The Junior Classroom
Essential Strategies Interview
The third Standard of Practice states that members should refine their practice through inquiry and dialogue. What follows is a list of classroom practices developed through discussions and interviews with colleagues and peers in education.
According to Schwartz and Pollishuke, “…the learning environment can be regarded as an important part of instructional strategy.” (2013, p.6) My own classroom experience and those of the peers that I interviewed confirm the validity of this statement. A well-managed, well-designed classroom can help to facilitate the effective use of instructional time and create a positive affective response in students.
To create the following list of classroom strategies, I interviewed a number of teachers in my school and compiled the results. It was a great chance to reflect on my practice and prepare for the coming school year which begins in March in South Korea. Based on our discussions, I came up with the following strategies:
To create the following list of classroom strategies, I interviewed a number of teachers in my school and compiled the results. It was a great chance to reflect on my practice and prepare for the coming school year which begins in March in South Korea. Based on our discussions, I came up with the following strategies:
Give students voice in creating simple, positively stated rules.
Letting students have a hand in creating classroom rules and procedures lets them practice self-management and helps to create buy in. Keeping rules simple and positive makes it easy for students to understand what they need to do to be successful in class (Bluestein, 2014, p. 9; Ontario Ministry of Education and Training, N.D., p. 7).
Use student-created decorations in the classroom.
Students feel motivated to learn when they see their work displayed proudly on the walls of the classroom (Schwartz & Pollishuke, p. 7). Changing displays throughout the year to highlight new student learning rather than purchasing decorations helps students to track their progress and provides an authentic audience that establishes a classroom community context for their learning (Literacy for Learning, 2004, p. 22; Zmuda & Jackson, 2015, p. 30).
Involve students in maintaining classroom resources.
Students gain interest in and take ownership of classroom learning resources when tasked with maintaining and organizing them (Ontario Ministry of Education and Training, N.D., p. 6; Ontario Ministry of Education and Training, 2006, p. 67; Literacy for Learning, 2004, p. 22). It also saves the teacher from having to do it!
Store classroom resources in student-accessible locations.
For students to learn they need access to tools and resources that facilitate learning. Manipulatives and resources should be stored in accessible locations near to where students work in order to develop independence (Ontario Ministry of Education and Training, N.D., p. 5; Schwartz & Pollishuke, 2013, p. 7).
Be flexible when scheduling to make lessons time-appropriate.
Students need appropriate amounts of time to engage with learning materials, solve problems and share work (Ontario Ministry of Education and Training, N.D., p. 6). Being flexible allows teachers to manage the challenge of activities to ensure that they are challenging, but within students’ abilities (Zmuda & Jackson, 2015, p. 32).
Have flexible seating options that allow students to work in large groups, small groups, and individually.
If space is not available for the necessary dedicated central meeting area, students can arrange their desks to create one (Ontario Ministry of Education and Training, 2006, p. 65; Ontario Ministry of Education and Training, N.D., p. 12). Students should also be able to work in small groups of 4 to 6 students and independently as required (Ontario Ministry of Education and Training, N.D., p. 13; Literacy for Learning, 2004, p. 21).
Plan seating arrangements and group members with clear intentions.
Groups of students should change to meet student needs (Ontario Ministry of Education and Training, 2006, p. 64). Students should have the chance to work in homogeneous and heterogeneous groups, and change groups frequently to gain an appreciation of their classmates (Ontario Ministry of Education and Training, 2006, p. 66; Ontario Ministry of Education and Training, N.D., p. 13).
Develop guidelines for working in groups.
Students and teachers should work together to create guidelines about expectations outlining responsibilities to self and others during group work, including how many peers a student should ask for help before coming to the teacher (Ontario Ministry of Education and Training, N.D., p. 6)
Most of our strategies favored giving students a very active voice and role in the classroom, making sure they had access to time and materials, and facilitating community and collaboration between and among students. My interviewees tended to feel that these types of approaches were low effort, high impact ways to create a positive classroom environment.
References:
Bluestein, J. (2014) Managing 21st Century Classrooms: how do I avoid ineffective classroom management practices? Alexandria, VA: ASCD.
Ontario Ministry of Education and Training (2006). A Guide to Effective Literacy Instruction, Grades 4 - 6. Volume 3, Planning and Classroom Management, Toronto: Queen's Printer for Ontario. Retrieved from: http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_3_Planning.pdf
Ontario Ministry of Education and Training. A Guide to Effective Instruction in Math, Kindergarten to Grade 6, Toronto: Queen’s Printer for Ontario. Retrieved from: http://www.eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volume_3.pdf
Literacy for Learning, The Report of the Expert Panel on Literacy in Grades 4 – 6 in Ontario (2004), Toronto: Queen’s Printer for Ontario. Retrieved from: http://www.edu.gov.on.ca/eng/document/reports/literacy/panel/literacy.pdf
Schwartz, S., & Pollishuke, M. (2013). Creating the dynamic classroom: a handbook for teachers. Toronto: Pearson.
Zmuda, A., & Jackson, R.R. (2015). Real Engagement: How do I help my students become motivated, confident, and self-directed learners? Alexandria, VA: ASCD.
Bluestein, J. (2014) Managing 21st Century Classrooms: how do I avoid ineffective classroom management practices? Alexandria, VA: ASCD.
Ontario Ministry of Education and Training (2006). A Guide to Effective Literacy Instruction, Grades 4 - 6. Volume 3, Planning and Classroom Management, Toronto: Queen's Printer for Ontario. Retrieved from: http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_3_Planning.pdf
Ontario Ministry of Education and Training. A Guide to Effective Instruction in Math, Kindergarten to Grade 6, Toronto: Queen’s Printer for Ontario. Retrieved from: http://www.eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volume_3.pdf
Literacy for Learning, The Report of the Expert Panel on Literacy in Grades 4 – 6 in Ontario (2004), Toronto: Queen’s Printer for Ontario. Retrieved from: http://www.edu.gov.on.ca/eng/document/reports/literacy/panel/literacy.pdf
Schwartz, S., & Pollishuke, M. (2013). Creating the dynamic classroom: a handbook for teachers. Toronto: Pearson.
Zmuda, A., & Jackson, R.R. (2015). Real Engagement: How do I help my students become motivated, confident, and self-directed learners? Alexandria, VA: ASCD.
