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EDUC 311 CLASSROOM MANAGEMENT

EDUC 311 CLASSROOM MANAGEMENT. Fall, 2009-10. What is ‘managing a class’? A well-managed class is …… . What factors do you think would affect your management of class?.  What are the factors influencing our teaching?.  How are these factors related to effective classroom management?.

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EDUC 311 CLASSROOM MANAGEMENT

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  1. EDUC 311CLASSROOM MANAGEMENT Fall, 2009-10

  2. What is ‘managing a class’? • A well-managed class is …… . • What factors do you think would affect your management of class?

  3.  What are the factors influencing our teaching?

  4.  How are these factors related to effective classroom management?

  5. 1) Personal Characteristics • What pesonal characteristics affect teaching and classroom management? a) Gender • Does teacher gender influence teaching & class management? • According to research findings, FemalesMales --- Dominant, authoritarian --- class: organized, controlled warmer, tolerant --- praise --- teacher-correction --- pupil-supportive --- tender-minded ---

  6. b) Age and Experience  What is the impact of age & experience on teaching & management? Research findings: • New teachers: • better at teaching in the first few years • accept innovations and change more easily • more controlling and authoritarian • pay more attention to personal and social dimensions of teaching than to academics • etc.

  7. c) Personality  What’s personality got to do with teaching & management? • The person’s unique personality affects her/his teaching • The dispositions s/he possesses  affect her/his teaching  How might a warm, enthusiastic and businesslike teacher affect your motivation in the lesson?

  8. d) Beliefs • Teacher’s beliefs: Ex: • Boys are more capable and brighter. • Math is a male subject. • Girls’ behavior is preferable to boys’. • etc. • Some beliefs leads the teacher to be more authoritarian and controlling • Such beliefs bring obstacles to student learning. • Do you agree with this statement? Teacher beliefs are resistant to change (Nettle, 1998)

  9. 2) Experience and Preparation in Teaching a) Teacher’s past experiences in education ‘You teach as you were taught’ • Modeling and imitating former teachers  Is that good or bad regarding class management?

  10. b) Teacher’s learning preferences  Is it good to have a teacher whose teaching is compatible with your learning style? • Ex: a visual learner; kinesthetic learner; spatial learner etc.

  11. c) Teacher’s subject-matter knowledge • Extensive knowledge on the subject is a MUST. • Teacher content knowledge affects what and how teachers teach. • Correlation between subject matter knowledge and confidence

  12. d) The extent and quality of professionalpreparation • Correlation between pedagogical preparation and student learning • knowledge and skill in teaching  successin teaching, learning & management

  13. 3) CONTEXT a) Learner differences • The importance of the number and kinds of learners • Student variability from economic, cultural, gender, developmental processes

  14. b) Class and classroom size • Impact of crowded and smaller classes on learning • Research: correlation between class size and pupil achievement • Class size also affects the way teacher teaches.

  15. c) Materials and equipment • Teachers are limited when there are inadequate resources. • Learning is supported with instructional alternatives. d) Time • The way how academic instructional time is used is critical. • time-on-task (engaged time)  important • Is an hour of instruction is beneficial or not?

  16. e) Nature of lesson objectives • Lesson objectives: Cognitive, psychomotor and affective objectives • The nature of objectives affects the way teachers teach.

  17. f) National Imperatives The events or societal changes have deep influence on the approaches to teaching Ex: reforms in Türkiye (visit of Dewey) 1960s:using positive human interactions and tolerance; multicultural education 1970s:student mastery and later standards 1980s and 90s:emphasis on cognitive learning theory European Union processes:reconstruction of educational system

  18. Discussion: Which of the afore-mentioned factors most influence managing a class?

  19. PERSONAL ATTRIBUTES AND CHARACTERISTICSOFEFFECTIVE TEACHERS Who is an effective teacher? (Consider the uniqueness of each St and class) • The teacher who makes positive changes in students life • The teacher who creates a healthy learning environment and opportunities for Ss to achieve their potentials. • The teacher who make a difference in students’ lives = influential teacher

  20. Effectiveness in teaching ? • Using motivating instructional strategies and techniques • Understanding learning process as well as content knowledge • Having organizational and planning strategies to maximize learning • etc. All influence effective class management

  21. Personal Attributes Effective Teachers adopt in class management a) MOTIVATING PERSONALITY • Creative • Maintaining interest and attention • Friendly • Establishing good rapport with ss • Patient • etc.

  22. WARMTH • Positive • Supportive • Relaxing • Productive environment • etc.

  23. HUMOUR(resolve tension, reduce discipline problems, etc) • CREDIBILITY(trustworthiness and reliability with your knowledge, attitude and behavior)  How can a teacher establish his/her credibility in the classroom? • The parity between the way you teach and act • Knowledge • Sincerity • Demonstrating interest and concern for each St • etc.

  24. ENCOURAGING AND SUPPORTIVE  How does an effective teacher maintain a healthy supportive and encouraging environment? • Accepting ss as they are • Recognizing effort and potential • Using positive comments • Being optimistic, positive and cheerful • Active listener • etc.

  25. B) ORIENTATION TOWARDS SUCCESS Relationship Between High Expectations For Success And Class Management • Believing the power and capability of ss • Setting realistic goals for ss and conveying them clearly • Never comparing ss with their friends • Parity between the level of ss and the tasks selected • etc.

