Classroom Management

“Time is what we want most, but what we use worst.” - William Penn

Before a teaching session, spend a few moments reflecting on the structure you will use for learners to answer questions and share after individual or group work. 

Please see our Active Learning and Teaching in Small Groups modules for more information on planning transitions into and out of learning activities and the importance of setting time limits for classroom activities.

• Plan: What is the activity or question the students need to complete and will they work alone, in pairs, or in groups? Consider telling them what group or pair they will work in to smooth transitions and save time.
• Give learners thinking time: When asked a new question, students need some time to formulate a response. After you ask a question, expect to wait five to ten seconds. If no students respond, then you need to determine if your question was unclear, or if they are unwilling to share.
• Use time limits: For starter techniques and active learning activities, set clear time limits. In general, do not wait until all students are finished to break off the activity. Your goal is to come back as a class when students are still engaged in the activity and have not moved on to talking about unrelated topics.
• Be explicit: Let learners know clearly what is expected of them during the session or activity. As the instructor, you know what is coming next, but your learners do not. What do they need to accomplish? How should they do that? What will the turn-taking structure look like?
• In addition, have written instructions on PowerPoint, the board, or handouts for student reference.
  • For example, “You will turn to a partner sitting next to you to answer the questions on your handout for the cases. This side of the room will start with case 1 and this side with case 2. If you get done with your first case, move on to the other case, though I don’t expect you to get through all of them. We will have a volunteer pair from each section talk us all through the answers for their first case, starting with case 1. We will take about 5 minutes to work in pairs and I will walk around to answer questions.”
• Have a clear turn-taking structure: This will save you time and keep up the pace and energy in your classroom. As emphasized above, make it very clear to students before the task what sharing out structure will be used. Consider one of the three turn-taking structures outlined in the table below.

Volunteers

Simply ask for a volunteer to give an answer or demonstrate. How long you wait will depend on your learner group. This method requires more time and can result in the same learner(s) sharing.

Tips for Large Group Teaching

• Better for simple or isolated questions
• Ask questions and wait ten seconds
• Have a backup plan if no one responds
• Call on sections of students to get volunteers faster
• Use starter techniques
• Put students in pairs or groups
• Circulate during tasks and prime learners to share helpful points

Round Robin

The instructor goes in seating order of learners, or groups, to share at a faster pace. Learners can anticipate when their turn will be and prepare. This method gives more equal involvement of learners.

Tips for Large Group Teaching

• Be clear on order: “We’ll start on this side of the room and go around this direction”
• Use to create lists or brainstorm
• No need to get all the possible answers, which can be draining for students
• Use starter techniques
• Put students in pairs or groups

Cold Calling

Ask a question and then call on any student to answer. This ensures sharing will begin quickly and is fast-paced, which can result in some students paying closer attention, though can be stressful for introverted students.

Tips for Large Group Teaching

• Tell students up front you will do this and that all learners could be called on.
• Have ground rules: all can be called on, it is okay to pass, mistakes are expected, and let the instructor know if the question is unclear, etc.
• Ask a question first, pause for thinking time, then call on a student.
• Consider pairs or small group structure, which may feel more comfortable for some students.
• Unbundle your cold call: break up your larger questions into a series of smaller questions for multiple students.
• In large groups, strive to make a connection and reduce anonymity. Get close to students, make eye contact, then call on them. Ask their name.
• See important tips in Responding to Student Error and Supportive Learning Environment modules.

Additional Tactics:

• Let learners know your plans ahead of time.
• Set up a good learning environment.
  • Circulate: Move around the room and speak with students while they are working on tasks. You get to know them, where they are stuck, how much time they need, and reinforce high-quality answers for sharing.
• Have clear instructions and questions.
  • Clear instructions save time and confusion. Consider having instructions and questions written out on slides or a handout.
  • Have very specific questions for learners to answer. Instead of "What do you think about this case?", consider “What are the top three diagnoses in this case?”, or “What would your first order be for this patient?”

Planning your time in the classroom and managing that time effectively is necessary for a successful teaching session. Have a clear plan for turn-taking to maximize your time with your learners.

Lemov, D. Teach Like a Champion 2.0: 62 Techniques that put Students on the Path to College. Jossey-Bass, 2015.