How to Effectively Manage Time in My Spanish Classroom By Kaitlyn Stradtmann

Before the Class Arrives Have materials available and ready (have PowerPoint up on my computer, vocab lists and other sheets printed out and on my desk, tape and paper available; put the video for bell ringer on screen) Write schedule of day on the board This lets the students know what we have to accomplish during the period Teachers must communicate assignments and requirements clearly in order to save time (Weinstein and Novodvorsky, 190) Desks will be arrange in partners Completing these tasks ahead of time before my students enter the classroom saves me time during the class where I would have to do them, therefore increasing the time the class gets to learn

Lesson Hook Have organizer for journals on desk by the door so that students can pick up them up for the bell-ringer when they come in the door (routine established earlier). Students know to be in their seats and quiet when the bell rings Need to explicitly teach the expected transition behavior so that students know what is expected of them (Weinstein and Novodvorsky, 188) Welcome the class and then immediately start the video for the bell-ringer. Take attendance during this time (just myself, not calling out their names) Review bell-ringer by calling on individuals to give an answer This saves time by engaging the students in conversation rather than wait for them to become involved. It assesses students’ understanding of material covered the day before or provides a kickoff for the current lesson (Weinstein and Novodvorsky, 188)

Transition to Main Lesson Spoken by teacher: "Did you hear the section where Mike says, "Me gusta la biblioteca" (replay part in video)? Ask, "What is Mike saying here?" (Answer: He likes the library). Today, we are going to learn how to say we like things just like Mike. When I say go, you are to close your journals and take out your notebooks. We are going to take a little bit of notes on how to say we like things in Spanish. Ready, go.” I will call on individuals to answer the question to minimize time, and lead them to the answer rather than call on a bunch of individuals. Transitions proceed more smoothly if the teacher brings the first activity to a halt, announce the transition, and allow time to make sure that everyone is attentive before they start the second activity ((Weinstein and Novodvorsky, 189)

Main Lesson Part 1 During the notes, there are formative assessments that engage the students in the task at hand. (Ex. how would you say, “I like bananas?”) When students are engaged, they are more involved in work and less apt to misbehave (Weinstein and Novodvorsky, 185)

Transition to Main Lesson Part 2 I will tell them that we are done with notes, and that we are going to do an activity that will help us practice what we just learned. I will tell them that when I say go, they should close their notebooks and stand up by their desks. Then, I will explain that I am going to read them a Spanish vocab word. If they like the object, they go to the left side of the room. If they do not like it, they go to the right side of the room. I’ll ask for questions, and then I say go. Avoiding fragmentation (breaking activity in components) when explaining directions to maintain activity flow (Weinstein and Novodvorsky, 184)

Main Lesson Part 2 While doing the activity, I will have a timer on the board that is set for 10 seconds. That way, they will have ten seconds to make a decision and will not waste much class time dilly-dallying around. I will call on individuals and lead them to the response in order to build their confidence and save time waiting for someone to raise their hand.

Transition to Main Lesson Part 3 I will tell the students that we are done with this activity. I will state that when I say to move, they are to return to their seats and take out a piece of paper and a pencil so that we can practice our new skills. I will tell them that they are going to write three sentences stating what they do like and three sentences stating what they do not like. Then, they are going to share they with their desk partner when they are done. I will ask for questions, and then give the okay to move. Smooth transitions are characterized by well-defined boundaries (Weinstein and Novodvorsky, 189)

Main Lesson Part 3 While the students are completing their skills practice, I will walk around and formatively assess their knowledge of the learned skill. I will walk around the room and check in with them, talk about their sentences with them, and encourage them. Actively supervise the transition. Walk around the room, using proximity to encourage students to engage in the appropriate behavior. Interact with students during the activity, providing reminders and specific praise (Weinstein and Novodvorsky, 189)

Transition to and the Independent Practice I will tell students to put away their sentences, and start working on their homework (while I am passing it out, giving it to the first person in the row and having them pass it back; established routine). I will remind them to work on their homework individually and quietly, and then let them know that I will be walking around if they have any questions. I will put an allotted time on the board (stopwatch). Then, I will tell them to start. Provide precorrections, or reminders of the expected behavior before the transition begins (Weinstein and Novodvorsky, 189)

Transition to End of the Lesson I will tell them to finish the problem they are working on, and then turn to a partner and tell them one thing that they do not like in Spanish. I will put 30 seconds on the clock for this activity. I will hand out papers for the exit ticket while they discuss.

Close of the Lesson When the timer goes off, I will put the exit ticket question on the board and tell them to complete it silently until the bell rings. When the bell rings, they will stack them on the back table and put their journals back into their slot of the organizer (established routine). Having clear, specific routines keep the classroom running smoothly ((Weinstein and Novodvorsky, 188)

My Sources Novodvorsky, Ingrid, and Carol Simon Weinstein. Middle and Secondary Classroom Management: Lessons from Research and Practice. 5th Ed., McGraw-Hill Education, 2015.