Classroom Organisation and Management
I am a professional in all aspects of my career as a teacher. I work hard to instil an ethos of the school environment as a place of a broad education that will prepare young people to make a positive impact on society. As a teacher and a staff member, I insist on high standards at all times and set example for the students in my care.
By setting high expectations and recognising achievements through the school’s Commendation System, I believe I instil a motivation to attain in my students. My approach to promoting positive behaviour and a strong work ethic is consistent and fair across the whole school and I am able to manage low-level disruption quickly and effectively. I set high standards from the start of the school year by encouraging students to formulate a Treaty, and by using follow-up discussions as a way of resolving any issues of indiscipline, work ethic or conflict.
My approach to promoting positive behaviour is consistent and fair across the whole school, and is in-line with departmental policies. I promote positive behaviour throughout the school day. I set high standards from the start of the school year by discussing a Learning Agreement with pupils, and by using follow-up discussions with pupils as a way of resolving any issues of indiscipline or conflict among pupils.
Use of Non Verbal Signals
Non-verbal signals may be used as a form of communication between teacher and students. Students can communicate a need, such as using the restroom, without verbally asking or interrupting the discussion. Signals allow the teacher to immediately know what the student needs, rather than stopping to respond to a general hand raised in the air. Teachers can also use non-verbal signals to reply to student requests and to emphasise actions that students need to perform.
How to Use:
1. Determine student and teacher signals
Determine the non-verbal signals that you would like to implement in your classroom. Depending on the age of the students, it’s recommended that only a few are used so that students are not overwhelmed or confused. Commonly used student signals include using an agreed-upon number of fingers for using the restroom, for sharpening a pencil, and for drinking water. Commonly used teacher signals include nodding the head for “yes,” shaking the head for “no,” pointing the index finger for “go ahead” and holding up an open hand for “wait”.
2. Create visuals
Create a sign or poster that displays an example of the signal as well as what the signal should be used for. (See Visual section to the right). Display the signs or posters in the classroom where they can always be seen and can serve as a reminder to students.
3. Create student and teacher signals
Teach these non-verbal signals with the beginning of the year classroom procedures. Be sure to review them frequently until students are using them consistently.
When to Use:
Student and teacher signals can be taught to students at the beginning of the school year and used throughout the entire year. It is best to re-teach signals upon returning to school from an extended break, such as winter break or spring break. These non-verbal signals are most beneficial during a class discussion or while the teacher is talking, so as not to disturb the rest of the class.
Some simple ones I use are below.
How to Use:
1. Determine student and teacher signals
Determine the non-verbal signals that you would like to implement in your classroom. Depending on the age of the students, it’s recommended that only a few are used so that students are not overwhelmed or confused. Commonly used student signals include using an agreed-upon number of fingers for using the restroom, for sharpening a pencil, and for drinking water. Commonly used teacher signals include nodding the head for “yes,” shaking the head for “no,” pointing the index finger for “go ahead” and holding up an open hand for “wait”.
2. Create visuals
Create a sign or poster that displays an example of the signal as well as what the signal should be used for. (See Visual section to the right). Display the signs or posters in the classroom where they can always be seen and can serve as a reminder to students.
3. Create student and teacher signals
Teach these non-verbal signals with the beginning of the year classroom procedures. Be sure to review them frequently until students are using them consistently.
When to Use:
Student and teacher signals can be taught to students at the beginning of the school year and used throughout the entire year. It is best to re-teach signals upon returning to school from an extended break, such as winter break or spring break. These non-verbal signals are most beneficial during a class discussion or while the teacher is talking, so as not to disturb the rest of the class.
Some simple ones I use are below.
Use of Hand Signals within the Classroom
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I also use the two-finger signal as my quiet sign. When I raise my hand with two fingers, my students know exactly what to do: 1) Stop what you are doing. 2) Actively listen to the speaker. Being an active listener means that you turn to face the speaker and keep your eyes and ears open This document explains the hand signals that I use in my classroom. Raise your hand with one finger if you’d like to get up from your seat. Two fingers mean you would like to speak. Three fingers mean that you need help. |
Classroom Community/Hapori
Every classroom, like every community, has its own distinct culture, values and rules. By building a classroom community, teachers can create a common and predictable cultural experience to help students feel connected to the teacher, each other and the classroom. Establishing a sense of community in the classroom also allows the teacher to address students' social, emotional and cognitive development. Additionally, just as every teacher gets new students each year, a new classroom community must also be established each year to represent the shared interests, values and goals of its members. It is my personal goal to establish a welcoming, nurturing, safe and productive classroom community that best fits the diverse needs and interests of my students each year.
Being a part of a classroom community teaches students the values of respect and responsibility and how to relate positively to one another while becoming successful learners. It also helps students to feel accepted and loved, as well as safe and comfortable. When a student feels accepted and secure in their environment, they are more likely to engage in learning and contribute to the community.
Establishing a classroom community begins on the first day of school. It is the teacher's job to immediately establish rules (Treaty), routines and norms that fit the particular group of students, so students know exactly what to expect in the classroom. Moreover, it is equally important for the students to play a prominent role in creating the classroom community/Treaty. Students should be allowed to voice their expectations of the classroom, the teacher and each other, as well as help establish classroom rules. To help students feel as though they are contributing to the classroom community, jobs should also be established for the students to fulfil.
Overall, I believe a classroom community should be authentic so students can take what they have learned and apply it to their everyday lives.