Teachers’ Desk Reference:
Practical Information for Pennsylvania’s Teachers
y
l
e
v
i
t
c
e
f
f
E
e
m
i
T
l
a
n
o
i
t
c
u
r
t
s
n
I
g
Usin
ted
urs of alloca
o
h
e
v
fi
ly
te
proxima
ne hour
you have ap
lose almost o
d
n
a
,
n
ch
u
o
ti
m
c
o
ru
ere is “s
time for inst
ities.
lament that th
e
ar
u
ctional activ
yo
ru
,
st
er
Teachers often
h
in
n
ac
o
te
n
a
r
s
A
fo
”
e.
e tim
t tasks
, students
to do in so littl
r instruction
most importan
fo
e
e
th
f
m
o
ti
e
d
n
o
te
h
e of
.
th
charged wit
During alloca
sks an averag e
America’s you
ta
g
g
n
ti
in
ca
rn
u
a
ed
le
–
in
th
x hours
in the country
are engaged e time. Engaged time –
e only five to si
av
h
th
s
f
olved
v
er
o
h
t
g
in
n
n
ac
e
ti
ly
te
n
e
activ
Many
42 perc
this dau
re
a
h
lis
ts
p
n
e
m
d
co
u
ac
to
me st
-half hours
used
per school day
amount of ti
ose hours are
two and one
th
ly
n
ly
o
ve
is
ti
–
ec
g
eff
in learnin
task. How
hool to
ict to district, sc
tr
is
d
m
.
o
m
fr
o
o
es
sr
a day.
vari
assroom to clas
cl
en
ev
d
an
l,
schoo
at engaged
ally, during th
nce
in
F
ay
ed to experie
D
e
ve
l
n
ti
o
ec
ts
o
n
h
eff
e
c
S
d
d
u
e
an
st
th
The
time,
Efficient
Time and
ing activities.
rn
a
le
h
it
w
success
udents
use of allocated
nt of time st
There is the
.
u
al
o
u
m
a
eq
t
e
o
g
n
ra
is
e
e
ngaged
av
All time
engaged tim
d
ess during e
dents are
an
cc
u
st
su
h
ic
ce
h
n
w
e
g
ri
n
at
expe
time duri
ntly
ca
This means th
e that
ifi
t.
m
n
n
ti
g
e
e
si
rc
th
n
e
,
p
u
ca
7
yo
1
time is
students
available to
ount
am
ruction, the
use of time,
e
st
d
th
in
o
r
o
se
g
fo
ea
t
d
u
cr
te
o
in
h
ca
it
demic
w
is allo
ts
successful aca
students are
en
h
ce
d
n
ic
u
e
h
st
ri
w
e
g
at
p
n
x
th
ri
e
u
may
time d
of time
d
inutes in a
l
arning tasks, an
r about 45 m
u
sf
fo
es
g
cc
in
su
rn
a
ce
le
n
engaged in le
onal time
stu
experie
sing instructi
e during which
U
!
m
y
ti
a
e
d
l
th
o
.
ly
o
g
al
h
n
in
sc
fi
!
ess.
academic learn
n change this
eriencing succ
dents are exp
effectively ca
nt of
e is the amou
Can Control
u
o
ng
Y
si
o
t
cl
a
e
Available tim
h
th
W
to
f
l
o
morning bel
Take Control
time from the
variety of
e
th
ol over the
f
o
se
au
. Bec
t have contr
g,
o
n
in
l
o
ild
d
u
b
u
l
o
o
y
bell of the day
o
h
r,
by the schoo
ache
in a sc
d
te
e
ce
a
la
sh
s
p
li
A
b
ke
a
ta
st
e
at
activities th
er how
e as this is
is devoted to
le control ov
available tim
available time
f
tt
o
li
n
,
ry
io
m
e
rt
o
v
o
o
e
p
er
v
a
a
m
ou can
h
ho
only
ction. What y
ard. You also
such as lunch,
o
ru
s
b
st
ie
it
in
r
iv
ct
fo
A
.
d
.
g
ay
te
fficient
ol d
oca
learnin
art of the scho
ch time is all
cated time. E
p
u
o
ll
m
so
a
al
t
a
e
ar
th
ss
se
and rece
w you u
aged time
control is ho
ted and eng
a
c
t
o
n
ll
a
ce
f
er
o
p
9
se
7
u
time that
ely
and effective
e amount of
at approximat
th
th
s
se
w
a
o
*
in
re
sh
c
n
in
io
h
arning.
ct
tly
Researc
l academic le
cated for instru
an significan
fu
c
lo
al
ss
e
is
e
cc
m
su
ti
le
,
erience
of availab
ur school day
students exp
eas. In a six ho
ar
t
n
te
n
co
e
th
Teachers’ Desk Reference: Using Instructional Time Effectively
Effective Use of Time
spend telling and retelling students what
to do.
While it is possible that at some point in the future
the number of school days and hours in each school
day may increase, right now you need to make sure
the time you do have is used in the most effective
ways. A few changes can help to reduce the amount
of “down” time in your classroom and increase
the amount of time that students are learning
successfully.
• Have all necessary materials ready at the beginning of the lesson. This includes your textbook,
worksheets, pens or markers, and any tools such
as calculators or rulers that students may need.
Lack of organization takes precious minutes from
allocated time.
• Actively engage students in the learning process.
Engage your students by having them:
• Teach from bell-to-bell. There is often much
time lost at the beginning of the period
waiting to get started. Consider writing a
task on the board so that students can begin
work immediately. Also, plan activities
following completion of tests and quizzes.
This time could be used to introduce what
is coming next. If the class is beginning a
new unit, use the time to talk with students
to assess prior knowledge about the new
topic. Give students an opportunity to
learn about the new topic.
Respond chorally
Use response cards
 Make choices
 Share with their neighbor


Students who are engaged are less likely to be
disruptive. Active engagement also provides a
quick way to assess whether your students are
learning and understanding.
• Use informal and formal assessment procedures
frequently to check for understanding. If the
class understands a concept, move on rather
than having them complete work that repeatedly
demonstrates their understanding.
• Manage your classroom efficiently by
establishing and teaching procedures to
ensure that all of your students know:
Where to locate supplies that
are needed
 How, where, and when to turn
in homework
 To be seated before the bell rings
 How to transition from one activity
to another
 What to do when work is completed

The more aware your students are of the
classroom procedures, the less time you will
Using strategies such as those listed above will add
valuable minutes to your day, resulting in more time
for your students to learn.
*Adapted from Hofmeister, A., & Lubke, M. (1990).
Research into practice: Implementing effective
teaching practices. Boston: Allyn and Bacon.
COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
Tom Corbett
Governor
Ronald J. Tomalis
Secretary
Carolyn C. Dumaresq, Ed.D.
Deputy Secretary,
Office of Elementary and Secondary Education
John J. Tommasini
Director, Bureau of Special Education
Patricia Hozella
Assistant Director, Bureau of Special Education
Vol 1. No. 4
2/11