I observed the 12th grade English honors class for classroom management. I think I learned a lot by watching the class. Here's the classroom management I observed.
The teacher came into the classroom. The teacher wrote the lesson summery on the board. Then the students came in. The students sat in desks that were pre-arranged into small groups. After all the students had arrived the teacher told the students to settle down. The teacher told the students the “do now” and gave an overview of the days lesson. The teacher asked the question “How would you imagine the first scene of Macbeth? How would you re-create it on the stage or in film?”
The teacher then set up the projector. The teacher then told the students to take out their copies of Macbeth and read along to the first scene. The teacher then started the an audio recording of a stage performance of Macbeth he found on Youtube. After the scene ended, the teacher gave the students a chance to “stop and jot”. The teacher then played more of the audio recording. As the audio played, the teacher wrote more information on the board. Some students start talking and the teacher said “shhhhhh” which caused most of the students to stop talking. The teacher then went over to the students who were still talking and told them directly to stop talking and they stopped. The teacher then opened a window. The teacher then sat down with a group of students and read along with the play. Then the teacher walked around the classroom and looked about at the all the groups of students. The teacher then adjusted the window. The teacher then went to the front of the room, and continued to read along while standing. The teacher then stopped the audio.
The teacher asked the students to think about why Macbeth commits murder and discuss it among themselves and record ideas they like on their t-charts. The teacher checked in with the various groups periodically. The teacher asked “Is there anything you heard in the recording that you didn't catch yesterday (when they read the play out loud) that is quotable (to write in their t-charts)?”. A student started texting and the teacher said “Come on, it's not time to be texting your friend.” The teacher then asked various questions for the students to respond to and the students answered. One of these questions was: “How did Macbeth react to finding out that Fleance survived?”
In a brief lull after the questions a lot of students started talking and the teacher called for a “curtain of silence” which caused the students to stop talking. The teacher then started up the audio again. When a student started talking the teacher walked towards him. When the student noticed the teacher coming towards him he stopped talking and the teacher backed off. The teacher stopped the audio and told the students to “stop and jot” more on their t-charts. Some students ask for more t-charts, the teacher looks for some but he is out, he tells the students to write on the back of the t-charts they have. The teacher pointed out “You don't have to do this individually, you can discuss with each other.” The teacher said “How are we doing, one more minute?” The teacher mentioned the MLA exam. The teacher then said he was going to play the audio for a specific speech and said “I would read the footnotes for the speech. The footnotes are heavy here, which indicates the complexity of the speech.” He then started the audio. After the audio ended the teacher reminded that they were going to be handing in their t-charts today and that they should make sure they had their names on them. He then said “We are going to the library on Monday.” It was Friday, so Monday was the next class. The teacher then showed various Youtube recordings of Macbeth, mostly film clips. Then the bell rang. The teacher told the students to have a nice day and to give him their t-charts on their way out. The students then gave the teacher their t-charts and left.
This is what I had observed in the class for classroom management. I think I learned a lot by watching the class.
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