Sometimes it\u27s the simple things that are the solution to classroom management problems.
Consider the simple task of giving directions. As basic as they may be, directions are the infrastructure of a well-managed classroom. Clear directions give students a better understanding of behavior and academic expectations

Lentfer, Victoria

English

The University of Nebraska, Omaha

University of Nebraska at OmahaDigitalCommons@UNOTeacher Education Faculty Publications Department of Teacher Education2016Classroom Management with Voice-Movement-TaskVictoria LentferUniversity of Nebraska at Omaha, vlentfer@unomaha.eduFollow this and additional works at: https://digitalcommons.unomaha.edu/tedfacpubPart of the Teacher Education and Professional Development CommonsThis Article is brought to you for free and open access by the Departmentof Teacher Education at DigitalCommons@UNO. It has been accepted forinclusion in Teacher Education Faculty Publications by an authorizedadministrator of DigitalCommons@UNO. For more information, pleasecontact unodigitalcommons@unomaha.edu.Recommended CitationLentfer, Victoria, "Classroom Management with Voice-Movement-Task" (2016). Teacher Education Faculty Publications. 92.https://digitalcommons.unomaha.edu/tedfacpub/92AMLE talks to Victoria Lentf...AMLE talks with author Victoria Lentfer aboutClassroom Management with VoiceClassroom Management withVoice–Movement–TaskExplicit expectations are a key to classroommanagement.By: Victoria S. LentferSometimes it's the simple things that are thesolution to classroom management problems.Consider the simple task of giving directions. Asbasic as they may be, directions are theinfrastructure of a well-managed classroom.Clear directions give students a betterunderstanding of behavior and academicexpectations.At the beginning of every group learning activity, I used to give my students quickexplanations of the activity and assumed they listened, understood, and would follow mydirections. As the students moved to their work groups and began their tasks, their voicesgrew louder and full of excitement. At Êrst, I reveled in the idea that this was the look andsound of controlled chaos, of student engagement. But it soon became clear that it wasanything but controlled, and the students were not engaged in their learning.To analyze what was hindering the learning process, I videotaped my classes. It did nottake long to identify the three glaring components that contributed to the "controlledchaos":1. The students' voices were at a high level and the conversations were oÉ topic.2. They had diÉiculty keeping their hands to themselves while they moved to theirgroups and while they were working in their groups.3. They often were oÉ task.So there it was: voice, movement, and task.I decided to address each of these areasprior to every lesson and activity. Beforeeach task, I posted the voice-movement-task behavior expectations and kept thepostings visible throughout the activity.Voice ExpectationsFirst, I had to deÊne the voice levels. Voicelevel 0 was no talking; voice level 1 was a whisper; voice level 2 was a partner level; andvoice level 3 was whole group. We discussed the voice level expectations as a class andstudents role played each level. Students also demonstrated inappropriate voice levels.When I posted the voice expectations on a PowerPoint slide prior to each activity, Iindicated a voice level of 1, 2, or 3.Movement ExpectationsMovement expectations focused on how students were to travel to their groups or todiÉerent stations. Again, I kept it simple but appropriate to the activity: Keep your handsand feet to yourself, stay in your group, rotate clockwise.Because movement can be hampered by the environment, I added expectations regardingbackpacks, notebooks, and other belongings. All "extra" items were to be placed under thetable so students could walk around easily.Task ExpectationsTask expectations began with a list of materials needed for an activity, such as a pencil,paper, and textbook. A description of the activity focused on clear, concise, and simpledirections. Using PowerPoint, I posted 2–3 directions at a time, using the "chunk and chew"strategy of giving them enough to read and process before moving on.Making ProgressIn the beginning, I led the discussion and shared the explicit expectations for eachactivity, including student role playing in regard to voice, movement, and task. Thisprocedure took a great deal of time, but in the long run, the patience and practice paid oÉ.As the students progressed, they gained a Êrm understanding about expectations for theirvoices, movement, and task. When they raised their voices or were oÉ task, I simply said"Task" or "Voices" and they self-corrected.Ultimately, my students and I built a safer, kinder, and more productive work environment.Victoria S. Lentfer is a STEM instructor and middle school program director for theUniversity of Nebraska Omaha.   vlentfer@unomaha.eduPublished in AMLE Magazine, April 2016.More on these topics Classroom Management  Article tags Student Engagement0 CommentsAdvertisement  http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet.aspx?ArtMID=888&ArticleID=630

Classroom Management with Voice-Movement-Task

https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1093&amp;context=tedfacpub

Classroom Management with Voice-Movement-Task

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