This document is intended to accompany the following PowerPoint presentation link: http://www.slideshare.net/sherrick10/managing-the-classroom-while-teaching-small-groups. Title: Managing the Classroom While Teaching Small Groups A Multimedia Presentation by Sue Herrick for EDIM 510/wk5 For the 2012-13 school year, one of my professional development goals is to create self-regulated learners so I can intervene and be proactive with my struggling learners. Creating this PowerPoint presentation encouraged me to process gathered information regarding managing the classroom while teaching small groups.

1. This document is intended to accompany the following PowerPoint presentation link:
http://www.slideshare.net/sherrick10/managing-the-classroom-while-teaching-small-groups
Slide 1:
This is the opening slide for a PowerPoint presentation entitled -- Managing the Classroom
While Teaching Small Groups. It’s a multimedia presentation by Sue Herrick for EDIM
510/wk5.
For the 2012-13 school year, one of my professional development goals is to create self-
regulated learners so I can intervene and be proactive with my struggling learners.
Creating this PowerPoint presentation encouraged me to process gathered information
regarding managing the classroom while teaching small groups.
Title: Managing the Classroom While Teaching Small Groups
A Multimedia Presentation by Sue Herrick for EDIM 510/wk5
~ Image: Reading & Writing @http://www.flickr.com/photos/acsamman/2307560966/ ~
Slide 2:
Empower students by establishing … clear behavior expectations!
•Allow students to help create guidelines
•Display visuals of expected behaviors
•Recognize on task student behaviors
•Be consistent with your expectations
•Give gentle verbal reminders
•State any consequences
~ Image: Classroom Rules
Poster@http://www.flickr.com/photos/46097950@N02/7687402370/
Additional comments -- Students like to feel in control, so it’s very important that they be
allowed to help create classroom guidelines. Once they are done and approved by all, the
behavior expectations should be displayed for all to see. Because it is an ongoing, gentle
reminder, some students benefit from the visual cues. Another effective strategy to positive
classroom management is to frequently recognize positive behaviors, catch students being
good. It’s much less disruptive than catching them in the act of when doing something
inappropriate. It’s especially beneficial for those students who seem to want attention and
don’t care whether it’s good or bad. Further, be consistent, say what you mean and mean
what you say, otherwise your expectations will be confusing. Inevitably mistakes will
happen, so it’s important to let students know in advance what will happen when/if a rule
is broken. Since students don’t like negative surprises, any consequences should be stated
in advance. What ever the situation -- remain calm – and remember that students learn
from their mistakes!

2. Slide 3:
Empower students by establishing … a caring community!
•Create a positive classroom climate
•Build positive rapport with students
•Respect each other’s opinions
•Prohibit bullying at all times
•Maintain a positive attitude
•Encourage unity
~ Image: Connection with learners
@http://www.flickr.com/photos/carlaarena/5832091665/ ~
Additional comments -- Everyone likes feeling safe, valued, and loved. When teachers get to
know their students, respect and understand their needs/likes/wants, students are more
likely to be academically successful. Yes, empathize with them, protect so they will feel
secure when evil comes their way, but gently hold them accountable for their actions and
their learning,
Slide 4:
Empower students by establishing … meaningful academic responsibilities!
•Provide significant tasks, not just busy work
•Model expectations for your students
•Use rubrics and reflections for self-assessment
•Design checklists, menus, learning contracts, etc. for accountability
•Encourage goal setting
~ Image: Set Your Blog Goals
@http://www.flickr.com/photos/findyoursearch/7632839568/ ~
Additional comments -- Especially true of the upper grades, students don’t want their time
wasted with meaningless, mundane tasks. As much as possible, create tasks that are
authentic and make sure students understand the given task and expectations. Provide
accountability tools to help students stay on task, while fulfilling the responsibility of
meeting their goals.
Slide 5:
Empower students by establishing … a user friendly, organized classroom!
•Create innovative, engaging learning activities
•Examine seating arrangements for comfort
•Evaluate room for temperature, lighting, etc.
•Consider special seating when necessary

3. •Have necessary materials available
•Provide consistent, daily routines
~ Image: Donate School Supplies
@http://www.flickr.com/photos/rebeccafeind/7571121124/ ~
•Additional comments – Clearly, activities need to be appealing to students. Remember, se
are living in the 21st century. Times have changed and so has the way in which our students
learn. In addition, many students are not accustomed to sitting still for long. If physical
needs are being met, students are more likely to stay focused. Since comfort is essential if
one is going to remain attentive, check the room temperature, and make sure desks/tables
and chairs are the appropriate size for each grade level. While on the topic of chairs,
sometimes, preferential seating is beneficial to the entire class, as well as the student who
is distracting. Next, consider having a consistent routine and appropriate materials.
Students are more likely to get off task and disrupt the class if they can’t find what is
needed to complete a given task, and many students thrive on knowing what is to come,
especially those who experience high levels of anxiety.
Slide 6:
Empower students by establishing … ~SELF ~ish 21st century learners!
•Self-motivated
•Self-regulated
•Self-monitored
•Self-controlled
•Self-reflective
•Self-assessed
~ Image: Responsibility @ http://www.flickr.com/photos/sjherrick/8478447789/in/pool-
858082@N25/ ~
Additional comments -- Creating these types of selfish/self-centered learners, helps
students develop better learning strategies and strengthen study habits, which will
produce successful 21st century, life-long learners.
Slide 7:
On this slide are the references used while creating this multimedia PowerPoint
presentation.
•Diller, D. (2005). Practice with Purpose: Literacy Work Stations for Grades 3-6.
Portland, ME: Stenhouse.
•Fortin, C. & Farrug, D. (2010). Behavior Management Top 10. Retrieved from
http://www.youtube.com/watch?v=zcBey7gBR_k

4. •Fountas, I. and Pinnell, G.S. (2001). Guided Readers and Writers: Teaching
Comprehension, Genre and Content Literacy. Portsmouth, NH: Heinemann.
•Project Para. (2007). Paraeducator Self Study Program: Eight lessons.
Retrieved from: http://para.unl.edu/legacy/index.php
•Smart Classroom Management. (2013). Simply Effective Tips & Strategies. Retrieved from:
http://www.smartclassroommanagement.com
~ Note: Images are referenced on each slide ~