Classroom management
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CLASSROOM MANAGEMENT. Preparation for Teaching. CLASS TEACHING STRATEGIES. Establish the expected tone of the classroom Use variety Use of questions Active learning Student-centred goals students know what is expected of them. CLASSROOM MANAGEMENT STRATEGIES.

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CLASSROOM MANAGEMENT

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Classroom management

CLASSROOM MANAGEMENT

Preparation for Teaching


Class teaching strategies

CLASS TEACHING STRATEGIES

  • Establish the expected tone of the classroom

  • Use variety

  • Use of questions

  • Active learning

  • Student-centred goals

    students know what is expected of them


Classroom management strategies

CLASSROOM MANAGEMENT STRATEGIES

  • Encourage students to establish their own rules

  • Develop and maintain climate of respect & courtesy

  • Get attention of students

    • Quick quiz

    • Talk quietly so that they have to listen to hear you

  • Understand hierarchy of responses to inappropriate behaviour

    • Least obtrusive behaviour – least obtrusive response

    • Most obtrusive behaviour – most obtrusive response


Least obtrusive

CHALLENGES

Two students discussing problem during exercise

Student off-task

(minor problem)

Someone eating or drinking in class

Playful disruption “clowning around”

RESPONSES

Tactical ignoring, or move towards

Casual statement or question

Rule restatement

Distraction & Diversion

Defusion

Deflection

LEAST OBTRUSIVE


Most obtrusive

Abusive to other student or teacher

Student threatens other student

Continual disruption by a student

Continued disruption following two warnings

Take student aside

Clear command to desist

“Can I see you ?”

Isolation within room

Simple choices (warning)

EXIT FROM ROOM

Report to Head Teacher

MOST OBTRUSIVE


Classroom management stress

Classroom Management & Stress

  • Zone of Reasonable Classroom Stress

    Normal classroom management strategies

  • Zone of Discomfort

    Higher-level strategies needed

  • Zone of Unreasonable Classroom Stress

    Extraordinary disciplinary action


Irritation risk stress

IRRITATION, RISK, & STRESS

  • We must try to avoid zone of unreasonable stress

    • Can lead to physical and mental ill-health

  • Zone of unreasonable stress caused by

    • Highly irritating situations

    • High risk situations

    • Sense of loss of control over the class

    • Expectations for class set too high


Highest risk

Misusing dangerous equipment

Coming to class under influence of drugs

LEAST

IRRITATION

Talking with friend

Quietly off-task

Lack of respect for other students

LEAST

Climbing out window

Striking other student

Throwing hard objects across room

HIGHEST

IRRITATION

Student talking while teacher trying to teach

Continual attention seeking

Demonstrating lack of respect for teacher

RISK

HIGHEST RISK


Risk and irritation

RISK and IRRITATION

  • Response needed before reaching point of INTOLERABLE IRRITATION

  • Low risk – Low irritation problems may be “ignored” .. but be careful of compounding.

  • High risk – Low irritation problems must be dealt with immediately, but calmly.

  • Low risk – high irritation problems

    • Use “I-statements” – describe how you feel


Extreme disciplinary problems

EXTREME DISCIPLINARY PROBLEMS

  • Some problems may require intervention of H/Teacher

  • If a weapon is produced, security or 000 should be called, and the Campus Manager informed

  • All major incidents should be reported to the H/Teacher

  • Teachers do not have the authority to ban a student from class for more than a day.


Part b

Part B

Reducing Problems in the Classroom


Avoid boredom

AVOID BOREDOM

  • Plan lessons carefully

  • Use a variety of learning strategies and high-interest material

  • Give encouragement

  • Teach to the ability & interest level

  • Give students a goal for each lesson

  • Ensure student involvement & participation

  • Provide extra challenges for better students


Be human caring

BE HUMAN & CARING

  • Show students common courtesy & respect

  • Take a genuine interest in the student’s world

  • Greet students by name outside the classroom

  • Be fair & understanding – listen to their side of the story

  • Avoid sarcasm, belittling, and confrontation

  • Give students your help outside class times

  • Demonstrate a sense of humour, but avoid personal stories.


Be prepared

BE PREPARED

  • Get to know your students early & identify key personalities (leaders, class clown, talkers, etc)

  • Identify other potential problems (eg. Range of abilities, those with too many commitments, etc)

  • Make contingency plans(eg.Video machine dies)

  • Recognise early warning signs of trouble, boredom, etc. and have strategies to deal with a range of problems


Have known rules

HAVE KNOWN RULES ..

  • And known sanctions : follow them consistently

  • Be clear about what is NOT a reasonable level of noise in the classroom

  • Reward good classroom behaviour with praise

  • Be consistent between students – don’t show favouritism

  • Know how to respond to classroom challenges appropriately

  • Leave your own emotional baggage outside…


Be an active presence

BE AN ACTIVE PRESENCE

  • You are a member of the class group : you are its leader. CIRCULATE

  • Take charge: use your voice(variation, tone, etc),

    personality, eye contact, body language, maturity and sense of humour to control the situation

  • Be human. You are not infallible, nor a robot. Do not be too proud to admit you made a mistake. Be prepared to use “I Statements”.


Good luck

Good Luck!


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