The Digi-Teacher's Classroom Management Plan

They have devices and online places they go to, whether we want them to, or not. In class and out of it. They call it engagement, that experience where the students come together with the teacher and actually have fun with their learning, just like field day used to be! So what if you could make it field day every day, and score as high as possible on all tests at the end of the year? If they create and have fun, they'll want to keep doing, so let's have them create their learning, explore content and apply the information to wonderful things of their choice. For this you need Plan B!

1. Centers Organize your class in easily accessible centers, and practice a rotation model in every class where your students are expected to give you ANY type of work. Must have: a presentation center, where they have access to computers to create their products as they go along. A product may be a PPT, a Blendspace, a Thinglink, an Emaze/Prezi, or anything else that you introduced them to. One goal is to make them realize how little bits of work that they produce in class or at home fit together in the big picture, and how a final product is developed over time, with consideration for the changes that each addition brings. The other is to provide you with quality content, from the very small items like a quick reasoning of an equation, which you can mix-n-match into any type of larger product that you can then assign to them. The order of the centers must be optional, as some students will opt to work at home and only put things together at school in a presentation center. Stress the need to assemble the “presentation” at school so you can help them make the best decisions (and so they have direct access to you for questions)

2. Choice Let them choose the tools they are most comfortable with (yes, PPT is still a tool, have you looked at OfficeMix?). Make available to them a visual list (post it on the center table) of tools you approve of. Explain to them that their work will be continuous, and that they can explore all the tools through the course, but only use one to present their assignment. Set a time (use on-screen timers) for each center for fluid rotations, and enforce it. Let them choose their partners - quality of work depends on comfort with team members. Also creativity is hindered when working with contrasting personalities. Encourage diverse grouping, but allow choice of partners (and hold accountable the ones who abuse this privilege).

3. Talents We all know “that student” who is outgoing, incessantly vocal, testing, borderline defiant sometimes, and very funny to his peers. That student is your show host. Give him the mic (or tell him to use his phone) and tell him to present the material in his way. Show them examples of comedians, talk-show hosts, etc, and ask that they pay attention to attire, posture, diction, mimic (do you see a vocabulary lesson here?). Tell them to be concise (that will force them to read the material and summarize). You also have in class the “selfie-queen”, the “geek”, the “videographer”, the “tweeter/viner”, the “designer”, the “tech”, etc. They are more than happy to help anyone with whatever they do best, use their expertise. They will be excited, and you will get awesome products!

Use your techies to mainstream access on all the BYOT devices - you may not be able to troubleshoot issues on any and all devices, but they will be happy to "rescue" their peers. Map your class for those students and know who per what system to direct students for help. As the manager of the digital class, you will often have to defer to your specialists, and they will feel valued.

5. Project managers These are the people on whom you can depend to bring back their homework (finished), participate in class (even the shy ones), put forth (some) effort to understand the assignments. They are your project managers. They can remind their peer groups when deadline “half-time” is around the corner, land a hand or "give their two-cents", and keep tabs on who is where in the project. They free up a lot of your time, and give you more voices to state the obvious.

6. Repository Let your students know where you want them to put their work. You should create a collaborative space online where they can interact (small or whole group) to work on their project. Examples of such free spaces are here. It is important that they have access to it from home as well, as more and more design/production work will move outside the class. This allows you to spot early on the trends and errors, and give feedback.

7. Validation Allow your students to peer-review throughout the process (teach them how to be objective - use the assignment rubric). As they see each other’s work, they will get ideas (it’s o to “steal ideas”, only one diva will be authentic, and they will see that). Use: 1. I really like how you.. 2. I wonder why you used.. 3. I think … would make your project…

As they validate each other, you move from the front of the class to the center, and become the guide on the side, a trusted mediator and great adviser.

8. Parent Assistance Let parents know in advance what will happen in your class and how they can assist at home. Whether they choose to be involved or not is not relevant, but allowing them to understand what their child is doing with that phone, and why they are rapping some weird math stuff will definitely give them the opportunity to “meet” their child/teen and maybe even bridge their relationship. In turn, this reflects in how much better and complete the work that comes back to you becomes. And parents always feel disconnected - this allows them to start seeing you as their partner as well.

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