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CLASSROOM MANAGEMENT AND SUPERVISION

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... children spend most of their time in active learning of their own choosing. Match your curriculum to the needs and interests of the children. – PowerPoint PPT presentation

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Title: CLASSROOM MANAGEMENT AND SUPERVISION


1
CLASSROOM MANAGEMENT AND SUPERVISION
2
The 20 Most Important Principles for Successful
Early Childhood Teaching
  • Enjoy yourself! If you have fun, the children
    will have fun. Use humor generously.
  • Create an environment with specific learning
    centers. Make this environment cheerful but not
    overly stimulating.

3
  • Base all your actions on a clear, easily stated
    philosophy.
  • Design your schedule so that the children spend
    most of their time in active learning of their
    own choosing.
  • Match your curriculum to the needs and interests
    of the children. Plan with the children in mind.

4
  • 6. Observe the children at play to determine what
    problems they are interested in solving and what
    things they want to do. Help them do whatever it
    is they want to do at a higher level than they
    can do it on their own.
  • 7. Teach skills or give information individually
    or in very small groups, through active, playful,
    meaningful activities.
  • 8. Teach the children specific skills for getting
    along with others, solving problems and acting
    cooperatively.

5
  • 9. Give the children many chances to make
    decisions, be leaders, make real choices, and be
    responsible. Set as your goal that the children
    will be eager and interested in learning on their
    own in a class that almost runs itself.
  • 10. Tell the children often and enthusiastically
    what they are doing well how they are
    competent. Be specific.
  • 11. Teach the children correct behavior. Avoid
    using rewards and punishment. Set as your goal
    that children will get self-satisfaction from
    their own achievements and actions.

6
  • 12. Give the children many opportunities to
    interact with each other and you in positive
    ways. Language is the key. The difference between
    high and low quality classrooms is the amount of
    talking and the quality of that talking. High
    quality is extended discussions, mutual
    questioning, sharing of insite and feelings,
    needs expressed, concerns responded to, books
    read and discussed, songs sung and more.

7
  • 13. Treat all children equitably but not
    identically. Recognize and meet individual needs
    and strengths.
  • 14. Plan, critique, plan. Prepare your activities
    and environment thoroughly and carefully in
    advance. Review what worked and what didnt.
    Based on your review, plan again.
  • 15. Know your children and their families well.
    Do everything you can to communicate with and
    receive information from parents. To establish
    rapport, increase your understanding of the
    child, and build trust.

8
  • 16. Share ideas and problems with other
    professionals in the field. Ask a respected
    colleague or supervisor to observe you teaching
    and give you feedback. Using the incites you gain
    will benefit your classroom.
  • 17. Take responsibility for your own growth and
    support the growth of other staff members. Dont
    wait to be sent to a class to learn a new skill
    or solve a problem.
  • 18. Know your limitations. Ask for help when you
    need it from someone who can advise you.

9
  • 19. Use new ideas from reading, training sessions
    and classes to make changes in your classroom.
  • 20. Accept responsibility for the quality of your
    program. Excuses such as, There isnt enough
    money, or Theres not enough time. dont help
    the children. Rather than create problems or
    complain about them, help solve them.

10
Arrival Time
  • Morning chart
  • Put your coats backpacks away
  • Sign in on the attendance chart
  • Check your job
  • Answer the graph question
  • Choose an activity

11
  • Sharing Accomplishments w/ parents
  • Gathering News of the Day
  • - ask children if they would like to share some
    news from home. Write down exactly what they say
    in a notebook. Dont forget to write their name
    in front of each entry.
  • Use a transition cue to move children to the next
    routine.

12
Snack Time
  • Scheduling
  • Setting up
  • To the table

13
Morning Meeting
  • News of the day
  • Weather Calendar- active
  • Class jobs
  • - Electrician, Counter, Meteorologist, News
    Reporter, Class Comforter, Animal Caretaker,
    Announcer, Line Leader, Caboose, Botanist,
    Historian, Secretary, Dream Team, Pinch Hitter,
    Assistant Chef
  • New materials/Activities/Extensions

14
Off to Work Centers
  • Center options must be clear in order for
    children to make informed choices
  • Tools for choosing centers
  • Picture Your Work choice chart
  • Clothespin Choice Board
  • Children at Work signs

15
Clean-Up Routine
  • Sequenced Schedule- one center at a time w/ one
    teacher- other on the rug w/ songs.
  • Staggered Schedule- one center at a time/ books
    on the rug when done.
  • Many hands System

16
Dream Time
  • Setting the mood
  • music
  • lovey
  • signal to stop talking
  • Chapter books
  • Rest happens when children are confident that you
    are paying attention to them
  • Ending rest

17
End of the Day Meeting
  • Story
  • Report Daily News- reporter decides on 1 item
  • Class mascot w/ journal

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Resources
  • Classroom Routines That Really Work Kathleen
    Hayes and Renee Creange
  • Practical Solutions to Practically Every Problem
    Steffen Saifer

25
Importance of Supervision
  • Staff attend to children at all times
  • Thoughtful design and arrangement
  • Children challenge abilities but do not recognize
    risk
  • Ensures that childrens play in enjoyable
  • Learning opportunities are promoted
  • Notice when children wish to play independent of
    adult involvement

26
Requirements
  • Ratio
  • All areas
  • High risk activity
  • Nap

27
Active supervision
  • Always aware of the children and the environment
  • Avoid other activities administrative tasks,
    room décor, lengthy conversation with adults
  • Careful positioning
  • Assess development/personality of the child
  • Assess difficulty of activity and accident
    potential

28
Active Supervision
  • Scanning, regularly looking around area when
    involved in activity
  • Listening closely
  • Anticipate childrens play
  • Ensure a mixture of activities to allow for
    appropriate supervision

29
Preventing Harm
  • Conduct regular safety checks
  • Establish emergency procedures
  • Supervise in close proximity to the children
  • Monitor childrens health by checking for early
    signs of illness
  • Supervise arrival/departure
  • Watch play and behavior
  • Design and arrange environment

30
Resources
  • www.ncac.gov.au
  • Musson, S (1999) Theory and Practice Second
    Edition
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