How do you structure your class to achieve maximum benefit from teacher/student contact?

Answer 1

This question is somewhat vague, but I'll do my best.

The answer to your question is dependent upon the age of your students and the subject you are teaching. If it's a lecture class without a lot of discussion, like math, then simple rows or pairs facing front will work fine. If it's a discussion class, you might consider a circle or horseshoe setup. If it's an ESL class, you're almost certainly going to use a circle or horseshoe. Furthermore, for an ESL class, the students should all sit close to the teacher and each other to maximize interaction.

Answer 2

Do you mean physical set up?

I have multiple classes and have found that no one physical structure fits all. Some configurations I have tried include single horseshoe, double horseshoe, groups of four or five or six, single rows, and single desks spread across the room.

In some classes, I will have single desks because of extreme differences then we will push the desks to one side and form a circle of chairs to have group discussions.

With some groups, I have to change and change until I find a configuration that works. Kids change and we, as educators, have to be flexible and sensitive when it comes to those changes

One final note: Teacher proximity can help deter or inflame situations. Some flaunt it as a wonder strategy, but there are cultural differences which must be considered. Please keep that in mind and take each situation individually.

Answer 3

Children learn better if the seats are arranged in small groups, no more than 4 or 5 students per group. Allow space between tables so you can move and reach each group as needed. After you have small groups physically, now you need to adapt your instruction and use them as centers or for independent practice. Small group instruction is the best way to reach each one of your students and differentiate your instruction; this way everyone can learn no matter levels of achievement. But first you need to implement routines that emphasize structure in your classroom. The students need to know what are they suppose to do and how while you are working with small groups. In other words you need to MODEL and MODEL the expected behavior. It will take time but students will pick up the routine and this technique will allow you to develop and reinforce teacher/student contact.

Answer 4

Some of the best classes I have been in have had less than 15 ppl in them. This creates more time for teacher/student interaction and less anxiety for the student since there is less commotion.
In larger classes I would suggest splitting into 2 groups if space allows and having one group work on a project while the other has an answer/question format.

hope this helps!
lily

Answer 5

My classes have had anywhere from 28 to 18 students each year. I teach 2nd and 3rd graders. I do many activities in the beginning as whole group. I spend a lot of time laying the groundwork for small groups in the future. I want them to be independent so when I pull small groups the rest of the students don't need my constant help to do their own tasks.

I pull small groups for reading (leveled and then sometimes based on the skill they need help with) after doing a whole group lesson on the skill for the day.

I do most math as whole group but in the case of the few students not grasping the concept, I'll pull them aside as needed while the rest work independently.

Writing conferences are the hardest since you really do have to do them one on one. I give the class free writing time for a few days in a row. If they are finished: start another piece. After a week, I call 3 students back. We sit together and I confernce with one at a time on the piece they are ready to "publish" or take to the next level. The reason I do it in 3's is so the other two can help give suggestions to the one I'm working with. See, it's not just the teacher saying he/she needs to change somthing, it's his/her classmates too. They can have feedback that way. THe following day, I'd call another three students. Everyone gets some one to one time w/ me and yet the rest of the class isn't sitting waiting their turn.

I do try to do small confernces once in a while with each student. On whatever they want to talk about. If nothing, I'll prompt with : What are you excited about learning this week/month? What do you think you've gotten better at recently? How can I help you do better in class? These mini-interviews help me to better understand each student, and help the student feel vauled in a class of 20 or so.

I've done response journals. It's not physically one to one teacher student time, but they are getting to "talk to me" weekly. I let the student write to me in their journal. I give a limit of at least 5 sentences in 2nd grade and one must be a question. Then I read each student's journal and write back to them with at least one question. They write back the next week...we keep this up for about two months. It's great to put in a portfolio if you have to do that for your students.

Finally, I do walk around and help students as needed during independent work when I'm not in small groups or between group changes.

I hope that helps.

Answer 6

This depends a lot on grade level and subject taught.
I teach in night high school and since the students' ability levels are so varied, each works on his or her own material and I go around and work with each individually. Or they hand it work and I write extensive comments on it.

Answer 7

Proximity. Being close to the kids means control.

Answer 8

groups of three or four. then you can hit more kids at one time.