Maximizing Learning Time and Minimizing Surface Behaviors

In Chapter 8, Weinstein provides guidelines on how to maximize classroom learning time. Our duty as teachers is to ensure we are not wasting valuable learning time, and to fill that time with educational instruction. Weinstein offers a variety of suggestions like avoiding Flip-slopping, stimulus bound events, overdwelling, and fragmentation. We must prepare our students for smooth transitions between activities. We must hold students accountable by clearly communicating assignments instructions and expectations, and monitoring students' progress. Weinstein also mentions pullouts. We do not see a lot of pull outs anymore, and many ESE and ESOL support teachers come into the classroom to work with students. The only time I have seen pull outs occur in internship were for speech. Either way, scheduling is extremely important. The child in my class who is pulled out for speech on Tuesday and Thursday, is pulled at the end of the day when students are taking trips to the library, completing AR testing, and reading independently. Of course, it will not always work so seemlessly, but we can try our best to avoid loss in valuable instructional time. I think a great way to maximize learning would be, if possible, to schedule ESOL and ESE support to come in during Reading and Math times when the need to for additional support is high.

Levin and Nolan discuss ways to minimize surface behaviors. Surface behaviors are those that are not deeply rooted, such as off task behaviors and disruptive physical movements. Levin and Nolan state teachers can avoid these behaviors by changing the pace of the classroom, boosting the interest of students, and removing distracting objects. The text also states teachers should encourage positive behavior, which I witness very often. Teachers will typically say things like, "I like the way Sally is sitting quietly and ready to learn." The text also suggests redirecting. For example, if a student is not playing well on the playground, direct him/her to play with a basketball or jump rope. According to Levin and Nolan, if these subtle interventions prove to be ineffective, then teachers should move to remedial interventions such as planned ignoring and signaling the off task sudents. Teachers can also move close to the students, and/or indiscreetly tap them on the shoulder.

Levin, J., & Nolan, J. F. (2010). Principles of classroom management: A professional decision-making model, (6th Ed.). Boston: Pearson.

Weinstein, C. S., Romano, M. E., & Mignano, A. J. (2011). Elementary classroom management: Lessons from research and practice, (5th Ed.). New York: McGraw-Hill.

#feap2a #feap2b