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Maintaining the flow of activities

16 二月, 2015 - 17:05
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A lot of classroom management is really about keeping activities flowing smoothly, both during individual lessons and across the school day. The trouble is that there is never just “one” event happening at a time, even if only one activity has been formally planned and is supposed to be occurring. Imagine, for example, that everyone is supposed to be attending a single whole-class discussion on a topic; yet individual students will be having different experiences at any one moment. Several students may be listening and contributing comments, for example, but a few others may be planning what they want to say next and ignoring the current speakers, still others may be ruminating about what a previous speaker said, and still others may be thinking about unrelated mattersthe restroom, food, or sex. Things get even more complicated if the teacher deliberately plans multiple activities: in that case some students may interact with the teacher, for example, while others do work in an unsupervised group or work independently in a different part of the room. How is a teacher to keep activities flowing smoothly in the face of such variety?

A common mistake of beginning teachers in multi-faceted settings like these is to pay too much attention to any one activity, student, or small group, at the expense of noticing and responding to all the others.

If you are helping a student on one side of the room when someone on the other side disturbs classmates with off-task conversation, it can be less effective either to finish with the student you are helping before attending to the disruption, or to interrupt yourself to solve the disruption on the other side of the room. Although one of these responses may be necessary, either one involves disruption somewhere. There is a risk that either the student's chatting may spread to others, or the interrupted student may become bored with waiting for the teacher's attention and wander off-task herself.

A better solution, though one that at first may seem challenging, is to attend to both events at once”a strategy that was named withitness in a series of now-classic research studies several decades ago (Kounin, 1970). Withitness does not mean that you focus on all simultaneous activities with equal care, but only that you remain aware of multiple activities, behaviors, and events to some degree. At a particular moment, for example, you may be focusing on helping a student, but in some corner of your mind you also notice when chatting begins on the other side of the room. You have, as the saying goes, “eyes in the back of your head”. Research has found that experienced teachers are much more likely to show withitness than inexperienced teachers, and that these qualities are associated with managing classrooms successfully (Emmer & Stough, 2001).

Simultaneous awareness”withitness”makes possible responses to the multiple events that are immediate and nearly simultaneous”what educators sometimes called overlapping. The teacher's responses to each event or behavior need not take equal time, nor even be equally noticeable to all students. If you are helping one student with seat work at the precise moment when another student begins chatting off-task, for example, a quick glance to the second student may be enough to bring the second one back to the work at hand, and may scarcely interrupt your conversation with the first student, or be noticed by others who are not even involved. The result is a smoother flow to activities overall.

As a new teacher, you may find that withitness and overlapping develop more easily in some situations than in others. It may be easier to keep an eye (or ear) on multiple activities during familiar routines, such as taking attendance, but harder to do the same during activities that are unfamiliar or complex, such as introducing a new topic or unit that you have never taught before. But skill at broadening your attention does increase with time and practice. It helps to keep trying. Merely demonstrating to students that you are “withit”, in fact, even without making deliberate overlapping responses, can sometimes deter students from off-task behavior. Someone who is tempted to pass notes in class, for example, might not do so because she believes that you will probably notice her doing it anyway, whether or not you are able to notice in fact.