TEDE532 Assignment 2: Classroom Management Strategies

Students:

(Talking and playing with equipment and clicking pens)

Teacher:

Some students are clicking their pens, equipment down

and looking this way.

Teacher:

Ok today we are going to make a pictograph with our

favourite animals. Have we all got a ruler, rubber, red pen
and pencil?

Student A:

I lost my red pen.

Teacher:

Student A, you are responsible for your own equipment.

DCho?
You can use one the spare classroom pens for now or I can
get you one of your spare pens from the cupboard?

Student A:

I'll use the classroom pen. (Walks over and gets a spare
pen)

Student B:

(Walks in)

Teacher:

Hi Student B, class starts at 10:50am, you are now 10

minutes late.

Student B:

I didn't hear the bell ring

Teacher:

That may be the case but, I'll have to follow this up with
you in your own time. Get your book, ruler, rubber, red
pen and pencil and come and join us on the mat.

Student B:

(Rolls their eyes and makes a big deal about it).

Teacher:

(Ignores secondary behaviours)

Teacher:

Ok open up your books to where you finished off

yesterday's maths lesson. We are going to write the title
"Pictograph", top and in the middle of the page. (Gives
time to write).

Students:

(playing with rulers in their hands. Spinning them round,

making aeroplanes)

Teacher:

Some students are playing with their rulers. Put your

rulers down and eyes and ears this way.

BD

Teacher:

(give take up time and carries on with lesson)

TUT

Student A
and C:

(Put equipment down, nothing in hands)

Student B:

(Continues to play with ruler)

Teacher:

Now tell me what we need to include on a pictograph?

Student C:

Y and x axis

Teacher:

Fantastic, let's use our ruler and pencil to draw our y and x
axis on our page.

Students:

(Rule y and x axis)

Teacher:

(non-verbal cue:???)

NVC

Teacher:

Everything down, eyes and ears this way.

BD

Student B:

(Continues to spin ruler in their hands)

Teacher:

Student B, you have a choice, you can put your ruler down DCho
in front of you, or you can put it up by me until we need it
next.

Student B:

I'm still listening. (Continues to play with ruler).

BD

RR

PA
Dcon

TI

Teacher:

I'm sure you are but we have a classroom listening rule

that we give the speaker all of our attention

PA
RR

Teacher:

(Turns to group)
Now what else do we need on our graph?

TUT

Student A:

The thingy's down the middle.

Teacher:

Great Student A, can you tell me what they are called?

Student A:

I'm not sure.

Teacher:

Can anyone else help her out?

Student C:

The bars

Teacher:

Yes Student C.

Student B:

(Continues to play with ruler)

Teacher:

Student B, I'll have to follow this up with you in your own

time.

DCon

Student B:

(Makes a big sigh and slams in down on the ground)

TI

Teacher:

(Turns to group)
We are going to make the bars with these animal stamps.
We have a Lion, Giraffe and Monkey. You need to choose
what your favourite animal. We are going to do a vote.

Teacher:

Put your hand up if your favourite animal is the Lion?

Students:

(Put hands up)

Teacher:

Giraffe?

Students:

(Put hands up)

Teacher:

Monkey?

Students:

(Put hands up)

Teacher:

Ok so we are going to use the stamps to make our

pictograph. We are going to write the animal name down
the side, leaving space between each one. Then we are
going to stamp the animal next to its name depending on
how many people voted for each one. So how many Lion
stamps are we going to do?

Student C:

Teacher:

And how many Giraffe?

Student B:

Teacher:

And how many Monkey?

Student A:

Teacher:

Great, off you go.

Students:

(Start stamping but doing it in the wrong direction or part

of the page)

Teacher:

(Stops students part way through activity)

Ok I'm going to stop you there for a minute, put
everything down, and eyes and ears this way.

Student A:

(Carries on stamping)

Teacher:

Have a look at the graph that I have drawn on the board.

Teacher:

..??? Don't think I need to carry on.