]

[]
 * Sample 1:1 Districts:**

[]

[]

[]
 * Tech & Learning Sites:**

[]

[]

[]

[]

[]
 * General Information:**

[]

[]

[]