Chapman & King's innovative models for teaching in the differentiated classroom stress positive classroom climate, understanding student thinking styles, meeting diverse student needs, and empowering students both inside and outside the classroom. Applying those models to classroom management is the focus of this new book. Among the topics covered in their trademark lively style are * creating safe and accepting classroom environments that promote confidence for diverse learners; * motivating students through affective factors, including rapport, challenge, excitement, humor, respect, choice, and self-efficacy; * observing and assessing student needs and preferences; * customizing approaches for working with shy and nervous students, impatient students, “turned off” students, and more; * customizing communications both with students and with parents of diverse backgrounds; * transitioning into and out of flexible groups; * creating classroom celebrations that reinforce student successes; and more. Ready-to-use tools, agendas, checklists, organizers, and other graphics facilitate application of the strategies in differentiated classrooms for learners in grades PreK-3, 4-8, and 9-12.
Chapter 5: Flexible Grouping Strategies
Flexible Grouping Strategies
Just as a baseball coach gives information to an entire team, a teacher gives information to a classroom of learners. The team is brought together to receive general directions, to discuss the techniques and to review statistics of the opposing players. They also receive performance feedback and pep talks.
Wear a baseball hat to assume the coaching role. Bring students together to receive directions, learn new skills, or practice before a test.
Just as players work alone to practice their batting skills, students may work independently to gain more confidence with a specific skill. Players and students may also work in small groups or with a partner, based on their current needs.
One crucial and complex management task in the differentiated classroom ...