How to Teach and Manage a Room

1. Introduction: Hi, I'm Sheynelle Thank you for joining me and my class today about how to teach people how to manage a broom. This class is for teachers, for children or for adults. It doesn't matter what you're teaching. Because either way, you need to command a room and manager realm when you are teaching any type of skill, whether that be skateboarding or math, you still need to command the attention of who you are teaching and engage the audience. So today's class is all about how to do that. I have about three years experience and training adults and about four years experience teaching kindergarten, fourth grade, and ninth graders. This experience has taught me a lot about myself and a lot about other people. And really at the end of the day, teaching is all about people and how to deal with certain situations that just come up. A lot of it is kind of just figuring it out. But there are some great skills that can help you along the way and lead to a successful room. Thank you for joining me. Let's go. 2. Part 1: Purpose: Hi, welcome back. The very first step to successfully teaching people and to managing a room is having a purpose. Everything begins with a purpose. The why. The reason why are you doing this? What are we doing today? That question needs to be answered before you even walk in a room. This goes for everything. Even remote teaching, even on Zoom. Even when you walk into a meeting, if you're leading that, meaning they need to know the purpose. What is the end goal? What do you want to gain? Or have someone gained by the end of your lesson or by the end of the day. For some teachers, this will be called a teaching point for the day, or maybe even a conjecture. What is it that you want your students to learn? This is very, very important because it gives you a baseline of understanding of what you want to see by the end of the hour, by the end of the day, by the end of that half hour, depending on how long your classes, you want to know that you achieved this goal. By the end of the class. You, it should be pretty clear whether or not your purpose was there. Somebody should be able to walk in to your room and understand what your purpose. For example, I am teaching in class and my purpose is for my students to learn circles and triangles. At the end of the class, maybe I will have an exit ticket or a worksheet so they can show me their knowledge about what I taught them. At the end of the day. I know whether or not my purpose was fulfilled. There are multiple ways to check for understanding at the end of the lesson, this is just one of those ways. Sometimes it doesn't require an exit ticket, maybe it's a discussion, an open discussion with your students about what you learned. Your students should be able to get to the conjecture or the purpose of the lesson on their own without you coaching them, this should be clear. They should walk out of the room knowing exactly what it is you wanted them to learn. 3. Part 2: Internalization: All right, Let's talk about the second part on how to teach people or manager room. This flows right into our first part, which was purpose. Next, we're going to dive into internalization or really understanding your lesson very, very well. In order to teach something, you need to almost be an expert in your field. Now, does that always happen? Of course not. But you should know this skill that you are teaching pretty well. You should have a good idea of the content of what you're teaching. Maybe you don't naturally have that content, but maybe you have to teach yourself even more or teach yourself a little bit more in order to teach. And that time That's normal. Internalizing a lesson means that, you know, this material back and front, you know it inside. And that can look different for every teacher. In many teachers are required to turn in lesson plans and that's where a lot of teachers internalization lies. For me, that was never the case. Lesson plans were just something I had to do and turn in to just make sure my boss knew I knew the lesson. But that's what really helped me very much. For me, internalizing a lesson meant that I would study that lesson. I would study that lesson a long time. That would mean I would spend almost hours doing the work that I require of my own students in order to see if I've missed something or how I can better teach a lesson. Doing your own work is actually super helpful as a teacher. Because that requires you to think like your students and helps you to understand how to meet them, where they're at. When you do your own students who work, that helps to plan for any misunderstandings or misconceptions that you might find in a student work. So if a student is getting something wrong over and over again, or you see this kind of pattern of students getting the same question wrong, then maybe there was a piece of that lesson that you didn't fully teach properly. There is a reason that this student or these students are getting these questions wrong. It really puts the thinking work on you to understand. Is your lesson effective? And are you doing a good job with your purpose? 