  26. C) PROFESSIONAL DEMEANOUR 1) BUSINESSLIKE • goal-oriented (clear, realistic achievable goals) • serious (subject is treated seriously) • deliberate (systematic planning and implementation) • organized (lesson, class, materials, etc)

  27. 2) ADAPTABLE/FLEXIBLE  How can flexibility and adaptability be used for classroom management? • Well defined goals • Consideration of learner profile • Questioning when the lesson is not as planned • Contingency plan/Back-pocket activities

  28. 3) KNOWLEDGEABLE • Knowledge of teaching/pedagogy, students, subject matter • Discuss the personal characteristics of your ideal English teacher in classroom management

  29. PROFESSIONAL SKILLS AND ABILITIESOFEFFECTIVE TEACHERS  What particular professional assets do you think effective teachers should employ in managing class? • Engaging and maintaining students’ attention • Optimizing instructional time • Doing interactive instruction • Using feedback and reinforcement (Cruickshank et al., 1995)

  30. Classroom management skills • Lesson planning • Transfer of learning • Materials development and evaluation skills • Communication skills (empathy, open dialogue, active listening, • Reflective listening, etc.) • etc.

  31. 1) ENGAGING AND MAINTAINING STUDENTS’ ATTENTION  How can you keep students’ attention to the lesson? (Learning experience is. . . ) • V - varied (not monotonous) • U - underwhelming (not overwhelming) • P - pleasant • A - appropriate in length • I - interesting • D - distraction-free

  32. Establishing Set • set induction (providing a context for the lesson and instruction) • How? • Advance organizer: prepare learners for the new information (meaningful – reception –learning) • Capturing ss’ attention to provide them with a framework for the lesson (through visuals, illustrations etc.) • Activating ss’ schemata (helping ss relate the new material to previous knowledge) • Determining ss’ entry level knowledge prior to introducing new knowledge • Goal awareness • etc.

  33. How? • orientation set (engage ss’ attention) • transition set (relate new material to previous knowledge) • evaluative set (judge what ss already know about the topic)

  34. Using Variety  What is the impact of instructional variety on managing classroom?  How can you maintain instructional variety? • instructional activities and materials • interacting with students varying teacher talk, questioning, feedback, reinforcement, facial expressions, etc.) • etc.

  35. Academic Learning Time (ALT) Academic Instruction Time Allocated Time Mandated time 2) OPTIMIZING INSTRUCTIONAL TIME • When do you think we learn more? Mandated time The relationship among the four levels of instructional time

  36.  How can you maximize ALT? • Capturing ss’ attention • Time on task (amount of time ss are actively engaged in academic tasks) • Engaging ss in meaningful academic tasks • Maintaining a highly interactive instructional pattern (monitoring, reinforcing verbally and nonverbally, peer-checking, peer correction, etc. • Maintaining momentum (flow and pace of classroom activities) • Easy in T-directed class • Difficult in learner-centered class • Implementing smooth transitions

  37. 3) CONDUCTING INTERACTIVE INSTRUCTION  How can you keep students actively involved in the lesson? In order to maintain a well-managed interactive class… a) Use questions effectively Why? • To increase ss’ engagement • To raise ss’ level of thought • To help ss organize their thoughts • To guide ss more successfully through academic tasks • To allow T to monitor ss’ understanding • To provide feedback • etc.

  38. ****How are effective questions characterized? Qs  should enable ss to process information and formulate a correct answer • Phrase questions clearly and concisely • Minimize closed-response questions • Pose one question at a time • Pose question at various levels ( lower-/higher-order; display/referential qs; convergent/divergent qs) • Use wait time effectively and maximize ss’ participation (Wait time: the pauses that effective teachers use when they solicit and react to ss’ responses)

  39. IRF  (Initiation - Response - Feedback) T’s Q.  St’s R. - (3-5 mins) - WT WT • Wait Time: Shorter pauses after display qs Longer pauses after referential qs • IRF  (Initiation - Response - Feedback)  WT (What to do?) Following-up ss’ responses Probing Redirecting Rephrasing

  40. b) Provide clear instructions Instructional Clarity: the ability of the teacher to provide instruction that helps ss to come to a clear understanding of the material  How can T ensure instructional clarity? • Preparing and entering the lesson • Introducing and emphasizing important points • Elaborating on important ideas/concepts • Ensuring ss’ understanding • etc.

  41. 3) MONITOR STUDENTS’ PROGRESS How? • Continuous assessment of ss’ performance and progress • Questions, homework, portfolio, projects etc.

  42. 4) PROVIDING FEEDBACK & REINFORCEMENT • Effective Teachers: frequently provide ss with information about their academic performance  How? Feedback and Reinforcement • Reinforcement: strengthen or promote desirable behavior by providing some type of reward (aim = to improve st’s motivation) • Given in the form of praise or rewards • Given through verbal or non-verbal language

  43. Feedback: responding ss’ performance WHY? • To inform them about the quality and accuracy of their performance • To helps them learn how to monitor and improve their own learning

  44.  How is effective feedback given? • Provide as frequently as possible • As soon after performance as possible • Be specific rather than general • Focus on the quality of st’s performance rather than his/her intentions or efforts • Allow St to evaluate his/her progress and performance

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