Classroom and Time Management

Classroom and Time Management

Strong time management is essential to strong instruction. Teachers need to allocate large amounts of instructional time towards literacy instruction, and this time needs to be used effectively (Allington, & Cunningham, 2007). Strong classroom and time management techniques lead to more effective use of time throughout instructional periods (Allington, & Cunningham, 2007). Activities such as arriving in school, settling in after recess, and transitioning between periods all take a significant amount of time (Allington, & Cunningham, 2007). In our classroom, we have developed clear and efficient routines to help streamline these non-academic times and therefore increase students’ instructional time throughout the school day. From the beginning of the year, we arrive with high expectations for student behaviour and establish clear routines with students. Students are aware of expectations and are held accountable and required to meet these expectations. Additionally, we have developed a series of quick and efficient strategies for gaining student attention. Using strong classroom management techniques within our classroom results in strong time management leading to effective literacy instruction.

Classroom Routines and Time Management Techniques

Safe Periods: These periods are uninterrupted blocks of instructional time (Allington, & Cunningham, 2007). In our school day from 11:45-1:25 all students are in the classroom and no other subject takes place. This time is used primarily for literacy instruction, with some math instruction as well. These subjects also always occur in a back-to-back format, allowing for an extended period of interrupted instruction and practice.

Daily Schedule: At the front of the classroom we have a daily schedule that is updated daily. This allows students to know what is planned for the day and be prepared to learn during each block. Additionally, knowing what is coming next helps provide a sense of security to students.

Classroom Agreement: On the first day of school our class created a classroom agreement. This is a set of expectations for how all individuals are expected to ask within the classroom. This agreement is revisited throughout the year to remind students of expectations. As well, the agreement may be revisited to be updated. If there is a concern from the teacher or students, this will be addressed through a classroom meeting and the agreement may be updated.

Morning Work: This is a routine established with students for the transition time as students enter school in the morning and while morning announcements, the land acknowledgment, and O’Canada take place. Students all have a specific place to store their belongings (coats, backpacks, outdoor shoes, etc.) and are aware of how to independently place their items in the appropriate spot. Once students are ready to begin, they will read—or be read, in the case of Samantha and Lily—the instructions written on the board. These activities increase the time spent practicing a skill or concept and decrease transitional time.

Recess Transitions: At the beginning of the year a significant amount of time is spent training students to transition quickly and effectively to and from recess. Taking the time at the beginning of the year to practice this skill is important as it sets the tone for the rest of the year, ensuring students are ready and able to transition. Our classroom makes recess transition into a game by timing how long it takes for all students to be lined up, silently, outside the classroom. Students are racing against themselves. On our whiteboard, we keep track of the fastest transition time, and the student’s goal is to beat this transition time. In our instruction we focus on how this is a team event, thus creating a strong classroom community as well.

Attention Grabbers: In our classroom we have clearly established attention grabbers which immediately grab student’s attention, having them stop look and listen. Developing these clearly established attention grabbers allows us to quickly and efficiently gain attention to give instructions or lead a transition. We have three established attention grabbers in our classroom: singing bell if you can hear me …, and 123 eyes on me.