Its about learner not fr teacherEvery one is different teacher so strategies work different for all… so try different not sameAnger of student is most important part of class and be readyBeing a teacher we cannt change students back grouds and all but there is we can change that is behaviour towards ur courseTherefore, we must make learning relevant to students’ present interests and provide effective connections between learning and the reinforcement method we choose. Students learn to be on-task and engaged in the learning activities you have planned for them….
Allocated time: the time periods you intend for your students to be engaged in learning activitiesTransition time: time periods that exist between times allocated for learning activitiesThe Goal:Increase the variety of learning activities but decrease transition time.Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another
Transcript of "Class room management iderak"
ClassroomManagement Ayesha Aamir IDERAK…….step towards learning for contact: firstname.lastname@example.org
Objective• To understand the importance of class room management in teaching learning process.
WHY CLASS ROOM MANAGEMENT groups of people live and work organization solve or chaos. BECAUSE SURVIVAL FOR FITTEST
Welcome to CLASS ROOM! If you don’t plan, the student will plan for you!!
WHAT matters ?• You are not alone in class…• . . . It’s different for EVERY ONE!!• Anger shouldnt be part of the curriculum….• Focus on what a teacher can Change?• Must make learning relevant to students’’’’• It is more natural to be off-task – ENGAGE…• Listens, RESPECT, listens, RESPECT, listens, RESPECT…….• Design lessons for student mastery as REMEBER • Who Am I Planning For? • What Am I Supposed To Do?
Class lesson - success High Expectations 10%S Mastery teaching 25% Class room management 65%
Key - TIME Transition vs. Allocated Time Increase the variety of learning activities but decrease transition timeStudent engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another
Understanding Our StudentsDealing With Student Behavior in Today’s Classrooms
• One in six youths (age 10-17) has seen or knows someone who has been shot.• At least 160,000 students skip class each day because they fear physical harm.• More than 150,000 school age children bring a gun to school each school day.• 70% of those arrested in hate crimes are under age 19. CHANGING FAMILY STYLE IN PAKISTAN• In the last two decades, there has been a 200% growth in single parent households.• The number of moms leaving home for work each morning has risen 65% in the past 20 years.• Nearly 1 in 4 children in Pakistan are living below the poverty level.
Teachers who are ready maximize student learning and minimize student misbehavior are called EFFECTIVE TEACHER
Why Do We Punish?– Because it works • Punishment is effective for approximately 95% of our students– It’s quick • Punishment produces a rapid (but often temporary) suppression of behavior– It requires lower level thinking skills.
My views• D: strives to replace an unwanted behavior with a desirable behavior• P: takes away a behavior by force, but replaces it with nothing• D: Is firm and consistent, but peaceful• P: inflicts harm in the name of good• D: Positive behavioral change is expected• P: The worst is expected, and the worst is often received• D: Takes time and energy but consequences are logical and encourage restitution• P: Is immediate and high-impact but is hardly ever logical• D: Is not threatening, dangerous or abusive• P: Can be physically and emotionally dangerous• D: is caring but takes time and planning• P: is often “off the cuff” and emotionally charged
If you agree???• Discipline: Concerns how students BEHAVE• Procedures: Concerns how things are DONE• Discipline: HAS penalties and rewards• Procedures: Have NO penalties or rewards A procedure is simply a method or process for how things are to be done in a classroom.
Guiding Principle # 1 STUDENT ACHIEVEMENT Good Teaching Behavior ManagementRemember that good teaching is one of our best behavior management tools – Active engagement – Positive reinforcement
Guiding Principle # 2Apply the three tiered prevention logic to the classroom setting Primary for all Secondary for some Tertiary for a few
CONTINUUM OF Tertiary Prevention: Specialized SCHOOL-WIDE ~5% Individualized INSTRUCTIONAL & Systems for Students with POSITIVE BEHAVIOR High-Risk Behavior SUPPORT ~15% Secondary Prevention: Specialized Group Systems for Students with At-RiskPrimary Prevention: BehaviorSchool-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students
Guiding Principle # 3Link classroom to school- wide – School-wide expectations – Classroom v. office managed rule violations
School-wide Positive Behavior Support Classroom SystemsSetting Systems School-wide Systems
Guiding Principle # 4Teach social skills like academic skills – Tell/model/explain – Guided practice – Monitor & assess – Give positive feedback – Adjust & enhance
ADJUST for DEFINE Efficiency Simply MONITOR &ACKNOWLEDGE MODEL Continuously PRACTICE In Setting
5TH R is RELATION SHIP The 4Rs in CLASS ROOM MANAGEMENTRights ResponsibilitiesRules Choices Negative Positive consequences consequencesRoutines Inevitability
OUTSIDEEffective classroommanagement begins _________ the classroom door.
Elements of Classroom Management Instruction Motivation Creating Creating Independent Good Elements of Classroom Management Discipline “Meaning
“There is absolutely no research correlation between success and family background, race, national origin,financial status, or even educational accomplishments. There is but one correlation with success, and that is ATTITUDE.” Harry K. Wong (2)
References•Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing forsuccess. Longmont, CO: Sopris West.•Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy formanaging predictable behavior problems. Intervention in School and Clinic, 28, 143-150.•Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactiveapproach to behavior management. (2nd ed.). White Plains, NY: Longman.•Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creatingcommunities of support and solving problems (6th ed.). Boston: Allyn & Bacon.•Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodatediverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.•Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have.Utah State University.•Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1),26-30.•Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptivebehaviors in the schools: A schoolwide, classroom, and individualized social learningapproach. Boston, MA: Allyn & Bacon.•Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983).Structuring your classroom for academic success. Champaign, IL: Research Press