The document provides an overview of a training session on secondary school classroom management and co-teaching. It includes an agenda that covers introductions, lectures and discussions on SSCM and co-teaching methodology, strategies that can be adapted for the classroom, and a question/closing period. The document then provides background on the presenter and has participants introduce themselves. It outlines several main topics for SSCM including understanding students, building relationships, motivations, and building a classroom management plan. It also covers co-teaching models and characteristics.

1. Building Effective and Rewarding
Classroom Experiences
Secondary School Classroom Management
and Co-teaching
pp.153

2. • Introductions
• SSCM lecture and discussion
• Break
• Co-teaching lecture and discussion
• Questions/ Closing
Objective/ Schedule
Objective: To provide participants with SSCM*
and co-teaching methodology along with
strategies that can be adapted to your
classroom situation.
* SSCM- Secondary School Classroom Management

3. • Certified Teacher – U.S.A
• 8yrs teaching experience
 4yrs U.S.
 4 yrs South Korea
• B.Sc. K-12 Music Education
• MRes- Educational and Social Research
• EPIK/ TaLK Teacher Trainer
• Assistant Professor of English at
Gimcheon University Daniel Moonasar
Who am I?

4. • Certified Teachers?
• Education major undergraduates?
• Other major undergraduates
• Teaching experience?
• Visited South Korea before?
• Lived in South Korea before?
Who are you?

6. Menu
SSCM main course:
 Building a Plan
 Classroom Management Strategies
 Co-teaching
SSCM á la carte:
 Understanding Your Students
 Responsibility vs. Obedience
 Building Relationships
 Motivations
 Communication

7. Group Discussion
Directions:
1. In your group discuss and answer Task 1 question.
2. Choose one reason you want to share.
3. When finished, we’ll share answers to the class.
pp.153

8. Understanding Your Students
6 areas to understand about our students:
• Cognitive levels vs. age vs. experience
• Formative, interim, and summative assessment
1. Student Grade Level and Age
• Insight into student behavior
2. Socioeconomic Background
• Country, regional, family, small group,
• Interaction with KET vs. NET
3. Culture
pp. 154-156

9. Understanding Your Students
•May be difficult to find out
•Paperwork and bureaucracy
•Your language proficiency
4. Language Proficiency
•Awareness is growing
•You need to seek out information
•Discuss with co-teachers or special needs teacher
5. Special Needs
•Student, parental, school, and societal expectations
6. Expectations
6 areas to understand about our students:
pp. 154-156

10. Building Relationships
Directions:
1. Individually answer Task 3 on p.156
2. In your groups discuss, “How did this affect your
experience in class?”
3. When finished, we’ll share answers.
pp. 156-157

11. Building Relationships
pp. 156-156
Take the time to:
-Find sincerity in your
actions
-Greet/ say goodbye
-Know about school events
-Participate or attend
school events
-Find out about their lives or
feelings
Classroom
Management

12. Obedience vs. Responsibility
pp. 157-158
Obedience
Taught behavior
Induced by fear
of extrinsic
punishment
Convenient and easy
but can inhibit
personal growth,
creativity, and critical
thinking
Responsibility
Learned behavior
Induced by the intrinsic
motivation to succeed or
gain acceptance.
Extensive time is needed to
learn but promotes personal
growth, creativity, and
critical thinking,

13. Motivations
pp. 158-159
• Comes from external stimuli.
• Motivating factors are external rewards
• Rewards provide satisfaction and pleasure
that the task itself may not provide.
Extrinsic
• Comes from within the individual rather
than from external stimuli.
• The motivation comes from the internal
pleasure or fear one gets from interacting
with the task.
Intrinsic

14. Motivations
pp. 158-159
• Reward Examples:
• Candy, prizes, break time, free time
• Dismissal from class first, coupons or
vouchers, movies
• Loss of privileges, loss of the above
mentioned items, staying after class
Extrinsic
• Reward Examples:
• Feeling satisfied or capable, enjoying a task
• Gaining confidence or self-esteem, self-
accomplishment, internal drive,
• Feeling appreciated, self-competition
Intrinsic

15. Building a Plan
pp. 160-164
Month
1
Month
2
Months
3-5
Month
6
Months
7-10
Term Classroom Management Plan

16. Building a Plan
Month
1
Month
2
Months
3-5
Month
6
Months
7-10
Term Classroom Management Plan
• Meet with your co-teachers
• Explain to students and POST CLASSROOM RULES AND ROUTINES
• Setup the classroom to minimize non-educational disctractions
• Nametags, seating plan, number students, obtain test scores for
grouping and assessment etc.
• Be strict by enforcing and reminding rules often.
• Do not make jokes (until you have a well established rapport with
them).
• Make observations of student learning to use as a basis of ability
levels, group, and student roles.
pp. 160-164

17. Building a Plan
Month
1
Month
2
Months
3-5
Month
6
Months
7-10
Term Classroom Management Plan
• Review and enforce classroom routines and rules often.
• Observe students and if needed, make changes to the seating
plan.
• Re-evaluate goals with student and begin differentiating
assignments and work for the different ability levels of students.
pp. 160-164

18. Building a Plan
Month
1
Month
2
Months
3-5
Month
6
Months
7-10
Term Classroom Management Plan
• Review and practice classroom routines.
• Progressively make student learning more challenging and open-
ended.
• Provided more freedom and choice for student learning.
pp. 160-164

