Cr mgmt
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  • 1.
    • Classroom Management
    • Dr Tan Hui Leng
    • Deputy Principal
    • KDU College
  • 2. Major Aspects in CR Management
    • Physical arrangement
    • “ How safe and comfortable is my classroom?”
    • Social environment
    • “ How conducive is my learning environment?
    • Discipline management
    • “ Can we discipline without stress?”
  • 3. Reflections: Which is your classroom; is it safe & comfortable? Pair 1 Individual 2 Group Mixed 3 4
  • 4. Arrangement 1
  • 5. Arrangement 2
  • 6. Arrangement 3
  • 7. Task
    • Draw an “ideal” classroom arrangement for your lesson
    • Display your drawing and tell us why you prefer this arrangement
  • 8. Considerations: Which is your classroom; is it safe & comfortable? - Comfort Ventilation & Lighting - Facilitate teaching & learning AVA
    • Neatness and efficiency
    • Security
    Cabinets/ storage
    • Communication
    • Display; acknowledgement
    Boards
    • Teaching/ delivery method
    • Individual, group, class activity
    • Space, movement, interaction
    Tables & chairs Purpose Physical Aspect
  • 9. Personal Theory 1: Physical Environment Physical climate is firstly about safety Then COMFORT & AMBIENCE Does the social climate support the physical? We need a HAPPY place to study Grouping Interaction Discipline
  • 10. Personal Theory 2: Social Environment People enjoy being with friends They work well in GROUPS WHEN AND WHY? HOW?
  • 11. Grouping
    • Cliques
    • Pairs
    • Stars
    • Chains
    • Peripherals
    • Isolates
    STUDY GROUPS: 4-6, different for different purposes/ subjects, need to change, train LEADERSHIP AND TEAMWORK TASK: Write down the names of students by their group behaviour
  • 12. Personal Theory 3: Grouping for Team Success
    • COMMUNICATION
    • and
    • QUALITY OF INTERACTION
    • need to be managed well
    People’s hearts are important
  • 13. Interaction/ Communication I Bored/ Lazy students Least Effective . The teacher attempts to maintain one-way communication with students in the class.
  • 14. Interaction/ Communication II Students do not learn from friends More Effective . The teacher tries to develop two-way communication with students in the class.
  • 15. Interaction/ Communication III Good outcomes for students and teacher Even More Effective . The teacher maintains two-way communication with students and permits some communication among students on a formal basis
  • 16. Interaction/ Communication IV Best potential for excellent outcomes: NOISE? Most Effective . The teacher becomes a participant in the group and encourages two-way communication among all members of the group
  • 17. Formal vs Informal Communication
    • FORMAL: PLANNED
    • Teacher-centred: Instruction, explanation, demonstration, stories/ cases, discussion
    • Student-centred: Simulation/ role play, experimentation, games, stories/ cases, discussion, field trips
    • INFORMAL: UNPLANNED/ INCIDENTAL
    • Individual or small group conversations, progress incentives: encouragement, praise, tick-off/ punishment
    Interactive Engaging Discovery Insights Rapport
  • 18. Personal Theory 4 Building relationships
    • Relationship is about establishing rapport
    • (good regard and respect for each other)
    • and
    • maintaining good relations
    • (monitoring, keeping in touch)
    • In all of these, HUMOUR goes a long way
  • 19. Discipline OR does this happen in your class? Friendly teacher: NOISY CLASS?
  • 20. Students skip class..?
  • 21. Students do not do homework..?
  • 22. Parents are not always cooperative..? What is this school’s major disciplinary problems?
  • 23. Teacher- Directed Do you do this?
  • 24. Guidelines Teacher-Directed Discipline The child should understand clearly what it is he is being punished for . 4. Punishment is more effective if child has the choice of engaging in an activity that is an acceptable alternative to the behavior . 5. The same treatment should not be used repeatedly 6. It is generally better if reprimands can be delivered privately , rather than publicly, to the pupil concerned. 7. Greater firmness at the onset of misbehavior may be more effective than the practice of gradually escalating the intensity. 3. Punishment, if it must be used, should come early in a sequence of misbehavior and should be systematically applied . 2. Punishment is more effective if the teacher already has a positive relationship with the pupil. 1.
  • 25. Group-Directed
    • Class monitor
    • Group leaders
    • Subject leaders
    • Prefects
    • Librarians
    • Heads of ECAs
    • House Captains
    • Influential
    • Shared vision with school
  • 26. Task-Directed
    • Significant: Subject relevant
    • Interesting: Engaging
    • Time-based: Start, monitor and end time
    S I T
  • 27. Personal Theory 5: Discipline without Distress
    • Managing discipline is about surrendering control
    • Begin with teacher-directed discipline,
    • proceed on to group and
    • task-directed discipline
    • with a plan to develop
    • SELF DISCIPLINE among students
  • 28. SUMMARY Classroom Management
    • Physical arrangement
    • “ Need to keep it SAFE but should change it from time to time to make it a comfortable and HAPPY classroom?”
    • Social environment
    • “ There should be effort to include GROUP work to facilitate INTERACTION and good COMMUNICATION”
    • Discipline management
    • “ The way forward is to nurture SELF DISCIPLINE by direct instruction, peer sanctions and work discipline