4. Part 3: Environment: All right, Welcome back. On this third step for how to teach people and how to manage your room. We're gonna change the pace a little bit on this one because the first two was pur, purpose and internalization of your purpose. Essentially. Those are very, very important pieces. But they are really heavy and you really have to spend a lot of time on those things. Here are some more, a little more practical ways that you can manage a room and teach people. I want to first begin on this third step with aesthetics and the look of your room and the feel of your rooms. So that really encompasses environment. That could be your Zoom room, that could be your actual physical space as well. In a room, you want to make your space aesthetically pleasing. If you think about it. We have designers in this world for a reason. People who design spaces are doing it for a reason. Whether it's welcoming someone into his face, whether it's calming somebody in a spot, whether it's creating a sense of fun, let's say like a game room. Design plays a huge role in education and teaching people. What does that actually look like? Well, for example, when I had a classroom, I made everything look really clean. I met, I made sure everything was organized. Everything had a label. It was everything was easy to find. There was nothing out of order. My children knew exactly where to look to find paper, pencils, crayons, even my ninth graders, I would have beens labeled by their cohort, so they would know where to put their notebooks or the binders. I color-coded things. These seem kind of not really important, but at the end of the day they are really, really super important. And understanding a space that you're in mixed you feel comfortable at the end of the day, you want your students, no matter how small or big of a person, you want people to feel comfortable thinking about your home when you welcome people or entertain people to come into your space, you want everything to be accessible. I actually like to think of an Airbnb. If you go to an Airbnb, lot of places have labels and their spoons and knives and their coffee maker and things like that. Because they want you to be able to access the space without you having to handle them. It also gives people a sense of ownership in that space. And that is what you want to create for your students. Although it may seem frivolous and unimportant is actually, it's probably one of the most important things. It's what you see. You're in that space and you want to feel like it's important. This is a great way to show the importance of your space and your community. 5. Part 4: Routines: Okay, let's talk about step four. Step four is building routines and you'll hear this over and over and over from really seasoned teachers. Routine is everything that is where you begin and end all day. Whether it be walking in to walking out. You have a routine for those things. And if you don't, you need to to make sure you are successfully teaching your students and managing your room routines are everything. I'll start with kindergarten. A great routine for kindergarteners is as soon as they walk in, your little kindergarteners going to walk into your room, he or she is going to know to take off their backpack and put it on there, Hook, go right to their table and begin their work for the morning. Let's say. That is a routine a teacher it has built. Yes. You know, it seems small. And we are talking about a kindergarten here, but you can use that as, in a larger scale. So let's say you're teaching adults and as soon as they walk in, they should read the board. Well, that's a routine that you still have to build. Although it may come naturally to adults. That is something you always want to set as a routine. That is something you want as a routine, it's something you need to state. You may have that written down somewhere so that your students can see it. But either way, you need to have those routines in place so everybody knows what they should be doing and when they should be doing it. There shouldn't be any uncertainty in the room at any point. I mean, a big red flag to yourself is when a student says, What are we doing? No one wants to hear that. That is a teachers, just, you just never want to hear. As a teacher. You don't want to hear it because as a teacher you've made your expectations really clear, are you should've. But if you are getting millions or if you're getting ten or half of the students telling you, hey, I don't know what we're doing there. Maybe you didn't make that routine or expectation clear. Routines are really important because they're set in stone and they are something that you are not changing. And it is continually happening every single day. For children. That's even more important because that is children need a schedule and a routine to help them thrive. But so do adults even waking up in the morning? I mean, you think about your morning routine and think about your night-time routine, your skincare routine, your gym routine, those are all things you're putting in your natural daily life. Why wouldn't you put it in, in a classroom? It's super important. So keep that in mind when you are building your room, what routines do you want to see? Is, what's important? What are you going to prioritize? And that is something you have to think about. When you build a class. 