Time constraints put pressure on teachers to start lessons as quickly as possible, but ensuing disruption may make this less effective than allowing a set amount of time for setting in.
While a prompt start to lessons may be desirable, a short ‘setting’ period may avoid problems and disruption once a lesson has started. Equally a ‘finishing up’ time at the end will contribute to an orderly conclusion and exit from the room.
Given the pressures of time, content and organization, there is always an emphasis on getting pupils into the room or teaching area and making a prompt start in order to use all the time available during the scheduled lesson.
There will inevitably be disturbance once the lesson has started:
- Ømissing or wrong equipment
- Øwandering around, out of seat
- Øchatting, catching up with friends
- Øcontinuing issues begun during the last lesson
Try monitoring over three or four sessions the amount of time you spend dealing with
disturbances once the lesson has begun. If you are working with another adult in the classroom it is probably easier for them to do the monitoring.
If the amount of time taken in this baseline is in excess of 10 minutes, it’s worth trying to establish a setting-in-period of no more than three minutes at the start of the lesson. This gives pupils time to sort themselves out and begin to engage in the learning process.
The same goes for the end of the lesson. If you wait until the bell before finalizing the lesson, there is almost certain to be excessive noise, confusion and at worst, chaos. A simple advanced warning will again pupils give the opportunity to structure their activity and prepare to tidy up leave in an orderly fashion.
Practice Tips
As with all strategies and advice, in order to be successfully implemented in the classroom, the techniques need to be taught clearly and consistently to the pupils. If you choose to try the ‘settling in’ strategy, ensure you plan it carefully before trying to introduce it in the teaching and learning environment.
The three minute settling-in-time is not an excuse for simply wasting the first part of the lesson. It is there to enable pupils to:
- finish conversations with friends
- ensure they have the correct equipment, books, etc.
- find their correct seating area
Give clear and non-confrontational directions about your expectations. Use a low voice and
recognize those pupils who are following the structure. It is essential that pupils understand the reasoning behind the strategy. Once the three minutes have passed there should be a very clear understanding that no further disturbances should take place and the full remaining time of the lesson can now be used effectively.
By: Edelwina C. Abrera | Teacher I | Ipag Elementary School | Mariveles, Bataan
