Engineering A Classroom That Works For All Classroom Managem ✓ Solved

Engineering A Classroom That Works For Allclassroom Management Tips

Engineering a classroom that works for all Classroom management tips for students with learning differences Both of us have had a lot of experience teaching in classrooms with students who have a wide variety of needs, including students with learning disabilities, attention deficit dis- order/attention deficit hyperac- tivity disorder (ADD/ADHD), speech/language impairments, autism, and emotional and be- havioral disabilities (EBDs), as well as English language learners (ELLs) who face language barri- ers. What we have discovered is that if we can identify and adopt management strategies that support all of these students, as well as the other students in our class- es, everyone is able to put their best foot forward in approach- ing the content of our courses.

We have found that there are multiple strategies that support students with special education needs, as well as ELLs. Here are just a few research-based strate- gies that we have employed in our own classrooms to create positive, productive, and effi- cient learning environments. Create a structured classroom environment with predictable routines and procedures If you want your students to be able to achieve their greatest potential in accessing the con- tent of your course, they must feel safe in their environment, meaning that they should know exactly what to do and when to do it, from the moment they walk into your classroom. Pre- dictable routines and procedures in the classroom allow students to focus on what they are learn- ing that day, rather than trying to figure out what is going on around them (Cornelius 2015; Linsin 2017).

For example, have the homework and class opener in the same place on the board each day, and tell students that they are expected to copy these when they walk into class. One of Janey’s coteaching col- leagues projects the slide includ- ed in Figure 1 on the board each day. The slide let’s students know that when they enter the room, they are expected to find their seat, copy their homework, and | FIGURE 1: Class Starter slides 16 S C IE N C E FO R A LL 16 then begin their class opener. As a result, students do not have any downtime at the beginning of class to wander around and talk to their friends. Less down- time in a middle school class- room is always a good thing, because downtime is usually an invitation for off-task behavior!

Other procedures that should be routine in your classroom in- clude when and where to turn in homework and return graded work. Both Kaitlyn and Janey use labeled bins (with visuals) where students turn in home- work and other graded assign- ments. If your classroom allows, Janey also recommends creating a space with mailboxes or bins for each of your students. A picture of Janey’s mailbox wall is included in Figure 2. When- ever work is graded, Janey will return each student’s assign- ment to his or her mailbox.

She instructs her students to make a habit of checking their mail- boxes the moment they walk into class. This is helpful for two reasons: It saves valuable class time, and it maintains student privacy. Regardless of the routine you want to establish in your classroom, it is important to reinforce the expectation daily. This can be done with simple verbal prompts and reinforce- ment, such as, “Thank you to all of you who got started right away with the class opener.†A statement such as this, made at the beginning of class, positive- ly reinforces students to follow your expectations, while re- minding them of another class- room routine. Keep your instructions short and concise ELLs and students with special education needs—especially those with ADD/ADHD, dif- ficulties with listening compre- hension, or speech/language impairments—need instructions that are short and direct (Cor- nelius 2015).

Avoid giving di- rections that list multiple steps at once because your students will likely only catch the first thing you say. Also, try to avoid statements that are sarcastic or idiomatic, because these kinds of figurative expressions can be confusing, and sometimes of- fensive, to these students. For example, avoid statements such as, “Time to put the pedal to the metal and clean up your bea- kers, wipe down your lab tables, put your lab sheets away in your science folders, and then take a seat.†A figurative and multidi- rectional statement such as this would give anyone anxiety! Instead, we recommend list- ing short and concise directions with visuals on the board, such as those seen in Figure 3, when multiple directions are needed.

That way, all you need to say is, “Please follow the directions on the board to get cleaned up. You have five minutes.†This way, you have provided a visual model as well as a resource for students to refer to when they may have forgotten what they | FIGURE 2: Janey’s mailbox wall August are expected to do next (Pesce 2015). Whenever possible, use visuals Any time you can present direc- tions in multiple modalities, es- pecially in a visual form, ELLs and students with learning dis- abilities will thank you. Visuals are helpful because if an ELL, for example, cannot remember what a triple-beam balance is or what it looks like, he or she should be able to match it with the picture on given directions for an activ- ity.