6. Part 5: Be Authentic: Welcome back. Here is our fifth step and how to teach people how to manage your room. This step is all about just being yourself, being your authentic self, and being true to who you are as a teacher and as somebody who is trying to manage a room and to teach someone something, you need to be yourself ultimately, if you are doing something that is non-genuine to who you are, it will come off super fake. So no one likes learning from somebody who's fake, right? So if you are being fake and anyway, people could sniff that out, whether you're a five-year-old or a 25-year-old. Everyone can see it. And children are probably the most perceptive at this. Because they can just help if you're not being who you are, if you're talking in avoids them, maybe as in your own, if you're saying words or sayings that don't match your personality, people will know, and no one wants to learn from somebody who was in being, being a genuine person. So this step is also super important because this is the foundation of everything that we're doing. If you're not doing a genuinely, why do you doing it? All goes back in a circle of purpose and why you're doing this thing. So think about that. I'm being yourself is just being human. And being human means you're gonna make a lot of mistakes. And that is okay. Even if this is your first time teaching, even if this is your 20th time teaching, even if this is your, your veteran, you are 35 years into teaching. You're gonna make mistakes and that's okay. And the biggest piece of this is to own those mistakes. It's okay to make silly mistakes. It's okay to mess up on something, but own up to it and be who you actually are. If you like dogs, let's say if you like animate, if you like Pokemon. And you're an adult teacher and you think, man, that is not cool. Well maybe it's not cool to your students, but that's okay because it's who you are and maybe you want to put who you are into your classroom, which you should do it, then do it, they'll get over it. I love cats and my students knew I loved cats, and a lot of them didn't like cats. But hey, at the end of the day, I got a bunch of little drawings from my, from my ninth graders with cats on them. And that's just a little piece. Them understanding me. Your students will understand you even if you think a part of your personality is silly or weird, or people won't understand it. At the end of the day, you're the teacher and you're teaching this skill. And you got to do it in your authentic voice and in your special way. Don't be afraid to be yourself. 7. Part 6: Build Connections: Welcome back. So this is our sixth step when it comes to teaching people how to manage a room. And this step is all about building connections. You can only teach somebody if they like you. And I don't know who said the same, maybe someone can tell me. There's a saying that nobody likes learning from somebody they don't like. And it's true. You need to build connections with your students. Even if you're meeting your students once a week or every single day, there, it's still important to build connections with your students. And building connections doesn't mean being the best friend or gossiping about the teacher next door. It just means getting to know your students in a real way and an authentic way and a way that is true and purposeful. A way where it builds trust. Your students can come to you and trust you with information. Maybe that's not like the relationship status or really deep secrets and that's okay because you don't trust me, you don't want to know that stuff sometimes, but maybe you want, what you do want is students coming up to you saying, Hey, I built this test and I don't know why. And I was wondering if I can get some help. Those are the connections that are really important because those are the biggest, That's where you'll get your biggest impact. It's so important to have your students trusting you and to feel like they're connected to you, to feel that you're approachable, that they can come to you. That does tie into the last step as well. The one before this step, which is being authentic and being the genuine person that ties into this step. Because if you're not true to yourself, it's very unlikely that you will be able to build a connection with kids or any of your students. 8. Part 7: Data: This is our very last step on how to teach people and manager room. Step seven. This step is all about data. As a teacher, you should love data because data helps to make you a stronger teacher. So daily data. When I was teaching, the only way I saw improvement is if I've really paid attention to data. Now when people think of day that they think about a lot of numbers on a spreadsheet. And maybe that is true for some professions, but in this profession, data is going to look really different. Data, yes, could be as a spreadsheet, data is gonna look different to each teacher. Data for me looked like completion of worksheets. Let's say. I would collect data on who turned in homework. Who didn't turn in homework, who completed homework, but only halfway. Then also grade the homework and put that in a spreadsheet to think that in, let's say just one week, five days of the same exact data homework completed and uncompleted halfway fleet. Think about how that may look. Well, if you're thinking about it, it