CLASSROOM MANAGEMENT. What is Management?. Management refers to issues of supervision, refereeing, facilitating, and even academic discipline…. What is Classroom Management?.
Management refers to issues of supervision, refereeing, facilitating, and even academic discipline
Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students.
Principles for SuccessfulClassroomManagement
Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors,
Teach students to manage their own behavior,
Students learn to be on-task and engaged in the learning activities you have planned for them; however, it is students nature to be off-task than on-task.
Techniques for Better Classroom Control
Use softer voice so students really have to listen to what youre saying,
Direct your instruction so that students know what is going to happen.
Monitor groups of students to check progress,
Move around the room so students have to pay attention more readily and focus attention on entire class,
Engage in low profile intervention of disruptions,
Make sure classroom is comfortable and safe,
Overplan your lessons to ensure you fill the period with learning activities,
Come to class prepared,
Show confidence in your teaching,
Learn student names as quickly as possible.
How to Create a Positive Classroom Atmosphere
A positive atmosphere can make a classroom a more pleasant place to be and, in turn, a more effective, motivating place to learn. It's simple to do, and it can have positive results on the achievement of students.
A teacher has witness:
When discipline problems occur, the teacher consistently takes action to suppress the misbehavior of exactly those students who instigated the problem,
When two discipline problems arise concurrently, the teacher deals with the most serious first,
When handling misbehavior make sure all students learn what is unacceptable about that behavior,
Getting angry or stressed does not reduce future misbehavior,
Deal with misbehavior without disrupting the learning activity.
refers to a teachers awareness of what is going on in theclassroom.
Praise the work and behavior not the students themselves,
Verbalize descriptions of behaviors and never value judgments about individualsbut remain in control.
Make sure all students can see and hear clearly (and you can see them clearly)
Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.)
Allow room and easy access for proximity control
Think through class procedures and learning activities and arrange the room in the best possible way.
Dealing with Misbehavior
Reasons of Misbehavior
Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher,
Want to be left alone (i.e., disinterest or feelings of inadequacy)
Power seeking behavior
Attention seeking behavior
Revenge seeking behavior
Revenge Seeking Behavior
Revenge-seeking behaviors include bullying, vandalism or aggression against younger or weaker children and teachers.
Children exhibiting these behaviors are communicating that they feel unaccepted.
They have usually failed to get their needs met through any of the previous types of misbehavior.
They are seeking emotional responses from others, so responding in a controlledmanner is most effective. Indicate the rule they have violated, the consequences of breaking that rule, and then follow through with administering the consequences is essential. Finally, providing positive feedback for positive behavior will help ensure that those behaviors increase.
Behavior: Shyness or Silence -- lack of participation
Behavior: Talkativeness -- knowing everything, manipulation, chronic whining.
Behavior: Sharpshooting -- trying to shoot you down or trip you up.
Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you.
Types of Supporting Materials
Facts are not in dispute and they provide powerful support for a speaker. However, it is essential that the speaker avoid using nonfactual information as fact. Playing fast and loose with the facts will destroy the speakers credibility.
Your personal experiences, if used appropriately, can provide compelling support for your objectives. Describing your experiences with the topic lends a real-life perspective to an issue that cannot be achieved through the use of facts or statistical information.
Examples can help a speaker clarify complex concepts. Examples as supporting material offer the advantage of helping receivers visualize the meaning of the message. They are used to clarify, reinforce and personalize your ideas.
Stories are useful as supporting material to make a point and are, in essence, extended examples. Moreover, stories offer a memorable, entertaining method of conveying information.
Worksheets, Handouts and Games
Kral, Thomas, Teacher development, Washington D.C, 1994.Geddes andSturtridge,1982.www.eslgold.comwww.wikipedia.comwww.wikihow.comwww.theteachersguide.comwww.teachervision.fen.com