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…
What is facilitating, and even academic discipline…ClassroomManagement?
Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students.
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.
Use softer voice so students really have to listen to what you’re 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.
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 students”:
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 teacher’s 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 class discussion, small group work, etc.)
Think through class procedures and learning activities and arrange the room in the best possible way.
Reasons of M arrange the room in the best possible wayisbehavior
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 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: including negative attention such as being punished or ridiculed.Shyness or Silence -- lack of participation
Behavior: including negative attention such as being punished or ridiculed.Talkativeness -- knowing everything, manipulation, chronic whining.
Behavior: including negative attention such as being punished or ridiculed.Sharpshooting -- trying to shoot you down or trip you up.
Behavior: including negative attention such as being punished or ridiculed.Side Conversations -- may be related to subject or personal. Distracts group members and you.
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 speaker’s 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
REFERENCES the child is engaging in a behaviour that is not related to the activity set by the teacher. Typically this term is used to refer to relatively low level forms of behaviour, such as day dreaming, playing with materials or equipment, talking to others and wandering around the room.
Kral, Thomas, Teacher development, Washington D.C, 1994.Geddes andSturtridge,1982.www.eslgold.comwww.wikipedia.comwww.wikihow.comwww.theteachersguide.comwww.teachervision.fen.com