Classroom+Management+Scenarios

Scenario 1CM. A new language arts teacher in your school is being evaluated by the assistant principal (AP) of the school. The AP asks the ITF to join her for the observation so she can provide her opinion about technology use by the new hire. Upon entering the room, both the AP and ITF recognize that the room has dissolved into complete chaos. Apparently, the students are suppose to be taking notes using their laptops as the teacher provides information on a PowerPoint using the data projector. The AP and ITF notice that the teacher has her back to the students and is reading her PowerPoint while occasionally asking a student to "get on task." The students are arranged in what loosely resemble "pods" and some students are hardwired into the LAN (they could not get onto the WLAN). Meanwhile, students are messaging each other, playing online games, looking at inappropriate images, etc. on their laptops. Some students are talking and a few students are doodling on pieces of paper. The teacher has undergone two days of professional development at the start of the school year, with approximately 3 hours devoted to technology (gradebook, posting of assignments, and connecting the data projector).

From the point of view of your identity (hat), consider the following points regarding classroom management in this situation: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc.

Scenario 2CM. A social studies teacher is doing some collaborative, project-based learning in his first period class that requires use of the laptops by students. At the start of class, several students do not have their laptops charged (the school AUP requires students to bring charged laptops to school). The students ask the teacher if they may use their power cords. The teacher says that they can for the project. Within minutes, the two students that are wired to an outlet are sitting at a pod together (two slanted desks pushed together) working quietly when another student trips over a power cord and falls to the ground- hurting her arm. The teacher realizes that the injury is severe, and that he must call for an ambulance as the arm appears to be fractured.

From the point of view of your identity (hat), consider the following points regarding classroom management in this situation: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc.

Scenario 3CM. A teacher who teaches an interdisciplinary math-science elective decides to do an experiment on parabolic motion with her students. For this experiment, the students will be doing collaborative lab reports using Google docs while using an applet for the experiment. Mid-way through the block period, the science department chair walks into the teacher's classroom to check on the progress of the innovative lesson. The department chair notices that chaos has ensued in the classroom. Several students are using the data projector to show a student how to use the interactive applet. Other groups of students are sitting or laying on the floor typing on their laptops. Yet other students are drawing images on the whiteboard. Meanwhile, light disco music is playing the background. The teacher is walking around the room helping individual students. The department chair stays to watch the remaining part of the lesson. With 20 minutes remaining in the lesson, the teacher asks the students to return to their desks and to save their lab reports on Google docs. She then asks them to comment on her blog reflecting on what went well or not so well today in the lesson. The department chair gives her a poor informal observation and contacts the assistant principal suggesting that he come observe the class.

From the point of view of your identity (hat), consider the following points regarding classroom management in this situation: infrastructure, desk/table arrangement, positioning and movement of the facilitator, development and buy-in regarding classroom norms, detailed planning, controlled/creative chaos, leveraging students as technology teacher assistants, etc.