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Computer Lab Rules
Management Strategies There are a lot of little things you can do to keep a computer lab running smoothly. Here are a few that work in my own lab:
The First Week (or Two) People often ask me how I start my school year. I begin by going over the lab rules. We talk about each rule and why that rule exists. As we work through the PowerPoint, I allow the students to ask questions. Once we've done that, I assign seats. Then we go over the parts of the computer, and practice using the Help signs. I also show them how to minimize and maximize, and how to adjust the volume. We discuss proper posture and basic keyboarding techniques. This takes most of the class time, so the actual assignment on that day is short. I may have them visit a Web site that quizzes them on Internet safety, or I may have them practice keyboarding a spelling list or vocabulary words just to get the knack of correct posture and hand position. The first class day is usually hectic and noisy and devoted entirely to establishing routine and procedures. This saves a LOT of headaches later in the year. I do modify the above for Kindergarten and first graders. I read "Arthur's Computer Disaster" to them. Then we go over a very abbreviated set of rules and talk about the necessity for each rule. Then I assign them to computers, and we play Simon Says to help them learn the parts of the computer. For instance, I'll say, "Simon says touch your mouse." They demonstrate this, and I give correction as needed. "Simon says touch your monitor." They demonstrate this, and so on. We do this several times and repeat the game for several weeks until they know all of the parts of the computer. They love this game. Then I have these students practice typing their names. I have their name cards out on the keyboards so they can refer to them, and we do one-on-one letter recognition to help students type their names five times each. Depending on the number of students, you will need someone to assist with this. Say each letter, point to it on the name card, then point to it on the keyboard and say it again. This takes TIME, and must be repeated every week. Some students learn this skill quickly, and others don't master it until first grade. I also have students practice mouse skills. I tell them "Hold up your pointer finger and wiggle it." They do this, and I explain that this is the finger they will click with. Younger students are still developing their fine motor skills, and they often want to click both buttons because they squeeze with all fingers. It takes some practice to click with just the index finger. We visit a Web site like Billy Bear Stickers and they practice clicking and dragging objects. Note: Younger students who have never seen a computer before may be intimidated. It helps to sit down with the student and explain that the computer is not alive, it's similar to the television they have at home. Students quickly overcome any shyness with computers or technology and embrace work and learning when they're allowed to use tech. Yearly Schedule Throughout the year, my students work and learn a variety of applications. I created a list of what we have available in my lab, and I have lessons utilizing each of these programs. I bought a yearly calendar and used sticky notes to write down the names of each application. I arrange these on the yearly calendar, so I can see what program we'll work with each week, and ensure that we have enough practice in each thing, allowing for holidays, testing, and other interruptions. The program of instruction in my computer lab is under constant development and modification as needed. There are a number of modules that the students will learn about during the school year. These modules include, but are not limited to, the following: Basic Computer Knowledge All lessons taught in the lab are based on QCC objectives mandated by the State of Georgia. This year's tentative schedule is:
Advice The most valuable piece of advice I can give you when working in the computer lab is to be flexible and able to change plans on the spur of the moment. Things often go wrong (server goes down, someone turns off the power for a whole row of computers, etc.) Always have a backup plan and keep paper and pencils handy for extreme emergencies. I've created word search puzzles based on technology vocabulary and have copies in my top filing cabinet drawer for these kinds of emergencies. Always test Web sites the morning before you plan to use them in class. Plan your activities in coordination with the regular classroom teachers so that you're extending and reinforcing the other curriculum areas. Circulate throughout the lab constantly, keeping an eye on what students are doing. Some will need help, and others will try to pull up chat programs or other things they aren't supposed to be in. Have students plan projects on paper before actually typing anything in. Experiment with the shift, caps lock, backspace, delete, and enter keys. Practice "Back" and "Home" on your browser. Also practice using the arrow keys and scroll bars. Students don't know these little tricks and we experienced computer users take it for granted that they'll know what to do. Use appropriate terminology when helping a student. Instead of saying "click on the picture" say "Click on the icon." Students will only learn the vocabulary if they hear it often. Teach students to save work and save often. If you feel overwhelmed, don't feel bad about having them pull up Word or Notepad and type words from your word wall until you can get caught up and back in control. Again, be flexible and willing to change. Working in a computer lab is hectic, crazy, exciting, scary, but incredibly fun and rewarding. You will learn as much as (if not more than) your students do. I've found that it helps to repeat this little prayer at the start of each class: Lord, put an arm around my shoulders and a hand over my mouth. :)
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These pages created by Lori Miller, copyright 2004. Last updated May 24, 2007. |
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These pages created by Lori Miller, copyright 2004. Last updated May 24, 2007. |