19. Building a Plan
Month
1
Month
2
Months
3-5
Month
6
Months
7-10
Term Classroom Management Plan
• Students will be busy and stressed studying with tests and exams.
• Classes will be chaotic because of frequent changes and
cancellations.
• Give less homework.
• Focus on review to help refresh student’s memory.
• Incorporate project based learning for students.
pp. 160-164

20. Building a Plan
Month
1
Month
2
Months
3-5
Month
6
Months
7-10
Term Classroom Management Plan
• Remind students of rules and expectations at the start of a new
semester.
• Re-vise class and individual goals.
• Choose a direction plan with students for student learning.
pp. 160-164

21. Classroom Management Strategies
pp. 162-165

22. Classroom Management Strategies
pp. 162-165

23. Classroom Management Strategies
pp. 162-165

24. Classroom Management Strategies
pp. 162-165

25. • Helps to organize the
teacher’s workload
• Higher with lower level
students can provide
assistance
• Pairing students with
contrasting personalities
can encourage students to
work together
• Time intensive
• Can promote off task
behavior
• Can be distracting to
others
Classroom Management Strategies
Grouping Students: by ability levels, behavior,
contrasting personalities, and or demographics can
be challenging but extremely rewarding.
pp. 162-165

26. • Leader/Editor: Is in charge of
organizing the final product of the
project and making sure everyone
is on task
• Recorder/Secretary: Takes notes
during group meeting, keeps track
of group paperwork and makes
sure everyone has the same
information.
• Checker: Is in charge of checking
the accuracy of all information
written or spoken.
• Spokesperson: Is responsible for
representing the group in
classroom discussions, updating
the teacher and/or reporting any
issues or problems to the leader or
teacher.
• Facilitator/Encourager: Is in charge
or starting and keeping the
discussion moving.
• Timekeeper: Is in charge of making
sure the group is staying within the
time limit and finishing on time.
• Summarizer: Is in charge of
summarizing the group’s discussion
into a manageable and
understandable.
• Reflector: Is responsible for making
sure that the original speaker’s
message is coming out the way
they want it to.
• Elaborator: Is responsible for
seeking out connections and/or
continuity within the discussion.
Classroom Management Strategies
Group Roles: pp. 162-165

27. Classroom Management Strategies
pp. 162-165

28. Classroom Management Strategies
pp. 162-165

29. Co-teaching
p. 166

30. Agreed upon and shared
responsibility of:
• Classroom management
• Assessment
• Planning
• Accountability
• Communication to
students and co-teachers
One teacher:
• Does all lesson planning
• Delivers all instruction
• Solely assess and grades
students
• Does not attend the full
length of the class
• Attends class periodically
Co-teaching
p. 167Ideal Characteristics of Co-teaching

31. Agreed upon and shared
responsibility of:
• Classroom management
• Assessment
• Planning
• Accountability
• Communication to students
and co-teachers
• Reducing student teacher
ratios
One teacher:
• Does all lesson planning
• Delivers all instruction
• Solely assess and grades
students
• Does not attend the full length
of the class
• Attends class periodically
Co-teaching
pp. 167Ideal Characteristics of Co-teaching

32. Co-teaching
pp. 169
Co-teaching Models
One Teaching- One Observing
Description
One teacher delivers
instruction while the
other observes
Advantages
Works well with new
teachers
Allows time for
teachers to connect
styles and methods
Give time to observe
students
Minimal joint planning
required
Disadvantage
Unintentional
hierarchy perceived
by students
Imbalanced roles

33. Co-teaching
pp. 170
Co-teaching Models
One Teaching- One Assisting
Description
One teacher delivers
instruction the other is
responsible for
assisting students
Advantages
Works well with new
teachers
Allows time for
teachers to connect
styles and methods
Students who need
extra help
accommodated for
Classroom
management
Disadvantage
Unintentional
hierarchy perceived
by students
Assisting teacher can
be a distraction
Students can become
dependent on the
assisting teacher
Imbalanced roles

34. Co-teaching
pp. 170
Co-teaching Models
Station Teaching
Description
Both teachers divide
instruction, then switch
groups.
Advantages
Lowers student to
teacher ratio
Promotes participation
Students who needs
extra help are
accommodated
Supports various
learning styles
Disadvantage
Noisy and lot’s of
movement
More joint planning
Possibility for confusion

35. Co-teaching
pp. 170
Co-teaching Models
Parallel
Description
Students are divided.
Each teacher delivers
same content at the
same time
Advantages
Lowers student
teacher ratio
Promotes participation
Works well for drilling,
review, or practice
Disadvantage
Noisy and lot’s of
movement
More joint planning
Teachers must be
confortable with each
other
Possibility for confusion

36. Co-teaching
pp. 170
Co-teaching Models
Team/Tag Teacher
Description
One teacher in
charge of large
group, one teacher in
charge of a smaller
group
Advantages
Students who needs
extra help are
accommodated
Accommodates
varying learning style
Allows for re-teaching,
tutoring, or
enrichment
Disadvantage
Unintentional
hierarchy perceived
by students
Can stigmatize smaller
group
More joint planning

37. Feedback and Questions
My email address: moonasard@gmail.com
http://www.waygook.org/
http://www.eflclassroom.com