Instructional management skills:
___1. Movement management
- Avoidance
of jerkiness: thrusts, dangles, flip-flop, truncations
- Avoidance
of slowdowns: task and behavior overdwelling, actone overdwelling,
prop overdwelling, fragmentation
___2. Group focus
- Management
of group format
- Management
of the degree of accountability
- Management
of attention
___3. Avoidance of satiation
- Progress
- Variety
- Challenge
Sequencing and integration of additional instructional activities:
___4. Management of daily review sessions
___5. Management of daily preview sessions
___6. Management of lectures/presentation sessions
___7. Management of individual/group in-class work:
- Presentation
of assignments
- Monitoring
of performance
- Selection
of assignments
- Evaluation
of assignments
___8. Management of individual/group work during a field trip
___9. Management of homework
___10. Management of discussion sessions
___11. Management of projects and problem-solving sessions
Dealing with instruction-related discipline problems:
___12. Off-task behavior
___13. Talking without permission (during lectures)
___14. Talking without permission (during class)
___15. Failure to raise hand
___16. Poor listening and failure to follow verbal directions
___17. Late or incomplete assignments
___18. Tardiness or absenteeism
___19. Failure to be motivated/doing nothing
___20. Cheating
___21. Test anxiety
Boboc, M. (2000). [Content management in the
classroom]. Unpublished raw data.
Froyen, L. A., & Iverson, A. M. (1999). Schoolwide
and classroom management: The
reflective educator-leader (3rd ed.). Upper Saddle River, NJ:
Prentice-Hall
Applications/Examples
Content
Management
Definition
“Content management
occurs when teachers manage space, materials,
equipment, the movement of
people, and lessons that are part of a curriculum or program of studies” (Froyen
& Iverson, 1999, p. 128).
Examples
Teacher: Kimberly Bradshaw
Grade: Pre-Kindergarten
Kimberly Bradshaw demonstrates content management by
beginning the day by leading her students in a very short hand routine.
The hand movements focus the students’ attention on the teacher and
signal that it is time for a learning activity.
Then, before going on a field trip, Bradshaw tells the students about
the activities they will do for the day.
Her management of a daily preview session helps prepare her students
for the experiences they will have. This
also demonstrates Bradshaw’s content management.
Teacher: Kathleen Alexander
Grade: 3
Kathleen Alexander’s
mathematics students are studying graphs and graphing.
The students will be collecting information about the number of
different colored candies in a bag of M& Ms. During the course of the lesson, the students work in
partners in the school’s computer lab to develop a graph.
Alexander circulates around the room and monitors students as they
work cooperatively on the computer. She
helps them through the process of interpreting and graphing their data.
Alexander’s management of in-class group work demonstrates her
content management.
Teacher:
Terri Vennerberg
Grade:
3
In her Habitats activity,
Terri Vennerberg manages group work by creating a signaling system that
enables her to help her students more efficiently.
She manages the movement of people by having her students place a red
cup on their desk if their group has a question and is in need of
assistance. A blue cup means
that there are no problems. By
managing the lesson, space, materials, and the movement of people,
Vennerberg demonstrates content management.
Teacher: Patty
Bounous
Grade: 7-8
Patti Bounous’ students
use heart-rate monitors and Digi-Walkers to monitor their performance during
aerobic exercise. After the
students have exercised, Bounous asks them to recall how they can use
monitors and Digi-Walkers to find specific information, such as their
average heart rates, and the amount of time they kept their heart rates in
the target zone. The teacher
demonstrates content management as she manages the review session.
Teacher:
Julie McLaughlin
Grade:
9
In her Ocean Exhibits activity,
Julie McLaughlin’s ninth grade students divide into small groups and
present ocean exhibits they have created to a group of elementary students.
She describes the nature and content of the learning activity in
which the high school and elementary students will participate, tells the
students how long they will stay at each exhibit, and gives them clear
instructions on how to move from one exhibit to the next.
By directing the students’ rotations to different exhibits,
McLaughlin manages space and the movement of people while using class time
efficiently.
References
Froyen, L. A., & Iverson,
A. M. (1999). Schoolwide and classroom
management:
The reflective educator-leader (3rd ed.). Upper Saddle
River, NJ: Prentice-Hall.
