In Part I of this series, I laid out my philosophy of the role of classroom management in a learner-centered classroom.
In Part II, I discussed a strategy for setting expectations in a way that I think empowers learners and allows them to take ownership of the classroom and its culture.
In this final part, I want to share some thoughts on what to do when learners don’t meet those expectations. First, though, I want to share an idea I keep coming back to:
The more time we spend planning engaging lessons, the less time we have to spend planning classroom management. Continue reading
A few days ago I wrote about my general philosophy of classroom management in a learner-centered classroom.
For the tl;dr crowd, it was about reexamining our classroom expectations, eliminating the unnecessary ones that limit learner autonomy, and then clearly defining the expectations that matter the same way you would in any classroom.
Today I want to elaborate on expectation-setting, but before I do that, a story! Continue reading
Classroom management is a tricky subject. It’s even trickier when attempting to give learners more voice and choice in a learner-centered classroom.
How can a teacher control the classroom without taking autonomy and freedom away from learners? This is a question I’ve kept coming back to this school year. Continue reading