Written by John Andrius | 
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Practicum Tips - Sharing Classroom Management Skills
This tip contains suggestions on how you may further develop your classroom management skills.
When To Do This
Soon after starting practicum, but not later than two weeks before the end of teaching practice or the school term.
Who Fills This In
Your tutor (or, if this is not possible, another teacher in the school).
What To Do
Choose a lesson when your tutor is going to be present. Ask him to make brief notes in the analysis section following, using the questions as a guide.
Analysis
Date: _______________________________
Class: _______________________________
Subject: _______________________________
(To the observer: These notes can be made in any order, some can best be filled in during the later stages of the lesson.)
Beginning
Is there a good start to the lesson? Does work begin quickly?
Questions & Explanations
Are these clear? Are there ambiguities or uncertainties? Is the teacher audible?
Appropriateness
Is the work appropriate for the group? Does it engage children's attention?
Transitions
When there is a change from one activity to another is there a smooth transition? excessive noise? too much movement? Is there 'dead time' when individuals or groups have little or nothing to do?
Vigilance
Is the teacher aware of what is going on around the room? Does the teacher monitor individual or group work successfully?
Response to Pupil's Work & Behavior
Does the teacher use praise, criticism or reprimand appropriately?
Manner
Do you feel the relationship with the class is about right, or is the teacher's manner too severe or too permissive?
Ending
Does the lesson end properly? Is there any summary, if necessary, or review of progress, look ahead to the nest stage or work, tidying away of equipment etc.?
Preparation
Has preparation been adequate? Were difficulties anticipated?
Further Development
Between now and the end of term the teacher can try to work at class management skills. To give him/her some idea of PRIORITIES please tick the nine headings below. If possible tick three aspects which in your view should be given highest priority, three which require a medium priority, and three which are of lower priority. Add any further suggestions below.
Class Management skills: Highest, Medium, Lower.
- Effective lesson beginnings
- Questions and explanations
- Appropriateness of tasks
- Transitions from one activity to another
- Vigilance and awareness of what is going on
- Response to pupils' work and behavior
- Teaching manner and relationships with class
- Effective lesson endings
- Preparation of lessons and anticipation of difficulties
Any other suggestions about improving class management
Follow-up
- Discuss with your tutor how you can work to develop your class management skills in the remaining time.
- Give special and deliberate attention to those aspects labeled 'Highest priority' whilst not ignoring the others.
- Resist the temptation to pray for the end of teaching practice or the end of term. You will meet similar problems next time you teach a class and you need a reservoir of experiences and ideas on which to draw. This is a valuable opportunity to practice ideas for the future.