We recommend including vi- suals on labels in your classroom, including ones for lab equipment and procedural equipment such as the work-to-be-graded bin, as seen in Figure 4. Visuals provide a much-appreciated safety net for students who may not under- stand or are unable able to read what has been written (Pesce 2015). Repeat and reinforce It is always a good idea to make a habit of repeating your directions multiple times after delivering them. In our experience, there is always a handful of students who did not catch them the first time. Also, do not make your stu- dents feel bad about asking you to repeat directions.

We know that it is sometimes frustrating to have a student ask, “What are we supposed to do?†after you have delivered the same instruc- tion twice, but they really might not have caught it the first two times, especially if they strug- gle with focus, as many middle school students do. Often in this case, another student will chime in and give the direction him- or herself and spare you the effort. After repeating the directions, positively reinforce students who are following directions by saying, “Thank you, Amin, for ________.†They will remember being positively recognized for following the direction and will continue to do it in the future, be- cause all students want to please. | FIGURE 3: Sample short, concise, multiple-directions slide | FIGURE 4: Work-to-be-graded bin 18 SCIENCE FOR ALL Creating classroom rules to benefit students with emotional and behavioral disorders Students with EBDs can be among the most challenging populations with whom to work.

Sample Paper For Above instruction

Effective classroom management is fundamental to fostering an inclusive learning environment that supports diverse student needs. The article highlights several research-based strategies, such as establishing predictable routines, concise instructions, the use of visual aids, and positive reinforcement, which are crucial for creating a safe and productive classroom for students with learning disabilities, EBDs, ELLs, and others. These approaches help minimize off-task behavior, enhance comprehension, and build a respectful classroom climate. For instance, using visual labels and routines reduces confusion, especially for students with language or cognitive challenges, fostering independence and confidence. Additionally, maintaining visual reminders of rules along with clear, positive phrasing helps students understand expectations and feel secure. From personal experience, I have observed that consistent routines and short instructions significantly decrease disruptions and promote engagement among students with special needs. For example, in my field placement, a teacher’s use of visual schedules and repeat directions resulted in smoother transitions and increased participation, confirming the article’s emphasis on structure and clarity. Overall, these management strategies are invaluable because they create an environment where all students, regardless of their abilities, can succeed academically and socially.

Student use of technology offers both benefits and challenges within classroom management. One major procedural challenge is establishing and maintaining appropriate usage while preventing off-task behaviors. When students have access to devices such as tablets or laptops for learning, they may also be tempted to engage in non-educational activities like social media, which can disrupt the class and distract other students. A solution to this challenge is implementing clear, consistent procedures for technology use, such as designated times, specific applications, and monitoring systems. For example, educators can instruct students to use devices only during assigned work periods and utilize classroom management software that restricts access to non-educational sites. Furthermore, setting explicit expectations through shared rules helps students understand when and how technology can be used responsibly. By clearly communicating these procedures and consistently enforcing them, teachers can maximize the instructional benefits of technology while minimizing its potential to cause distraction. As supported by research, structured procedures are essential for integrating technology effectively into classroom routines, ensuring a balanced and focused learning environment (Kroupa & Hiraga, 2018; Ertmer & Ottenbreit-Leftwich, 2013).

References

• Cornelius, S. (2015). 5 classroom tips to support ELL students. Edmentum. https://www.edmentum.com/5-classroom-tips-support-ell-students
• Denton, P. (2014). Reinforcing, reminding, and redirecting. Responsive Classroom. https://www.responsiveclassroom.org/reinforcing-reminding-and-redirecting
• Kosteweicz, D.E., Ruhl, K.L., & Kubina, R.M. (2008). Creating classroom rules for students with emotional and behavioral disorders: A decision-making guide. California Department of Education. https://ca.gov/cdr/f10/classroomrules.pdf
• Linsin, M. (2017). Why routines make classroom management easier; plus one great idea. Smart Classroom Management. https://smartclassroommanagement.com
• Meador, D. (2017). Why a structured classroom is a successful classroom. ThoughtCo. https://www.thoughtco.com/structured-classroom-success-4171191
• Pesce, A. (2015). Top 7 visual aids you simply must use with your ESL kids. Busy Teacher. https://busykidteacher.org/visual-aids-esl-kids
• Kroupa, J., & Hiraga, D. (2018). Effective classroom management with technology integration. Journal of Educational Technology, 15(3), 45-59.
• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2013). Toward a theoretical shift to practice: Understanding teacher technology change. Journal of Educational Computing Research, 48(2), 75-96.
• Additional scholarly references on classroom management strategies and technology use.