Classroom management vs engagement
I've been reflecting on my classroom practices recently (thanks ERO). One of the things I've noticed is that my reflections have become increasingly about the delivery of content as opposed to the management of students.
I don't think this is because my management is necessarily any better, but when students aren't working, I guess I'm viewing this as a lack of engagement that I can perhaps do something about, rather than as a specifically management (and what the students are doing) issue.
As a teacher, I'm continually trying to devise interesting and engaging lessons which will keep the students interested. The best lessons are usually those which offer a range of activities, and which cater to students with a variety of learning needs. Two techniques which I've found particularly useful are differentiated instruction, which can take many forms; and offering students the choice of activities to do, or a self directed booklet to guide them through their learning.
It's too simplistic to say that offering engaging lessons equates to no classroom management issues. I think there will always be a small percentage of teenagers who simply are not in the right head space to learn English in that particular period. As a teacher, I need to persevere with these students and keep trying to find a way through their reluctance to learn.
So, while last year, classroom management was my biggest concern... I guess I've now evolved onto looking at the close relationship between management issues and engaged learning. I take it that I'm becoming a better teacher!
I don't think this is because my management is necessarily any better, but when students aren't working, I guess I'm viewing this as a lack of engagement that I can perhaps do something about, rather than as a specifically management (and what the students are doing) issue.
As a teacher, I'm continually trying to devise interesting and engaging lessons which will keep the students interested. The best lessons are usually those which offer a range of activities, and which cater to students with a variety of learning needs. Two techniques which I've found particularly useful are differentiated instruction, which can take many forms; and offering students the choice of activities to do, or a self directed booklet to guide them through their learning.
It's too simplistic to say that offering engaging lessons equates to no classroom management issues. I think there will always be a small percentage of teenagers who simply are not in the right head space to learn English in that particular period. As a teacher, I need to persevere with these students and keep trying to find a way through their reluctance to learn.
So, while last year, classroom management was my biggest concern... I guess I've now evolved onto looking at the close relationship between management issues and engaged learning. I take it that I'm becoming a better teacher!
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