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Classroom management and discipline silent signal
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Classroom management and discipline silent signal


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Mextesol 2012

Mextesol 2012

Published in: Education, Technology
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  • After a moment, start thanking participants and resquest them to be silent.
  • When the green light is on, activity starts. Time to start to share ideas.Yellow – 30 seconds left.Red – Time to be quiet. If you are still sharing something, finish your idea and then look to the front.
  • Transcript

    • 1. Classroom Managementand Discipline:Aren’t they the same?presented by Luis Franco Adapted from: “Classroom Management is not Discipline” by Harry and Rosemary Wong And “Control or chaos: managing classes of primary children in a positive way.” by Carol Read
    • 2. Think for a moment… •What are your expectations for this workshop? •What would you like to find out about Classroom Management and Discipline?
    • 3. Let’s try something different!
    • 4.  What is discipline? What is classroom management? How are they related?
    • 5. What did you notice?  “Yelling”  “Traffic light”
    • 6. The Pizza Restaurant  Bob the pizza owner.  Bob the teacher.
    • 7. Differences Classroom Discipline Management Uses procedures  Concerns how concerning how students behave things are done. (class rules – guidelines). Uses procedures  Has penalties and that have no rewards. penalties or rewards.
    • 8. Why are procedures important? Simplifies Ss’ task of succeding in school. Minimum of confusion and wasted time. They are the foundation that set the classroom up for achievement in subsequent tasks. Focus on learning.
    • 9. Procedures to consider… entering the classroom beginning of the period or day returning to class after an absence arriving to class late formation of cooperative groups
    • 10. •responding to questions•seating arrangement•collecting/returning student work•getting materials without disturbingothers•keeping their workspace clean
    • 11. Planning a procedure Think of a class that was challenging for you to manage in the past:  Which of the procedures stated above could have been included?  Write down a minimum of three steps you could have used to teach this procedure.
    • 12. The Three-Step Approach toTeaching Classroom Procedures Explain: model and demonstrate the procedure. Rehearse: practice the procedure under your supervision. Reinforce: Re-teach, rehearse, practice, and reinforce the procedure until it becomes a student habit or routine.
    • 13. Discipline
    • 14. Responding to behaviorTransactional Analysis (Berne) A key concept: STROKES
    • 15. Responding to behavior in class:The “ABCD strategy” (Carol Read)  A – “Appropriate” – when Ss are on task.  B – “Bearable” – doing things that are not stopping you from teaching and other students from learning.  C – “Caution handle with care” – Off- task behavior is repeated. It may interrupt other students.  D – “Disruptive”– prevents the class from continuing.
    • 16. A - Appropriate B - Bearable C- Caution D - Disruptive Description Description Description Description Response Response Response Response
    • 17. Summary  What’s the difference between discipline and classroom management?  Which one should come first: discipline or classroom management? Why?  What is the ABCD strategy?  What would you like to remember about this workshop to put in practice the next time you teach?
    • 18. References
    • 19. Thank you!Luis