y
Have written assessment and evaluation plans and results readily available in your classroom
for reference by students, parents, colleagues, and administrators. Should differences arise, your
material will provide support for your decisions.
y
Do NOT try to plan day-to-day. This kind of planning affects your curriculum, your flexibility, your
confidence, and your sense of readiness. This could also cause problems for you, an occasional
teacher, and your students if you are suddenly absent.
y
Prepare your materials well in advance (e.g., the previous afternoon), NOT before each class or
lesson. Time getting ready while students wait is time for inattention and offtask behaviour.
y
Assess student work promptly.
– When work is quickly evaluated and returned, students are able to see their progress
immediately and will be clear on your expectations about work completion and work habits
in your class.
– It will also allow you to evaluate student needs and modify the program if necessary, thus
preventing off-task behaviour due to a student’s inability to complete a task.
– Student performance will assist you in your planning for future lessons.
Establish Routines
y
Establish your classroom routines immediately in September. It is wise to develop these
expectations with the students to ensure appropriate student “buy-in.”
y
Be sure to consider the age/grade level(s) of your students.
y
Routines which work for younger students may cause behaviour problems in older students and
vice-versa.
y
Communicate your routines clearly to students, parents, teaching partners, and administrator(s).
y
Regularly review the success of your routines and make changes as necessary.
y
Remember to be as consistent as possible once routines are established.
Ask Yourself...
y
Are my routines logical and efficient?
y
Am I consistent with my routines?
y
Are my routines appropriate for all age/grade levels I teach?
y
What changes will I make?
y
Are my routines clearly communicated to my students? teaching partners? parents?
y
Are my routines fair and achievable by my students?
The above examples are only a few of the classroom management techniques. As a beginning teacher
you are not expected to know everything. Just remember that consistency is the key. Don’t hesitate to
ask an experienced teacher, the federation, or your administrator for advice. Teachers are happy to pass
on helpful information to other teachers.
Adapted from ETFO, A Teachers’ Guide to Planning and Programming
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