managing classroom
proceures
What is Component 2C?
Component 2C emphasizes the importance of an orderly classroom. When students are surrounded by disorder and chaos, it is harder for their minds to focus, and organize the information that they are taking in. When students have a set schedule to follow, they will not have the added pressure of uncertainty while they are trying to learn. Teachers also benefit by having all of their supplies and time organized so that they are prepared to use both to their full potential.
Why is Component 2C important?
The principles of Component 2C are important, as they remind teachers to schedule all time, including transition time, and activities that are not part of the teaching in the lesson. When these activities are scheduled, neither the teacher, nor the students will be confused or flustered by the time these small commitments take up. When these activities are scheduled, they will be allotted their own, specific time block, and thus not take up time for the actual lesson. Another aspect of this Component is showing the students how to be productive in group work, and not waste time while they need to be working on a project.
What are the elements of Component 2C?
The first element of Component 2C details management of instructional groups. The students need to learn how to use group work time wisely. They need to be able to get into groups and start work quickly, spend their time well so as to get the most accomplished in the set amount of time, and be responsible for their own actions, as well as the proceedings of the entire group.
The second element of Component 2C emphasizes management of transitions. Without a distinct effort, the transition times could easily take up more time than necessary, and lose the teacher valuable instruction time. The teacher needs to keep the students on task as they switch over from one task to another. In order to do this, the teacher needs to think in advance, so that he is not taken by surprise when the transition obstacle arises.
The third element of Component 2C brings up keeping classroom materials and supplies in order. The teacher must have all of his supplies marked out, or gathered together a step before the activity involving them. The teacher must oversee the students' use of these materials, and see to it that either the students take responsibility to put the supplies away, or the teacher must set out time for himself to put the supplies away. The teacher also needs to be aware of what supplies are available so that he can best make use of his resources to help the students learn the most efficiently.
The fourth element of Component 2C clarifies what obstacles arise in the classroom that must not take up unnecessary time that could be used for instruction. These include attendance and counting students for activities, forms and permission slips, bathroom breaks and nurse's office visits, passes and student use permits, and late work and make-up checks.
The final element of Component 2C suggests the necessity of organizing volunteers and paraprofessionals that are available to help in the classroom. While these can be an excellent tool in the instruction process, and help to save the teacher much instructional time, their presence must not be allowed to infringe on the instructional time. The teacher and the volunteer must both be fully aware of what the volunteer is doing and when, so that time is not wasted in discussion, instruction, and debate. The teacher must not avoid volunteers because of the possibility of wasted time, but must organize when to use them, as they can be invaluable on nights for open houses, days with field trips, and times when students need to be at certain spots with the appropriate materials.
What are some artifacts?
Students understand procedures for getting into small groups, taking care of supplies, putting supplies away, and participating in activities not included in instruction time.
The teacher has complete knowledge of where he needs the volunteers to be, and what they need to be doing there, and when they need to be there. He also needs to be able to effectively communicate this to the volunteers.
Students should have access to rules for general classroom behavior, as well as for specific activities, so that they know what is expected of them, how to behave, and what the consequences are if they neglect their responsibilities.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.
Component 2C emphasizes the importance of an orderly classroom. When students are surrounded by disorder and chaos, it is harder for their minds to focus, and organize the information that they are taking in. When students have a set schedule to follow, they will not have the added pressure of uncertainty while they are trying to learn. Teachers also benefit by having all of their supplies and time organized so that they are prepared to use both to their full potential.
Why is Component 2C important?
The principles of Component 2C are important, as they remind teachers to schedule all time, including transition time, and activities that are not part of the teaching in the lesson. When these activities are scheduled, neither the teacher, nor the students will be confused or flustered by the time these small commitments take up. When these activities are scheduled, they will be allotted their own, specific time block, and thus not take up time for the actual lesson. Another aspect of this Component is showing the students how to be productive in group work, and not waste time while they need to be working on a project.
What are the elements of Component 2C?
The first element of Component 2C details management of instructional groups. The students need to learn how to use group work time wisely. They need to be able to get into groups and start work quickly, spend their time well so as to get the most accomplished in the set amount of time, and be responsible for their own actions, as well as the proceedings of the entire group.
The second element of Component 2C emphasizes management of transitions. Without a distinct effort, the transition times could easily take up more time than necessary, and lose the teacher valuable instruction time. The teacher needs to keep the students on task as they switch over from one task to another. In order to do this, the teacher needs to think in advance, so that he is not taken by surprise when the transition obstacle arises.
The third element of Component 2C brings up keeping classroom materials and supplies in order. The teacher must have all of his supplies marked out, or gathered together a step before the activity involving them. The teacher must oversee the students' use of these materials, and see to it that either the students take responsibility to put the supplies away, or the teacher must set out time for himself to put the supplies away. The teacher also needs to be aware of what supplies are available so that he can best make use of his resources to help the students learn the most efficiently.
The fourth element of Component 2C clarifies what obstacles arise in the classroom that must not take up unnecessary time that could be used for instruction. These include attendance and counting students for activities, forms and permission slips, bathroom breaks and nurse's office visits, passes and student use permits, and late work and make-up checks.
The final element of Component 2C suggests the necessity of organizing volunteers and paraprofessionals that are available to help in the classroom. While these can be an excellent tool in the instruction process, and help to save the teacher much instructional time, their presence must not be allowed to infringe on the instructional time. The teacher and the volunteer must both be fully aware of what the volunteer is doing and when, so that time is not wasted in discussion, instruction, and debate. The teacher must not avoid volunteers because of the possibility of wasted time, but must organize when to use them, as they can be invaluable on nights for open houses, days with field trips, and times when students need to be at certain spots with the appropriate materials.
What are some artifacts?
Students understand procedures for getting into small groups, taking care of supplies, putting supplies away, and participating in activities not included in instruction time.
The teacher has complete knowledge of where he needs the volunteers to be, and what they need to be doing there, and when they need to be there. He also needs to be able to effectively communicate this to the volunteers.
Students should have access to rules for general classroom behavior, as well as for specific activities, so that they know what is expected of them, how to behave, and what the consequences are if they neglect their responsibilities.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.