Organizing for Learning in the Primary Classroom: A Balanced Approach to Classroom Management

By Janet R. Moyles | Go to book overview

6
Deploying adult help
effectively in the
classroom: Delegation
and responsibility

Organizing and managing the learning environment of the primary child demands very particular skills of the teacher, as we have already explored. A parallel ability of being able to work with other adults in the classroom in promoting children's learning is also a skill worth developing, for not only does it have the potential to extend the learning opportunities of the children but can also serve to increase teaching and learning time and offer support. As the teaching role is often a lonely one in terms of other adult relationships, many teachers welcome a range of adults into the classroom as helpers but, as every teacher knows, this type of assistance raises other managerial aspects of utilizing effectively this human resource. Surprisingly, there appears to be little formally written on the roles of other adults in the classroom, and so the theory behind practice is somewhat limited.

One vitally important point to make early is all visitors to the classroom must be introduced to the children. 'Stranger danger' messages in relation to the out-of-school world must be supported inside and children should not be expected to communicate with strangers in the classroom unless the teacher's seal of approval is given through a brief introduction.


Who will provide classroom help?

Assistance is likely to be available from several different sources, some of which will be deliberately budgeted for or engineered

-136-

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Organizing for Learning in the Primary Classroom: A Balanced Approach to Classroom Management
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Acknowledgements vi
  • Introduction: Polarizations and Balance 1
  • 1: Teachers and Teaching 11
  • 2: The Learning Environment 34
  • 3: The Children and Their Learning Needs 64
  • 4: Grouping Children for Teaching and Learning 88
  • 5: Time for Teaching and Learning 112
  • 6: Deploying Adult Help Effectively in the Classroom 136
  • 7: Evaluating Classroom Organization and Management 153
  • 8: Conclusion 179
  • References 185
  • Index 194
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