Classroom Management

To enable a teacher to work with a group for Guided Mathematics, the rest of the class needs to be engaged independently in purposeful mathematical activities.

During the first few weeks of the school year, it is important that the teacher establishes structures and routines that enable students to work independently so the Maths group can continue undisturbed, such as:

• moving about the classroom;
• keeping within appropriate noise levels;
• taking responsibility for their own learning tasks;
• locating, using, and replacing materials and equipment;
• knowing what to do when a task is finished;
• working in small groups;
• responding to signals (for example, for changing activities or when the noise level gets too high)
• giving and receiving feedback in interactions with students;
• knowing when and how to ask for help.

The most effective way to encourage these routines and behaviours is for teachers to model them, state and reinforce expectations, praise appropriate behaviour and give students many opportunities to practice them.

Other helpful things to consider:

• Ensure that the appropriate participation in and completion of independent activities are valued and rewarded. If this doesn't happen, many students can become off task in activities that they believe are not valued or relevant.
• Establish a buddy system to help maintain on-task behaviour, pairing students with well-developed social skills with other needing to develop such skills.
• Change the activities regularly and gradually introduce an element of choice (as students demonstrate their ability to manage their own time).
• Have a time-out space for any student who is unable to stay on-task when working on an independent activity.
• A taskboard or rotation chart is a useful tool for managing children when they are working on independent mathematical activities. For more information on scheduling, click here.

For ideas on independent mathematical activities, click here.