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Welcome to SED 502 Classroom Management. Management problems are the major cause of teacher stress. Practicum Debriefing. In small groups, answer the following questions: What kinds of management techniques did you observe? What kinds of behaviour did you observe?.
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Management problems are the major cause of teacher stress Practicum Debriefing • In small groups, answer the following questions: • What kinds of management techniques did you observe? • What kinds of behaviour did you observe?
Principles of classroom management • teachers verbal and nonverbal behaviors influence student behaviors • the teacher is an instructional leader -- employing techniques that maximize students’ on task behavior • a pre-planned decision-making hierarchy of intervention strategies increases appropriate behavior • what is the relationship between teaching and classroom management?
Some questions: • should a teacher plan objectives for classroom management in her lesson plan? • How do various teaching strategies increase or reduce the likelihood of disruptive behavior? • Should a student's grades be affected by misbehavior?
We need a clear definition of teaching! • On average, teachers teach for an average of 20 years or more.
Where does Management fit into Teaching? Affective Domain Cognitive Domain Analytic Intellectual Rational Reasoning Thinking Influence Inspire Impress Persuade Touch Good Teaching (Venn Diagram)
Teachers need: • Professional knowledge of instructional techniques • Cognitive psychology • Child development
Teaching is: The use of preplanned behaviors, founded in learning principles and child development theory directed toward both instructional delivery in classroom management, that increase the probability of affecting positive change in student behavior.
Case 1 Mr. Fox has a rule that test papers will not be passed out until all students are quiet in their seats with all materials, except a pencil, under the desk. He explains this to the class before every test. Without fail he has to waste 5 to 10 minutes before everyone is ready. Typically, some students complain: “why do we have less time just because a few of the kids take their sweet time?” Sometimes students are visibly angry, saying, “this isn’t fair,” “this is stupid,” or “why study? We don’t get enough time for the test anyway!” Mr. Fox dreads test days.
A discipline problem exists whenever behavior interferes with the teaching act, rights of others to learn, psychologically or physically unsafe, or destroys property. • What about ……… • Refusal to do homework • Not paying attention in class • Drawing pictures or scribbling • Making faces, eye rolling, mimicking • Motivational Problems • Get class going and deal with after • Affective Domain • Problem - rest of class following suit • Problem - accountability
Consistency Follow Through Management issues are often the area which directly and indirectly cause teachers to require intervention during teacher evaluations.
Application In small groups look at questions 3 and 4 (p.35). Try to come to a consensus for the answers. .
Using the definition of a discipline problem, categorize each of the following as a disciplineor non-discipline problem: • A student consistently tries to engage the teacher in conversation just as class is about to begin • A student continually comes to class one minute late • A teacher stands in the hallway talking to fellow teachers during the first three minutes of class • A student does math homework during social studies class • A student interrupts a lecture to ask permission to go to the bathroom • A student often laughs at answers given by other students • A student doesn’t wear safety goggles while welding in industrial arts class • A grade one student continually volunteers to answer questions but never has an answer when he is called on • A grade four student refuses to wear a jacket during recess • A grade seven student constantly pulls the hair of the girl who sits in front of him.
