I shoveled the part of the road in front of our house. You can see the part in the middle of the street is thicker. This is classroom management! Discuss.
I honestly don't know what you mean by "thicker", but if your analogy is that classroom management is like shoveling snow during a snowstorm, then it's like: as soon as you get one part cleared, then you need to deal with another section. In England we refer to this as being like painting the Forth Road Bridge (that spans the Forth of Firth in Scotland). As soon as the painters get to the end of the bridge they have to go back and start painting at the other end ....
I agree with Ben. It's like fixing your golf swing (if that's possible). You have to make sure your head is down, your knees are bent, you have the proper backswing, you move your hips, etc. There are so many things to pay attention to, as soon as you think you have something addressed, you notice something else you've forgotten to pay attention to and you've let it go. If you can develop the habit of doing everything consistently, though, you will have a good golf swing. Making sure that you are consistent in what you do in the classroom, and doing everything consistently well, will create a good environment in which to teach.
I am thinking along the lines, if you can stay in the clean part of the road the lesson moves along pretty smoothly. Occasionally you will hit a slippery patch or snow clump but your momentum can care you through. If you are unlucky enough to spin out and hit the thick snow, you have a bit more of a challenge to get back in the clear.
While what Jack and Ben are saying is true, I like Joe's analogy. I also think it may mean that some parts of the class need more attention and different attention. Perhaps that portion of the road has a depression in it so the plow cannot completely remove the snow. A different method of snow removal (salting, melting or hand shoveling) might be necessary. The town needs to differentiate the snow removal on that patch of road to "even the playing field" or make the road uniformly safe. Similarly, differentiating instruction in the classroom will lead to smooth going and successful learning for everybody.
I like that, Suzanne. The classroom management techniques you may use may work for most of the class, but not for all. Therefore, you must either change techniques or make adjustments to the ones you're using to get the "snow out of the depression." However, as I am wirting this, I'm thinking that we could consider it from the opposite viewpoint. Maybe we could say that the plow is a solid classroom management technique that has the effect of leveling the playing field/road, creating an environment which allows everyone an equal opportunity to learn, just as the plow smooths out the road by allowing the snow to fill in the pits and potholes.
Another way of looking at it may be that the road is the path to the learning objective. The snow represents behavioral issues in the classroom. Small amounts of snow do not prevent you from getting to where you want to go. Large piles of snow can stop you dead in your tracks. Avoid the piles of snow.
I also see Randy's shoveling example the same way as Suzanne. It reminds me of the shoveling cartoon with the ramp that we saw in Methods. If the man cleared the ramp instead of the stairs, all the students could get to school. If the middle of the street is kept clear, all can pass. Similarly with classroom management. Clearing a path for those who need it, clears the path for everyone - and makes the learning accessible to all. And an engaged class is a well-managed class.
Good efforts! I was intentionally ambiguous to see if you would try.
Let me add some more detail. In anticipation of the snow plows I try to clear out the part of the street with snow that would land on the driveway. It's easier to shovel this space rather than the build up of compact snow that builds up on the driveway. Also, I don't have to go back out and shovel if I clear out enough in advance.
Ah! So planning in advance for issues you know are going to happen makes life easier. Similarly planning in advance for classroom issues (seating arrangements, for example) reduces your potential problems later.
Also who lives in CT and doesn't buy a snow blower?
Before, I scrolled down I really had no idea what you were talking about. The biggest thing I have noticed from Randy's teaching is the detail he has in his routines when he starts the class to try to get us thinking right away. I can relate that to the analogy of him trying to shovel out farther so when the plow comes he should still be in the clear. If he gets the students working and engaged early in the class the less chance there is for some type of distraction and misbehavior.
I honestly don't know what you mean by "thicker", but if your analogy is that classroom management is like shoveling snow during a snowstorm, then it's like: as soon as you get one part cleared, then you need to deal with another section. In England we refer to this as being like painting the Forth Road Bridge (that spans the Forth of Firth in Scotland). As soon as the painters get to the end of the bridge they have to go back and start painting at the other end ....
ReplyDeleteI agree with Ben. It's like fixing your golf swing (if that's possible). You have to make sure your head is down, your knees are bent, you have the proper backswing, you move your hips, etc. There are so many things to pay attention to, as soon as you think you have something addressed, you notice something else you've forgotten to pay attention to and you've let it go. If you can develop the habit of doing everything consistently, though, you will have a good golf swing. Making sure that you are consistent in what you do in the classroom, and doing everything consistently well, will create a good environment in which to teach.
DeleteI am thinking along the lines, if you can stay in the clean part of the road the lesson moves along pretty smoothly. Occasionally you will hit a slippery patch or snow clump but your momentum can care you through. If you are unlucky enough to spin out and hit the thick snow, you have a bit more of a challenge to get back in the clear.
ReplyDeleteWhile what Jack and Ben are saying is true, I like Joe's analogy. I also think it may mean that some parts of the class need more attention and different attention. Perhaps that portion of the road has a depression in it so the plow cannot completely remove the snow. A different method of snow removal (salting, melting or hand shoveling) might be necessary. The town needs to differentiate the snow removal on that patch of road to "even the playing field" or make the road uniformly safe. Similarly, differentiating instruction in the classroom will lead to smooth going and successful learning for everybody.
ReplyDeleteI like that, Suzanne. The classroom management techniques you may use may work for most of the class, but not for all. Therefore, you must either change techniques or make adjustments to the ones you're using to get the "snow out of the depression."
DeleteHowever, as I am wirting this, I'm thinking that we could consider it from the opposite viewpoint. Maybe we could say that the plow is a solid classroom management technique that has the effect of leveling the playing field/road, creating an environment which allows everyone an equal opportunity to learn, just as the plow smooths out the road by allowing the snow to fill in the pits and potholes.
Another way of looking at it may be that the road is the path to the learning objective. The snow represents behavioral issues in the classroom. Small amounts of snow do not prevent you from getting to where you want to go. Large piles of snow can stop you dead in your tracks. Avoid the piles of snow.
ReplyDeleteI also see Randy's shoveling example the same way as Suzanne. It reminds me of the shoveling cartoon with the ramp that we saw in Methods. If the man cleared the ramp instead of the stairs, all the students could get to school. If the middle of the street is kept clear, all can pass. Similarly with classroom management. Clearing a path for those who need it, clears the path for everyone - and makes the learning accessible to all. And an engaged class is a well-managed class.
ReplyDeleteGood efforts! I was intentionally ambiguous to see if you would try.
ReplyDeleteLet me add some more detail. In anticipation of the snow plows I try to clear out the part of the street with snow that would land on the driveway. It's easier to shovel this space rather than the build up of compact snow that builds up on the driveway. Also, I don't have to go back out and shovel if I clear out enough in advance.
Ah! So planning in advance for issues you know are going to happen makes life easier. Similarly planning in advance for classroom issues (seating arrangements, for example) reduces your potential problems later.
ReplyDeleteAlso who lives in CT and doesn't buy a snow blower?
Before, I scrolled down I really had no idea what you were talking about. The biggest thing I have noticed from Randy's teaching is the detail he has in his routines when he starts the class to try to get us thinking right away. I can relate that to the analogy of him trying to shovel out farther so when the plow comes he should still be in the clear. If he gets the students working and engaged early in the class the less chance there is for some type of distraction and misbehavior.
ReplyDelete