Making Thinking Visible –

A Classroom Management Approach

Presenter: Mr. Zheng Weiliang
 Item
1 Introduction
2 Challenges and Barriers to Classroom Learning
3 Structuring a Conducive Environment
4 Making Thinking Visible
5 Q&A
1.1 About the Speaker
• MOE Education Officer
• Taught Mathematics and Physics at Secondary-Tertiary Level
• Author & Editor
• New Discovering Mathematics series
• Trainer for Teacher Workshops
• Academic History
• Diploma of Education (NIE, Singapore)
• Bachelor of Science (NTU, Singapore)
• Masters of Education (NTU, Singapore)
1.2 Objectives and Manging Expectations
Objectives
• To elevate teacher participants’ Classroom Management
approaches and Instructions.

Manging expectations
• Please let me know if I need to slow down.
• There are activities along the way.
• There will be a Q&A at the end of the session.
 2.0 Challenges and Barriers to
Classroom Learning and Thinking
2.0 Challenges and Barriers
5 common identified classroom learning challenges of students
• Lack of Engagement / Limited Attention Span
• Different Learning Styles
• Fear of Failure
• Language or learning Disabilities
• Classroom Environment
2.1 Challengers and Barriers
Engagement
• Students do not find the material relevant or interesting, leading
to decreased motivation and participation.
• Students struggle to maintain focus and attention, particularly
during long lectures or repetitive activities.

Learning Styles
• Students have diverse learning styles and preferences, which do
not always align with the teaching methods used in the
classroom.
2.1 Challengers and Barriers
Fear of Failure
• Students may fear making mistakes or appearing incompetent in
front of their peers, leading to reluctance to participate or take
risks in their learning.

Language or Learning Disabilities

• Students with language barriers or learning disabilities may face
additional challenges in understanding and processing
information presented.
2.1 Challengers and Barriers
Classroom Environment
• Students’ learning attitude and thinking are affected by other students and
the physical environment around them.
• Classroom seating arrangement
• Climate and weather
• Time of the day
• Time-table factors

(Although an important issue, we will not involve family matters and other
societal issues in today’s discussion)
2.2 Challenges and Barriers
5 common identified classroom learning challenges of students
• Lack of Engagement / Limited Attention Span
• Different Learning Styles
• Fear of Failure
• Language or learning Disabilities
• Classroom Environment

Do you agree? What other challenges and barriers to thinking and

learning do students face?
 3.0 Structuring a Conducive
Environment for Learning and Thinking

The Physical Classroom

Building a Supportive Environment
Kouninʼs Group Management Strategies
3.0 Structuring a Conducive Physical Environment
3.1 The Physical Classroom – Steel’s 5 Functions

• Steel’s 5 functions of the classroom setting:

1. Security and Shelter
2. Social Contact
3. Symbolic Identification
4. Task Instrumentality
5. Pleasure
3.1 The Physical Classroom – Steel’s 5 Functions
How teachers can maximize each function.
• Security and Shelter
o Safety guidelines can be implemented, dangerous supplies and
equipment can be kept in secured areas.
o Students with physical disabilities and special needs will have a
positive learning environment.
• Social Contact
o Seating arrangements with purpose and intention - Consider how
much interaction there is amongst students.
o Think about whether the teacher is in contact with all students or only
having a small ‘action zone’.
3.1 The Physical Classroom – Steel’s 5 Functions
• Symbolic Identification
o Classroom space is personalized such that provides ownership and
represents the class and its students.
• Task Instrumentality
o Frequently used materials, teaching aids and supplies are
accessible to students.
o Pathways are wide enough to avoid congestion and distraction,
seats are arranged for a clear view of presentations.
• Pleasure
o An aesthetically pleasing environment is created though the use of
plants, curtains, colour, bulletin board displays, etc.
3.1 The Physical Classroom – Activity 1
3.1 The Physical Classroom – Activity 1
3.1 The Physical Classroom – Activity 1
3.1 The Physical Classroom – Activity 1

