Classroom Procedure Quotes

Teachers who have the best managed classrooms are those who spend the first two weeks of class teaching and practicing their procedures and routines (Marzano, Marzano, & Pickering, 2003).

getting the students to comprehend and achieve. There is no one right way to do this. Just like classroom management, there is no one right procedure for getting the students to do what you want them to do. There are many options, but they are based on core information.

But the “jobs of the future” do not need scientists who have memorized the periodic table. In fact, business leaders say they are looking for creative, independent problem solvers in every field, not just math and science. Yet in most schools, STEM subjects are taught as a series of memorized procedures and vocabulary words, when they are taught at all. In 2009, only 3% of high school graduates had any credits in an engineering course. (National Science Board, 2012) Technology is increasingly being relegated to using computers for Internet research and test taking.

Mrs. Baker opened the classroom door, pulled the shades down on all the windows, turned the lights off, and then patrolled up and down the aisles. I bet she was rolling her eyes then. It doesn’t take very long when you are scrunched under your desk with your hands over your head breathing quietly and evenly to feel three things: That your spine is not meant to bend like this. That if you don’t stretch your legs out soon, they are going to spasm and you’ll lose all feeling and probably not be able to walk for a very long time. That you are going to throw up any minute, because you can see the wads of Bazooka bubblegum that Danny Hupfer has been sticking under his desk all year, which now look like little wasp nests hanging down. But we followed our government’s drill procedures precisely and stayed under our desks for eighteen minutes, until the wind would have whisked away the first waves of airborne radioactive particles, and the blast of burning air would have passed overhead, and the mushroom cloud would no longer be expanding, and every living thing would have been incinerated except for us because we were scrunched under our gummy desks with our hands over our heads, breathing quietly and evenly.

...I began planning all my work this way, beginning with a concrete student objective (e.g., to write a haiku) and a detailed analysis of the task involved, including the necessary knowledge of the form, knowledge of the kinds of content, and the procedures involved in actually producing one. I began to plan in terms of the prerequisite knowledge for a task and to delay teaching until that was in place. I began inventing activities that would make initial approaches to learning tasks simpler (e.g., providing the first line of the poem) and sequencing learning activities from easy to difficult. Underneath all this planning lay the concept of inquiry...That is, I worked to set up lessons so that the students could derive and test rules, generalizations, and interpretations for themselves. Most important, I learned that what and how much students learned was dependent on my planning and my care in bringing those plans to fruition in the classroom. I would never be able to view teaching as a hit-or-miss operation again, one that was subject to the vagaries of the weather, students' moods, and other random factors out of my control. I learned that if students did not learn, on any given day, I should look for the cause in my assumptions about the learning tasks, my planning, my teaching, or all three. I suddenly was more excited about teaching English to junior high students than about my graduate work. As I look back on it now, what I had considered a disgraceful demotion was one of the most important events in my life.

The number one tip I can give to any new teacher is to establish procedures from day one and stick them. Create procedures for everything. Throwing away trash, getting tissues, sharpening pencils, going to the bathroom, lining up, walking in the hallway, handing out paperwork, getting ready at the end of the day, settling before class, and anything else you can come up with. It might seem ridiculous to you, but after a couple times you suddenly realize that they are waiting to be told how to do something in a specific situation. This also significantly helps you with classroom management. Depending on your grade level, consider creating posters with important procedures so the students can reference them.” – Twenty two years, Illinois

In school, this explicit teaching of facts and procedures is rampant in almost every subject area. In science, it’s called “the scientific method” and often includes steps such as: Observe something and/or do research. Construct a hypothesis. Make a prediction based on your hypothesis. Test your hypothesis by doing an experiment. Analyze the results of your experiment. Determine if your hypothesis was correct. The steps vary slightly between models. However, no matter the actual words on the checklist, or how many steps are included, we teach them to children as if they descended on stone tablets. Teachers devise songs or mnemonic devices to help students memorize the rigid steps. Then students memorize the vocabulary words that go along with the scientific method: hypothesis, fair test, variables, control groups, reliability, validity, etc. Finally, students fill out worksheets to match the vocabulary words with the correct definitions and put the steps in order. This is not science. Science is about wonder and risk and imagination, not checklists or vocabulary memorization. Alan Kay laments that much of what schools teach isn’t science at all, it’s science appreciation. (Kay, 2007)

The Importance of Becoming Metacognitively Sophisticated as a Learner Whatever the reasons for our not developing accurate mental models of ourselves as learners, the importance of becoming sophisticated as a learner cannot be overemphasized. Increasingly, coping with the changes that characterize today’s world—technological changes, job and career changes, and changes in how much of formal and informal education happens in the classroom versus at a computer terminal, coupled with the range of information and procedures that need to be acquired—requires that we learn how to learn. Also, because more and more of our learning will be what Whitten, Rabinowitz, and Whitten (2006) have labeled unsupervised learning, we need, in effect, to know how to manage our own learning activities. To become effective in managing one’s own learning requires not only some understanding of the complex and unintuitive processes that underlie one’s encoding, retention, and retrieval of information and skills, but also, in my opinion, avoiding certain attribution errors. In social psychology, the fundamental attribution error (Ross, 1977) refers to the tendency, in explaining the behaviors of others, to overvalue the role of personality characteristics and undervalue the role of situational factors. That is, behaviors tend to be overattributed to a behaving individual’s or group’s characteristics and underattributed to situational constraints and influences. In the case of human metacognitive processes, there is both a parallel error and an error that I see as essentially the opposite. The parallel error is to overattribute the degree to which students and others learn or remember to innate ability. Differences in ability between individuals are overappreciated, whereas differences in effort, encoding activities, and whether the prior learning that is a foundation for the new learning in question has been acquired are underappreciated.

Methodology, on the other hand, is a more general term to characterize the classroom procedures and activities that teachers select – such as error correction, group work, or video viewing – and the way that these are managed, irrespective of the specific method that they subscribe to.

Classroom rules, procedures, and expectations are transmitted to students through a cluster of behaviors known collectively as teacher sensitivity (Allen et al., 2013).

It is instructive rather than evaluative. The feedback is focused on correcting some aspect of the student’s performance—a step in a procedure, a misconception, or information to be memorized. It isn’t advice or a grade but some actionable information that will help the student improve. It is important to know the difference between the three types of feedback because not all feedback is actionable. It is specific and in the right dose. Your feedback should focus on only one or two points. Don’t point out everything that needs adjusting. That’s overwhelming for a dependent learner and may actually confirm her belief that she is not capable. It is timely. Feedback needs to come while students are still mindful of the topic, assignment, or performance in question. It needs to come while they still think of the learning goal as a learning goal—that is, something they are still striving for, not something they already did. It is delivered in a low stress, supportive environment. The feedback has to be given in a way that doesn’t trigger anxiety for the student. This means building a classroom culture that celebrates the opportunity to get feedback and reframes errors as information. Making Feedback Culturally Responsive: Giving “Wise” Feedback For feedback to be effective, students must act on it.

The strength of the American political system, it has often been said, rests on what Swedish Nobel Prize-winning economist Gunnar Myrdal called the American Creed: the principles of individual freedom and egalitarianism. Written into our founding documents and repeated in classrooms, speeches, and editorial pages, freedom and equality are self-justifying values. But they are not self-executing. Mutual toleration and institutional forbearance are procedural principles - they tell politicians how to behave, beyond the bounds of law, to make our institutions function. We should regard these procedural values as also sitting at the center of the American Creed - for without them, our democracy would not work.