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Management Strategies For Multi-Grade Classroom: By: Group 3

This document discusses strategies for establishing effective routines and procedures in a multi-grade classroom. It emphasizes that creating and implementing clear classroom routines is key to achieving positive classroom management. Good routines allow teachers to focus on instruction by helping students know what is expected of them. The document provides examples of common routines for both teachers and students, such as greeting procedures, attendance taking, beginning lessons, and bathroom policies. It explains that establishing predictable patterns through routines and procedures saves teachers time and ensures a smoothly run classroom that improves the learning environment.

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Reenald Sapico
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128 views

Management Strategies For Multi-Grade Classroom: By: Group 3

This document discusses strategies for establishing effective routines and procedures in a multi-grade classroom. It emphasizes that creating and implementing clear classroom routines is key to achieving positive classroom management. Good routines allow teachers to focus on instruction by helping students know what is expected of them. The document provides examples of common routines for both teachers and students, such as greeting procedures, attendance taking, beginning lessons, and bathroom policies. It explains that establishing predictable patterns through routines and procedures saves teachers time and ensures a smoothly run classroom that improves the learning environment.

Uploaded by

Reenald Sapico
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 19

AN AG E M E N T S T RA T EG IE S

M
FO R M U L T I - G R AD E
C L AS S R O O M
BY: GROUP 3
MULTI GRADE CLASSROOM MANAGEMENT

IN THE MULTIGRADE CLASSROOM, CLASSROOM MANAGEMENT IS


IMPERATIVE!
GOOD CLASSROOM MANAGEMENT HELPS BOTH THE TEACHER
AND THE STUDENTS BY LAYING OUT SPECIFIC AND APPROPRIATE
PROCEDURES THAT HELPS STUDENTS KNOW WHAT TO DO THUS
ALLOWING TEACHERS TO FOCUS ON WORKING WITH STUDENTS.
• CREATING AND IMPLEMENTING CLASSROOM PROCEDURES IS THE KEY TO
ACHIEVING A POSITIVE CLASSROOM ENVIRONMENT. PROCEDURES ARE
ROUTINES THAT NEED TO BE TAUGHT SO THAT STUDENTS KNOW WHAT IS
EXPECTED. IN ADDITION TO ARRANGING THE ROOM AND PRACTICING
MOVING INTO GROUPS, STUDENTS CAN BE INVOLVED IN DISCUSSING THE
RATIONALE FOR ESTABLISHING OTHER PROCEDURES TO GOVERN THEIR
CLASSROOM. REMEMBER, THE KEY TO EFFECTIVE PROCEDURES IS
CONSISTENCY.

HOWEVER, IF A PROCEDURE DOESN’T WORK, IT SHOULD BE DISCUSSED


AND CHANGED. IF A PROCEDURE IS NECESSARY IT SHOULD BE ENFORCED.
WHAT IS ROUTINE?
• ROUTINES ALLOW STUDENTS TO QUICKLY ACCOMPLISH DAY-TO-DAY TASKS THAT ARE
REQUIRED OF BOTH THE TEACHER AND STUDENTS. ROUTINES ALSO HELP TO CREATE
SMOOTHER TRANSITIONS BETWEEN ACTIVITIES AND THEREFORE ALLOW FEWER
OPPORTUNITIES FOR DISRUPTIONS TO OCCUR (BURDEN, 2003; DOCKING,
2002).TEACHERS KNOW THE VALUE OF ESTABLISHING CLASS ROUTINES. GOOD
ROUTINES SET THE FOUNDATION FOR A PRODUCTIVE YEAR, MAKE LIFE EASIER FOR
STUDENTS AND TEACHERS, SAVE TIME, AND IMPROVE LEARNING.
• ROUTINES ARE A WAY OF • WE ALL KNOW HOW IMPORTANT IT IS TO
ESTABLISH ROUTINES AND PROCEDURES
MANAGING THE CLASSROOM. THEY
WITH OUR STUDENTS. IT HELPS CREATE
ARE A SET OF EXPECTATIONS AND
PREDICTABILITY, ORDER, AND PEACE IN
PROCEDURES TEACHERS CAN USE YOUR CLASSROOM.WHEN I SAY
TO SAVE TIME AND ENSURE A “ROUTINE” I’M REFERRING TO WHAT
SMOOTH-FUNCTIONING TASKS NEED TO BE DONE AND WHEN I
CLASSROOM ALL SCHOOL YEAR SAY “PROCEDURE” I’M REFERRING TO
HOW THE ROUTINE TASK WILL BE DONE.
LONG.
A.
ESTABLISHING AND USING TEACHERS
ROUTINE
HERE ARE SOME OF TEACHERS COMMON
ROUTINE

