Technology and Classroom Management

Managing Classroom Behavior

Last week, we looked at setting up our digital classroom routines. This week, we will take the next step and look at how technology can be used to help facilitate classroom management.

Set up your expectations for movement and callbacks.

Create transition signals to let students know when they need to return their attention to you or move on to a new activity. This is especially important if students are working collaboratively (which may get noisy). Here are a few strategies to consider:
Display timers:

This lets students know how much time they have for an activity and allows them to regulate their behavior accordingly. Some popular timers include the classroom screen website and YouTube timers embedded into slideshows. To find YouTube video timers, just use a search query like “10 minute timer.” Another really quick strategy is to search for “google timer” in Google.

Note: Classroom Screen also has options for volume sensors and indicators.

Callbacks:

Create a callback protocol to bring your class back to attention from individual and/or group work. Be sure to clearly communicate this and practice it before using it during a real lesson. Some of the best callbacks include multiple senses (voice response plus an action). Here is a list of 75 verbal callbacks. Consider adding actions to these.

Rotation Slideshows:

Create a slideshow to help students know their group assignments and where to go next.  Post these in Schoology or project them in front of the classroom. Here are some slideshow templates you can use. If you teach older students or like a slightly different design, these can be easily copied and modified to meet your needs.

Group Creation Tools:

When you don’t need to group students by ability or skill level, use Flippity Random Name Picker or add student names to this Google Sheets template and randomize the order of names to create new groups. Flippity can also be used to randomly draw names of students for participation in discussions or activities.

Build and practice behavior norms for your classroom.

Involve students in this process. Have them help define what expected behavior looks like/sounds like and does not look like/does not sound like using T-Charts. This gives students ownership in the norms and increases likelihood that they will adhere to them.

1. Practice a Gradual Release of Responsibility (ASCD).

2. Build basic elements for cooperative learning into group activities.

3. Assign roles in the groups for individual accountability (recorder, timekeeper, facilitator). Here are some table tent templates you can use if you wish.

4. Practice station skills in small chunks if needed. Consider practicing group rotations with skill building or team building tasks before completing academic tasks.

5. For younger students, walk through the rotation process before completing academic tasks.

6. Reward good behavior. For instance, randomly select 2 students per day to evaluate their behavior and reward them if they do a good job. Incentives can be class privileges or positive referral tickets/points. If students don’t earn points, tell the class why they weren’t earned, but don’t reveal the name picked.

7. Go slow to go fast. Set strong expectations early on, even if that means moving at a slower pace at first. This will allow you to move faster with fewer problems later.