[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-565127-105":53,"doc-detail-565127-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","droichead-classroom-management-toolkit-primary","Droichead - Classroom Management Toolkit - Primary","","Droichead Classroom Management Toolkit for Primary outlines practical classroom strategies to support effective learning conditions. It provides structured suggestions for managing transitions between lessons, controlling classroom noise through voice-level routines and non-verbal cues, and organizing group work with clear rules, roles, and speaker-listener practice. It also covers independent learning differentiation, efficient correction methods and feedback routines, and approaches for individual needs via collaboration and evidence-based observation. Includes learning environment references and a checklist.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/droichead-classroom-management-toolkit-primary/565127/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/droichead-classroom-management-toolkit-primary/565127.png","ImageObject",442,249,{"name":88,"@type":89},"McGucket","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-18","2026-10-12",true,{"@type":98,"interactionType":99,"userInteractionCount":76},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"How can teachers manage transitions between lessons in primary classes?","Question",{"text":108,"@type":109},"Use the time to revise previously covered material, keep engaging resources ready, and include action songs or rhythm work. A short prompt like asking pupils to name three things learned can also help.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What procedures help manage classroom noise and ensure pupils are ready to listen?",{"text":113,"@type":109},"Teach appropriate voice levels for different activities and set quieting procedures such as counting to 5, drum roll, raising a hand, timers, or bells. Use non-verbal cues and do not speak until everyone’s attention is established.",{"name":115,"@type":106,"acceptedAnswer":116},"How should group work be structured to support learning and communication?",{"text":117,"@type":109},"Start with pair-work, teach and re-teach group rules, and assign roles such as recorder, reporter, or illustrator. Model speaker-listener relationships, clarify working voice expectations, and state learning objectives clearly and revisit them when needed.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},565127,1792342192,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":76,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":79},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Droichead  \nClassroom Management Toolkit  \n| 1. Suggestions for managing transitions between lessons |  |\n| --- | --- |\n| 1. Use this time as an opportunity to revise material already covered in class e.g. songs, poems, tables, spellings, drama ideas (See‘100+ Ideas for Drama’) .\u003Cbr>2. Ask pupils if they can name three things they learned from our lesson on   ?\u003Cbr>3. Have a list of word games, maths games, language games, songs and poems close at hand so that you can refer to the list when needed.\u003Cbr>4. Action songs or rhythm work.\u003Cbr>5. Use Bizzy Breaks Resources (Booklet, Poster and Interactive Resources) from the Irish Heart Foundation [https://irishheart.ie/schools/primary](https://irishheart.ie/schools/primary)schools/bizzy-breaks/ (free for all teachers) . |  |\n| 2. Suggestions for managing noise level |  |\n| 1. Teach the pupils the appropriate voice levels for the various activities to be conducted in the classroom. When? Where? How?\u003Cbr>2. Have procedures in place for quietening the pupils and getting their attention e.g. counting to 5, drum roll, raising your hand, timer (online timers available), bell, etc. It is important to use non-verbal cues whenever possible.\u003Cbr>3. Do not speak until you have everybody’s attention. Be consistent in requiring pupils’attention and only look for it when ready to speak to them. |  |\n| 3. Suggestions for managing group work |  |\n| 1. Begin with pair-work\u003Cbr>2. Ensure children know the rules for working in groups. Teach, re-teach, revise, model and check for understanding.\u003Cbr>3. Assign role/job to each member of the group. Pupil has a sticker reminding them what they |  |\n\n\n| have to do e.g. recorder, reporter, illustrator etc.\u003Cbr>4. Ensure that you model and practice the speaker-listener relationship.\u003Cbr>5. Ask yourself: Does the class understand what acceptable working voices sound like? Do they know what unacceptable working voices sound like? How have you explained wrap-up time? Visual aids of working voices are important for junior classes.\u003Cbr>6. Clearly state the learning objective beforehand or write it on a flip chart. Check back on the learning objective throughout the lesson if group is on task. |  |\n| --- | --- |\n| 4. Suggestions for managing independent learning |  |\n| 1. Make sure to differentiate your work from the start, particularly your written work so that those children who finish early can work on extension activities as part of the topic which you are covering.\u003Cbr>2. Prepare a bank of appropriate worksheets.\u003Cbr>3. Try to be creative and ensure a balance between fun, creative activities and those that provide opportunities to extend, revise and consolidate work already undertaken in the classroom.\u003Cbr>4. Have a system in place for giving children the opportunity to recheck their work e.g. sample on display, list of requirements regarding the activity, general checklist for work undertaken in the class, rubrics, spell-check on the computer, etc.\u003Cbr>5. Give children a choice regarding the activity they might undertake when the assigned activity is completed [e.g. work](e.g. work) card, silent reading, project work, computer work etc. |  |\n| 5. Suggestions for managing corrections |  |\n| 1. When you begin with a new class, give a small amount of written work until you can gauge the class level and the amount of written work which is appropriate. |  |\n\n\n| 2. On the spot corrections are most effective soit is best to circulate and correct as pupils undertake an activity.\u003Cbr>3. Have one evening each week set aside to check copies.\u003Cbr>4. Name and date stamps can be used.\u003Cbr>5. When collecting the pupils’ work ask them to leave the book or copy open at the page they have just worked on. It will save you time searching for the appropriate pages.\u003Cbr>6. Get the children to correct each other’s work where appropriate. Ensure that you have guidelines in place around this practice.\u003Cbr>7. When designing an activity think about the quickest and most effective way to correct that act","cbCail0a0vhD6CUb","https://ap.wps.com/l/cbCail0a0vhD6CUb","pdf",739330,10,"English","# Classroom Management Toolkit\n## Managing transitions between lessons\n## Managing noise level\n## Managing group work\n## Managing independent learning\n## Managing corrections\n## Managing individual needs\n## Learning Environment Checklist","[{\"question\":\"How can teachers manage transitions between lessons in primary classes?\",\"answer\":\"Use the time to revise previously covered material, keep engaging resources ready, and include action songs or rhythm work. A short prompt like asking pupils to name three things learned can also help.\"},{\"question\":\"What procedures help manage classroom noise and ensure pupils are ready to listen?\",\"answer\":\"Teach appropriate voice levels for different activities and set quieting procedures such as counting to 5, drum roll, raising a hand, timers, or bells. Use non-verbal cues and do not speak until everyone’s attention is established.\"},{\"question\":\"How should group work be structured to support learning and communication?\",\"answer\":\"Start with pair-work, teach and re-teach group rules, and assign roles such as recorder, reporter, or illustrator. Model speaker-listener relationships, clarify working voice expectations, and state learning objectives clearly and revisit them when needed.\"}]","Droichead - Classroom Management Toolkit - Primary | PDF",1791846921]