What is your ideal Science

classroom layout that can support
40 students?
Give some reasons to your layout.

https://www.menti.com/alzeepehm96g
Code: 3197 1059
 3.2 Building a Supportive Environment
Three approaches
• Showing care and respect towards students
(teacher-student)
• Building caring relationships amongst students
(amongst student)
• Establishing each student as caring individuals
(within individuals)
3.2 Building a Supportive Environment
 3.2 Building a Supportive Environment
• Be a real person (as well as a teacher)
• Learn about individual students’ lives
• Be sensitive to students’ concerns
• Establish and enforce clear expectations for behaviour
• Model and recognise pro-social behaviour
• Provide opportunities for students to get to know one another
• Hold class meetings
• Use cooperative/collaborative learning groups
• Become aware of adolescent culture
3.2 Building a Supportive Environment – Do you know?

Gen Z terms
• Flex
• Slay • Simp
• Sus • Cap
• G.O.A.T • Shook
• Salty • Situationship
• Spilling Tea • Rizz
3.3 Kouninʼs Group Management Strategies

• Withitness
• Ripple Effect
• Overlapping
• Managing movement
• Maintaining group focus
• Preventing boredom
 3.3 Kouninʼs GMS - Withitness
• The ability of the teacher to know what is going on in all
areas of the classroom at all times (both positive and
negative!)
• Teachers with 'eyes at the back of their heads' and
communicating this awareness to students
• Timing, nipping the problem in the bud
 3.3 Kouninʼs GMS – Ripple Effect

• The ability of teacher to correct a misbehavior in one student,

which will positively influence the behavior of other nearby
students
• The effect is greater when the teacher clearly names the
unacceptable behavior and gives the reasons for the desist.
• The respect for the teacher along with high motivation to learn
leads to the greatest student involvement and minimum
misbehavior by students.
 3.3 Kouninʼs GMS – Overlapping

• The ability of the teacher to attend to two or more

issues simultaneously via non-verbal/verbal directions,
or even a remark or a look.
• Loses effectiveness if teacher does not display withitness
at the same time
 3.3 Kouninʼs GMS – Managing Movement
• The ability of the teacher to maintain momentum and smoothness
throughout lesson
• “Movement” refers to the progress/ development of the lesson and NOT
to the movement of the students
• Movement of lesson
o Pacing how lesson progresses according to the general
ability of the class
o Momentum teachers’ ability to build on or “ride” on the
interests, thinking, motivation levels of the
students
o Transitions disconnection/disjointing of the lesson with regard
to content, activities, momentum, etc.
 3.3 Kouninʼs GMS – Maintaining Group Focus
This is the ability of the teacher to keep students attentive and involved in
the same thing at the same time. Some ways to do this are:
• Group formation: Students are grouped in a manner that maximises
active participation
• Accountability enforcement: All students in the group are responsible for
their learning (e.g., assign roles or responsibilities)
• Group attention: Achieved through “group alerting”, that is, getting
students' attention and quickly letting them know what they are
supposed to do
 3.3 Kouninʼs GMS – Preventive Boredom
Design activities that are Avoid:
• Meaningful
• Challenging • Flip-flopping
• Varied in • Stimulus-bounded
o Content events
o Difficulty • Overdwelling
o Presentation • Fragmentation
o materials
4.0 Making Thinking Visible

• Scaffolding
• Four purposes of Questioning
• Types and kinds of Questioning
4.1 Making Thinking Visible – What is Scaffolding
• Scaffolding - An assistance offered by a teacher to support
learning
• In the process of scaffolding, the teacher helps the student
master a task or concept that the student is initially unable to
grasp independently
• Teacher offers assistance with only those skills that are beyond
the student’s capability
• Of great importance is allowing the student to complete as much
of the task as possible, unassisted
(Quek, 2008)
4.1 Making Thinking Visible – How to Scaffold
• Break the task into smaller more, manageable parts
• Using ‘think alouds’, or verbalize thinking processes when
completing a task
• Use concrete prompts, questioning; coaching; cue cards or
modeling
• Activate students’ prior knowledge by giving tips, strategies, cues
and procedures

