Just as a playful way to hook my students last week, I decided to add a question to their quiz on Latin American revolutions: What is Mr. Simmons' favorite Disney movie? I was dismayed when no one could come up with Mary Poppins, but I progressed to hum and whistle "Step In Time" throughout the class when appropriate.
Stepping in time is not easy, especially when it comes to teaching. To some, it comes naturally, but for others, finding the rhythm and flow of good classroom management can be difficult.
I was elated to begin reading from Chapter 7 of Weinstein and Novodvorsky (2011) on "Making the Most of Classroom Time," seeing how a lot of the content applied to some of my most challenging struggles in my student teaching thus far. Two aspects of time management that I had not considered before were transition time and over dwelling.
Stepping in time is not easy, especially when it comes to teaching. To some, it comes naturally, but for others, finding the rhythm and flow of good classroom management can be difficult.
I was elated to begin reading from Chapter 7 of Weinstein and Novodvorsky (2011) on "Making the Most of Classroom Time," seeing how a lot of the content applied to some of my most challenging struggles in my student teaching thus far. Two aspects of time management that I had not considered before were transition time and over dwelling.
It never occurred to me how many small things can be happening in the classroom all at the same time. As a teacher, it is up to me to be fully aware and managing these distractions routinely. (Sometimes I wish I truly had eyes on the back of my head!) As Weinstein and Novodvorsky point out, "teachers can reduce the potential for chaos by preparing students for upcoming transitions, by establishing efficient transition routines, and by clearly defining the boundaries of lessons" (pg. 197). In line with these ideas, it is important that the students are always doing something; performing some task or activity while the teacher can accomplish other things such as taking attendance or speaking with students individually.
Sometimes I am so concerned with what it ahead on the lesson plan that I forget what is happening at the very moment, much like a football player who drops a catch because he is too concerned about running or avoiding a tackle. (I'm always good for a sports metaphor now and then.) Accordingly, I have tried to focus on the present when teaching in the classroom by making sure the students remain on task and are not confused about directions or content.
Another aspect of time management that I feel I can improve upon is that of "over dwelling." Maybe it is because I like to hear myself talk, but sometimes I feel that time is wasted in class because I discuss a singular point of the content for the lesson and try to drill it home. It now occurs to me that this may be unnecessary. "When activities proceed, smoothly and briskly, students are more involved in work and less apt to misbehave" (pg. 195).
Reflecting over this, I believe this could not be more correct. I feel that many of the students begin their side conversations or distractions when they have registered the knowledge and learning in their minds and decide that the rest of my ramblings are not important. Something that I will try to get in the habit of is flowing through the lesson plans, not necessarily at a faster rate, but swifter in order to avoid over dwelling.
"Never need a reason, never need a rhyme," as the Disney classic goes. This idea is difficult to consume for a student teacher, but perhaps more manageable for a seasoned veteran. Some of the teachers I observe exhibit such a cool, calm class flow that I wonder if the even have to try. Until I am able to