Frontloading Classroom Management
written by science teachers Keith Roscoe and Kim Orr called defines
frontloading as the uniting of several classroom management elements including the
“organization of the physical environment, positive relationships, behavior
expectations, classroom procedures, effective instruction and intervention.”
Although Roscoe and Orr are addressing important elements of a science
classroom, these elements are important to remember and consider in any
subject-based classroom. Physical environment, for example, is essential to
consider when arranging class desks. For example, English teachers must think
of what arrangements allow for students to easily transition from individual
work to group work as well as whole class discussion. Roscoe and Orr reiterate
the importance of paying attention and practicing classroom management such as
classroom procedures and behavioral expectations early in the school year. If
procedures and expectations are established and practiced, the class runs
smoothly- students know what they are expected to do and the proper way to conduct
themselves.
Roscoe and Orr provide a run-through of first-day
procedures for teachers including the lesson’s introduction which involves the
use of a “hook”- or something that sparks the student’s interest. A “hook” is a
wonderful idea because it answers the question, “Why is this important?” for
students. Further, teachers should make sure to discuss year objectives, assessment
strategies, classroom rules, procedures and expectations. Following, Roscoe and
Orr suggests icebreaker activities, referring to them as “relationship-building
activities” that help “build trust”. Activities such as asking students to
introduce themselves or playing games like bingo, helps build community amongst
peers and with the teacher. Activities also help students to get an
understanding of the classroom environment for the year as well as how their
instructor acts. Of the first-day errors, avoiding relationship-building
activities is accounted for a failure in overall management, especially when
trying to build a healthy environment and friendly relationships.
Most useful to new teachers, Roscoe and Orr offer personal
suggestions including organization, advanced preparation of the inclusion of
frontloading classroom management as vital to first day success. Both authors
cite the attention paid to these three aforementioned details had a “ripple
effect” for the rest of the school year. In my own experience of student
observation I too would agree that these three elements are crucial. In my own
case, my coordinating teacher is new to the school for and is working to
establish his classroom as his first year there; however, he has ran into
several issues which can be traced back to the lack of time to have advanced preparation.
His own hiring was last minute and prevented him from having the normal allotted time to prepare
his classroom to the caliber in which his previous teaching experiences had
been at.
Roscoe, Keith, and Kim
Orr. "Frontloading Classroom Management." Science Teacher.
77.5
(2010):
43-48. Print.
No comments:
Post a Comment