Michael Linsin
Bekkjarstjórnun í list-, verkgreinum og íþróttakennslu
Í fyrirlestri sínum segir Michael frá 5 aðferðum sem hann notar til að bæta hegðun og bekkjarstjórnun hjá sér. Fyrirlesturinn er sniðinn að faggreinakennurum sem hitta nemendahóp kannski 1-2x í viku, eins og íþróttakennarar, listgreinakennarar eða verkgreinakennarar, þó ég telji að allir geti grætt á mörgu sem hann segir. Hann fer í gegnum ferlið sitt og það sem hann hefur ráðlagt öðrum kennurum síðustu 15 árin og eitthvað sem margir gætu notað strax í næstu viku.
Spurningar og svör frá Sli.Do
Q1: Thank you for the excellent lecture. What about students who refuse to work in class and say they don't like the subject every time they attend?
This is a big question I won’t be able to fully address here. However, the decision must come from them. This is key. Our job is to make it hard not to make that decision through compelling lessons and our own discipline—and this is counterintuitive—to resist kneeling down beside and trying to help them through the work, trying to convince them, offering incentives etc. Now, you’re free to let more compelling lessons draw them into wanting to be part of the class and do the work. For more on this topic, here is an article that may help:
https://smartclassroommanagement.com/2022/02/18/how-to-handle-a-student-who-does-zero-work/
Q2: How do you follow through on consequences with bad behaviour/breaking the rules when it doesn't work to make them reflect outside the classroom?
You can’t know how or when your follow-through is going to result in reflection and then deciding to follow the class rules. Your only job is to be consistent and allow human nature to take over. Combined with a class your students look forward to coming to every day, it provides in time a form of leverage/influence that affects even the toughest students.
Q3: What do you do to get silence in a sports class to talk/explain with a very loud 1st grade?
Huge question. I have an entire book on the topic (Classroom Management for Art, Music, and PE Teachers). I’ll give you a couple keys. First, you can’t get to the point where your class is talking and you’re trying to get their attention. It’s too late. You must get them before they even enter the room or walk out onto the playground. It’s here you would teach/model and or remind your students what is expected for the next hour. There must be a precise routine to follow from the start. Second, you must hold individual students accountable before the misbehavior spreads. Otherwise, again, it becomes difficult once you’ve already lost control.
“Seeing students once a week as a specials teacher is the ultimate classroom management challenge.”
— Michael Linsin
Hver er Michael Linsin?
Michael Linsin stofnaði Smart Classroom Management árið 2009. Hann hefur kennt öllum bekkjum frá leikskóla til menntaskóla síðustu 33 árin og er höfundur sex metsölubóka. Hann hefur kennsluréttindi í grunnskóla, ensku, leiklist og dansi, og íþróttakennslu og framhaldsgráðu í námsráðgjöf. Hann ráðleggur skólastjórnendum og kennurum og vinnur sleitulaust að því hvernig við vinnum með nemendum til að hjálpa þeim verða enn betri.