may look like this on a graph, or maybe it looks like this. Maybe, maybe we got better, or maybe it looks like this, maybe it got worse as we went from Monday to Friday. And that's why data is so important so that you can see those trends. What happened? Did a big snowstorm hit on Wednesday? Did it rain on Thursday? Was attendance low? What happened? And you can use this data in your room to derive your lessons for the following day. So if your purpose wasn't achieved the day before, well now you know well, you need to re-establish that purpose for the next following day. Then let's say we'll use a worksheet to find out whether we got that purpose. If that worksheet is completed by most students successfully, well, you know, your data is looking good and you know that maybe you don't have to change it up so much today. Let's see if it works for the next day. So data is super important for a teacher because it helps to see if you're actually succeeding in a really concrete way. It's not just a feeling anymore. And a lot of teachers I think go off with just the feeling of that day. And every day can seem the same. And actually a lot of days feel super dynamic. One day it feels really good. Tuesday feels really bad to the Wednesday feels kind of the same. But going off of feelings doesn't help you. Sometimes they're really concrete way of looking at data can help you decide where to go. Really drives you to a great understanding of how your teaching and how your students are learning. Data is really, really important. I love data. If anyone has any questions about data, I'd be happy to answer them. But that's it guys. I hope you enjoyed this lesson about how to teach people on how to manage your room. I hope it helps you. I would love to hear back from any of you if you've used any of these suggestions or tips, I would love to hear more about it. And good luck. I wish you well on your teaching career or your teaching path and whatever class you're teaching. Good luck and have a great week. 9. Part 8: Data Project: Right, everyone. So you're going to get a chance to try how to organize your data and how to create data for your classrooms. So I am going to be showing you today how to create those systems using either Excel or you can go ahead and use Google Sheets. I'm gonna be showing you on Google Sheets. Let's go away. I'm going to give you all a project so that you can improve your skills on becoming a teacher and managing a room. So I'm going to start off with creating a document using Google Sheets. Now you can very well use Excel, but I prefer Google Sheets, so everything's in one location. I already started a Google Sheet, so I'm gonna go ahead and open that up. I already have started some data for the, for next week. I have 12345 columns that I'm gonna be looking at for next week. So I'm gonna be looking at homework, exit tickets, behavior, and a unit test next week, let's say. So what I want you to do is go ahead and create your own Google Sheet, very much like mine, where you can put the name of your students on the very left column or you can put it wherever you want. I think this is a little more organized. Then you're gonna choose your columns. What are you going to focus on as a teacher for next week? It could be the same homework exit ticket behavior, and a unit test. It just all depends on what you are teaching. For example, if you are maybe teaching piano, let's say this could be data that looks like here are your students names and then maybe you have scales as one like your students did a particular scale that you are looking at. You could say recital, ready? Do, are they ready for the recital? Any type of columns that makes sense for you that you can actually keep track of. Now, once you have decided on your columns, you're going to have to fill in that data. For, let's say, a traditional classroom. If you're looking at homework, let's say Benny gets a six out of ten, which is 60%. You can either leave it like this, like a six out of ten or percentage, whatever is easier for you to see the data. Sometimes maybe just putting in a 608100 is easier to see. And yeah, and then that is perfectly fine. You can use that scale. And then also follow the same path with your exit ticket. So let's say they got a 50%, Julia got a 100%, and then we have a 10% here. Then behavior might look different as well. So instead of having maybe a percentage or a number with behavior, you could simply just put a checkmark or let's see if we can find looking for those little tool where you can insert a checkbox. Yeah, great. So you can just put behavior. That could mean behavior looked great. Behavior was good. Then you can just always leave it blank. If it wasn't good. Unit tests, same thing, 100% AD and let's see 70. And this is a great way of just seeing the overall trend of how these students are doing. And you can keep this weekly, you can do this monthly as often as you want. Your project is going to be again, coming up with those columns, what you choose to look at in the coming weeks, months, days. And then your job is to fill those in. Then hopefully you get to see some trends that maybe you didn't see before. And that can drive you to better instruction the next day and the following, and so on and so forth. I hope this is helpful.