(Quek, 2008)
4.1 Making Thinking Visible - Scaffolding Challenges
• Time consuming
• Success hinges on identifying the area that is just beyond but not
too far beyond students’ abilities
• When assessing the benefits of scaffolding, it is necessary to
consider the context in which you wish to implement the
strategies and techniques
• Additionally, you must know the learners and evaluate their
particular learning needs first
(Quek, 2008)
4.1 Making Thinking Visible – Scaffolding Benefits
• Greater directions for the learner who is acquiring the desired
skill, knowledge or ability
• Creates momentum – students spend less time searching and
more time on learning and discovering, resulting in quicker
learning because of scaffolds
• Engages and motivates the learner to learn
• Minimizes the level of frustration for the learner

(Quek, 2008)
4.2 Making Thinking Visible - Questioning

Four purposes to Questioning

•Instructing
•Assessing Learning
•Managing Environment
•Promoting Cognitive and
Emotional Engagement

Source: Saphier, J., Haley-Speca, M.A., & Gower, R. (2008).

The skillful teacher: Building your teaching skills
4.2 Questioning Purposes - Instructing

•Foreshadow / scaffold
•Frame ideas and concepts
•Focus students’ thinking
•Extend students’ thinking
•Summary

Source: Saphier, J., Haley-Speca, M.A., & Gower, R. (2008). The skillful
teacher: Building your teaching skills
4.2 Questioning Purposes – Assessing Learning

•Check for knowledge and understanding

•Check for skills
•Check for misconceptions
•Invite self-assessment
•Make instructional decisions

Source: Saphier, J., Haley-Speca, M.A., & Gower, R. (2008). The skillful
teacher: Building your teaching skills
4.2 Questioning Purposes – Managing Environment

•Maintain attention
•Control Behaviour
•Boost Confidence

Source: Saphier, J., Haley-Speca, M.A., & Gower, R. (2008). The skillful
teacher: Building your teaching skills
4.2 Questioning Purposes – C&E Engagement

•Motivate students
•Stimulate curiosity
•Promote reflection and
integration
•Connect to student’s questions
•Connect to student's experience

Source: Saphier, J., Haley-Speca, M.A., & Gower, R. (2008). The skillful
teacher: Building your teaching skills
4.2 Types of Questioning - Bloom’s Taxonomy

Higher
Order
Thinking
4.2 Kinds of Questions
Kinds of Questions Examples…
Questions that ask for more evidence How do you know that?

Questions that ask for clarifications Can you put that another way?

Linking or extension questions Is there a connection between what you have just said and
what xxx was saying a moment ago?

Hypothetical questions What might have happened if xxx hadn’t missed the school
bus?
Cause-and-effect questions What is likely to be the effect of the name calling?

Summary & synthesis questions What are the one or two most important ideas that emerged
from this discussion?
4.3 Classroom Management at a High Level 🔥 🔥
• Teacher is able to name all students in teaching class.
• Class routines are dutifully carried out at the start of
every lesson.
• At least 3 or more non-routine questions per lesson
promoting higher-order-thinking and application.
• Variety of instructions observed.
• Use of bells / alarms to manage activity / discussion
time.
• Teaching Flow is smooth and natural.
Shall we play a game?
Go to kahoot.it
 5.0 Q&A Session

https://www.menti.com/al6px5nzione
Code: 4369 0252
Contact us
For specific content / pedagogical questions, please email me at
weiliang@starpub.com.sg

For technical support involving digital resources, please email

contactus@starpub.com.sg

For books and logistics matter, please email SE-ED directly.

End of Session 2