To support students in learning, participating, and engaging with one another and themselves, Teaching Artists should provide clear frameworks, maintain boundaries, and co-generate with students the expectations and community agreements for the program.

什么是课堂管理？

Classroom management is a set of frameworks one can use to effectively create and nurture a supported learning environment while planning for focused engagement from all learners. The focus is on sustaining and developing the systems and practices (such as co-generating a classroom contract or saying students’ names correctly) that build the thriving ecosystem of your classroom. It is important to recognize that learning, participation, and engagement looks different for everyone, and Teaching Artists (TAs) can make space for these different modes of participation. Approaches can look different from classroom to classroom depending on the needs and age of the students, as well as the art form and project.

为成功做好准备

Having an approach to classroom management before you begin a residency or workshop can mean the difference between an effective or ineffective teaching experience. In addition to preparing a classroom management plan, one approach to starting off a workshop is to establish community agreements or rules of the classroom in collaboration with the students. Empowering the students to use their prior knowledge of the classroom and one another can increase the likelihood that the agreements will be upheld.

在综合合作教学 (ICT) 课堂的规划会议上，询问课堂专家目前正在使用哪些课堂管理技术。使用学生已经熟悉的技巧，例如有节奏地拍手或举起两个手指来集中注意力，您可能会取得更大的成功。

Make sure the Classroom Professionals hand over a calm classroom (and make sure you return a calm classroom at the end of the lesson). As a Teaching Artist that comes in from outside of the students’ normal day-to-day school experience, it is important to establish a rapport with the students from the start, to assert one’s role in the class, and to set clear transitions into and out of your lesson to set the tone for the residency.

入门和持续实践

• 在计划开始时创建课堂合同，明确期望和后果。 Support students in generating an agreement or set of guidelines that everyone can follow when participating in the program. Phrase agreements using positive language (e.g., “Treat others with kindness” versus “Don’t be rude”).
  • 使用清晰、具体、简洁的语言——使用隐喻或华丽的语言可能会让一些学生感到困惑。
• 看看你教室的物理布局。 布局如何支持您的课堂管理和当天的目标以及支持个人访问需求？是否有学生需要更接近老师/董事会，需要轻松使用耳机等辅助设备？考虑不同的方式来安排空间，以最好地满足学生的需求。探索 组队 想要查询更多的信息。
• 建立课堂仪式并加以实践。 Classroom rituals are most frequently used during the beginning or end of a session. Some examples include one-word or one-movement check-ins, a group stretch, a freewriting, taking a breath all together, etc.
• 问好！ 个人问候对与学生建立关系大有帮助。
• 使用清晰的、一步到位的指示。 如果您发现学生对您的说明感到困惑，请尝试将它们写在一个简单的列表中，并附上可视化图表。
• Learn students’ names and their correct pronunciation. 学习名字是表达关心和尊重他人的一种方式。如果可以帮助您学习如何发音，请花点时间用拼音写下名字。如果在与他们相处的时间里无法学习这些名字，是否有一种深思熟虑的方式来传达这一点？
• 整合 口头 和 nonverbal cues and signals 进入你的居住地。 Verbal and nonverbal cues and the use of hand signals can not only make it easier for you and your students to communicate with each other, but also support students in directing focus to particular information or people and space in the room.
• 利用课堂上已有的专业知识。 在第一次规划会议上，与课堂专家联系，了解他们使用的课堂和行为管理策略。在第一堂课上花点时间让学生教你他们在课堂上使用的提示或信号。记住在你去的时候或在会话之间写下它们；许多类可能意味着许多线索。
• 提供解决冲突的结构。 Share with students a framework they can use that includes steps, along with thinking and speaking prompts.
  • 下面是一个例子： 晨兴中心概述了三个层次的恢复性实践：
    1. Community and relationship building.
    2. Community and relationship repair and conflict resolution.
    3. Reintegration after a removal or other kind of absence.
• 示例框架：
  • 假设积极的意图。
    • 思考： Maybe they didn’t notice what they did.
    • Say: “Did you notice ___?”
  • 为自己代言。
    • 思考： They won’t know how I feel if I don’t tell them.
    • Say: “When you ___, I feel ___. I need you to ___.”
  • 让每个人都讲述自己的故事。
    • 思考： 每个人都值得被倾听。
    • Say: “I want to hear how you feel, too.”
  • 您可以随时获得 Classroom Professional。
    • 思考： I’m not getting what I need right now.
    • Say: “Mx. Jones, I need help with a conflict.”
• 为课堂行为和每项活动设定明确的期望。 One such tool for establishing and maintaining classroom and activity-based expectations is called CHAMPS. CHAMPS is an acronym that stands for Conversation, Help, Activity, Movement, Participation, and Success.

在 ICT 课堂中，您可以向学生展示 CHAMPS 的每个元素，以进一步明确：

• • C对话：学生在这个活动中可以互相交谈吗？
  • Help: 学生如何引起老师的注意并回答他们的问题？
  • 一种活动：任务/目标是什么？最终产品是什么？
  • 米ovement：学生可以在这个活动中走动吗？
  • 磷参与：学生如何表明他们完全参与？工作行为看起来/听起来像什么？
  • 秒成功：当学生达到 CHAMPS 的期望时，他们就会成功！