Theresa L. JOnes on sat 14 mar 98
I can't remember the name of the film I saw a few months ago, but it was
about classroom control (substitute teacher training). The presenter, a
very seasoned educator, talked about the importance of PROCEDURE in the
classroom. If you want well behaved students then they need procedures
defining how you want them to behave. (This procedure reducing chaos
mentality can carry over into other areas as well, including the top of my
desk.) He cited examples of teachers with highly defined procedures in
their classroom. In one case, a shop teacher was absent and unable to call
in. NO one knew. The students knew what was expected of them and did it.
Other cases involved substitute teachers who sat there while small children
went through their morning routine - turn in homework, collect lunch money,
If you can break your clay class up into steps or processes, then you can
probably define procedures or expectations (sounds less rigid). These need
to be taught and upheld consistently, probably posted. For instance, at the
beginning of class students come in, get their clay and go to their location
at the workbench and begin their first project. If items need to be removed
from cabinets each class then you can assign who does what, or have a weekly
rotating list. For cleanup, a clearly defined procedure could be your best
I'm not sure how or if this eliminates punching, throwing clay and other
behavioral problems. Maybe you can define additional procedures for these
Theresa L. Jones
Mark Joyce on tue 17 mar 98
I don't know if this is the video you saw, but the importance of
establishing PROCEDURES is one of the ideas emphasized by Harry Wong
on his classroom management tapes.
It is a reasonable and valid variable to use to examine
problems and possible solutions in an artroom environment. Beyond
that, I find I often have to view classroom management tapes with the
same filters I would use if I were going to listen to a motivational
>Theresa Jones wrote:
> I can't remember the name of the film I saw a few months ago, but it was
> about classroom control (substitute teacher training). The presenter, a
> very seasoned educator, talked about the importance of PROCEDURE in the
Additionally, I'd recommend reflecting on
the following sets of questions:
Have I established high, clear positive expectations for my student?
How have I communicated them to them?
How much/what am I expecting my student to hold in their heads?
Are information, instructions, guidelines, assignments; and critique,
evaluative, and grading criteria provided in writing for annotation
or use as a checklist...or am I expecting them to take notes or hold
it in their heads?
Is "the problem" a learning problem or a nonlearning problem?
Learning probles can be addressed/resolved through instructional
interventions. Some nonlearning problems are with in your control,
like procedures or insufficient equipment or supplies; others, those
outside your control like sleeping or slapping generally will require
referral to another professional.
If you hav eany questions about any of these latter suggestions, feel
free to ask!
Mark Joyce email@example.com Concordia College Ann Arbor, MI