Group work and Classroom Management Research 

What did you learn about this topic?

As mentioned in previous posts, I have decided to focus on group work and classroom management this year.  I have noticed that students often have a difficult time working in groups and I hope that helping to improve these practices for them will also improve our overall classroom management.  I read an article about emotional intelligence in Edutopia that really opened my eyes to different things. Emotional intelligence includes information on students’ ability to monitor their own behavior and feelings.  This has a lot to do with the self-assessments I will have students do in class to reflect on group work practices. In addition, there was an article in Edutopia about transitions and this is an aspect that will also help facilitate better classroom management.

What resource mediums were used?

I read a lot of articles on Edutopia, but also decided to investigate Solution Tree. When researching on my own, I also found examples and guides for how to create self-assessment rubrics which is helpful.

How will this topic enhance and support student learning?

Classroom management, in my opinion, is the single most important thing in a classroom.  In order for students to learn behavior-related topics, the class needs to run smoothly.  In order for students to learn academic topics, the classroom needs to have certain expectations and procedures in place.  In order for students to transition well, they need to know what is expected of them and be able to do it quickly and quietly.  All of these things lead to more successful learning processes for all involved.

Submitted by: Leah Piper

Motivating Students to Work Independently

 

Excited Students Watching Robot Vehicle Move After Coding Lesson In Computer Programing Class. Stock Photo. Clipart.com School Edition, Vital Imagery Ltd., 05-08-2019, https://schools.clipart.com/download.php?iid=1646622&tl=photos. Accessed 12-09-2021

SMART GOAL: I will learn about and implement strategies to motivate students to work productively and assume responsibility for their own learning during group work through SEMBH and academic rubrics in order to produce an improved classroom environment which will lead to better classroom management.

What are you wanting to change about your practice and how will that impact student learning?

Science and social studies are subjects that lend themselves well to group work.  Often students work on experiments or projects with a partner or multiple students to learn.  I want to be able to not only facilitate group work well for students, but also help students take responsibility for their own learning when working with others or individually.  

What do you see as your topic for research?

My topic for research revolves around both classroom management and group work.  I believe these topics are very fitting because many of my students have trouble managing their time well and also completing assignments when working with others.  Through rubrics and self-assessments I hope to help students in their ability to work responsibly and complete their work successfully. 

Where will you look for resources on this topic?

I plan to not only talk to other teachers about the work they are doing or have done in the past, but I also plan to find resources in a book study that staff members are doing this year - “Improve Every Lesson Plan with SEL” by Jeffrey Benson.

How will you know you improved in this area? What evidence will you have?

In order to note improvement or lack thereof, I plan to use rubrics for both SEBMH concepts and academic concepts.  These rubrics will include both self-assessment and the assessment of others.  In general, I hope that grades would provide a good indication of student work, as well.

Submitted by: Leah Piper