• GREET STUDENTS
• QUICK MOTIVATIONAL ACTIVITY
• TAKE ATTENDANCE
• REVIEW/RECAP PAST LESSON
• BEGIN LESSON
WHY SHOULD TEACHERS NEED TO ESTABLISH ROUTINE?

• WHEN ROUTINES AND PROCEDURES ARE CAREFULLY TAUGHT,


MODELED, AND ESTABLISHED IN THE CLASSROOM, CHILDREN
KNOW WHAT'S EXPECTED OF THEM AND HOW TO DO CERTAIN
THINGS ON THEIR OWN. HAVING THESE PREDICTABLE PATTERNS
IN PLACE ALLOWS TEACHERS TO SPEND MORE TIME IN
MEANINGFUL INSTRUCTION.
B.
ESTABLISHING AND USING
STUDENTS ROUTINE
WHY DOES ROUTINE IMPORTANT TO STUDENTS?

• IT ALLOW STUDENTS TO QUICKLY ACCOMPLISH DAY-TO-DAY


TASKS THAT ARE REQUIRED OF BOTH THE TEACHER AND
STUDENTS. ROUTINES ALSO HELP TO CREATE SMOOTHER
TRANSITIONS BETWEEN ACTIVITIES AND THEREFORE ALLOW
FEWER OPPORTUNITIES FOR DISRUPTIONS TO OCCUR (BURDEN,
2003; DOCKING, 2002).
HERE ARE SOME OF STUDENTS ROUTINE
• GREET TEACHERS • RECITATION/PARTICIPATION
• BELL WORK/DO NOW/ENTRY TASK • BATHROOM POLICY
• STRAIGHTEN UP DESK AND CHAIRS • HOMEWORK
• TURNING IN ASSIGNMENTS • ASSIGNING CLEANERS BEFORE
DISMISSAL
• ATTENDANCE/ROLL CALL
WHY ESTABLISHING ROUTINE
IMPORTANT FOR BOTH TEACHER AND
STUDENTS?
• CLASSROOMS CAN QUICKLY BECOME CHAOTIC IF THERE IS NO
ROUTINE IN PLACE AND EVERYONE DOES WHAT IS RIGHT IN
THEIR OWN EYES. CLASSROOM ROUTINES HELP STUDENTS FEEL
MORE AT EASE WITH THE DAILY ACTIVITIES OF THE CLASSROOM
AND GIVE THEM A SENSE OF KNOWING WHAT TO EXPECT WHEN
THEY WALK IN THE DOOR EACH MORNING
FIVE ELEMENTS TO EFFECTIVELY TEACH ROUTINES:
1.  DEFINE BEHAVIORAL EXPECTATIONS FOR EACH 4. PROVIDE POSITIVE ATTENTION TO
ROUTINE SO THAT THEY ARE DEVELOPMENTALLY STUDENTS WHEN THEY EFFECTIVELY
APPROPRIATE, CULTURALLY RESPONSIVE, DEMONSTRATE THE ROUTINES USING PRAISE OR
POSITIVELY STATED, SPECIFIC, AND OBSERVABLE. REWARDS.
2. EXPLICITLY TEACH AND REVIEW THE ROUTINES 5. PROVIDE VISUAL PROMPTS OF THE CLASSROOM
ROUTINES, KEEPING EACH ROUTINE TO THE FEWEST
3. PRACTICE THE ROUTINES.
STEPS POSSIBLE.
ADVANTAGE OF HAVING ROUTINE
THANK Y O U F O R
LISTE N IN G !! !

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