Class management-

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Class management-

  1. 1. Strategies for EffectiveClassroom Management Dr. Kanwal Kaisser
  2. 2. Goals and Objectives…To identify the characteristics of effective teachersTo understand why children misbehave and identify effectivestrategies for dealing with student misbehaviorTo identify techniques for organizing and managing effectivelearning environmentsTo identify characteristics of effective lesson planningTo identify resources and materials dealing with positive andeffective classroom management
  3. 3. Classroom management is… All of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place.• Two major goals: 1. To foster student involvement and cooperation in all classroom activities 2. To establish a productive working environment.
  4. 4. Question: What is a Well ManagedClassroom?
  5. 5. Characteristics of a Well- Managed Classroom Students are deeply involved with their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work- oriented, but relaxed and pleasant.
  6. 6. A well-managed classroom is… A task oriented environment A predictable environment Ready and waiting for students
  7. 7. Brainstorming Activity…Think of as many responses to the following statement as you can… An effective teacher is…..
  8. 8. A Dangerous Educator…• Believes that this job is not about relationships• Believes that this is just a job, and when the school day is over, the work’s all done.• Believes that he/she can handle any situation, alone.• Believes that, “It was good enough for me, by golly, it oughta’ be good enough for them.”• Believes that all these kids need is “a good whippin’.”
  9. 9. A Dangerous Educator…• Believes that what he/she does outside of here has no bearing• Never makes time to just sit and listen• Believes that this kids have no right to be mad• Believes that he/she can’t make a difference• Believes that punishment is more effective than discipline
  10. 10. A Dangerous Educator…• Thinks you shouldn’t smile until Parent or Coordinator walks in.• Believes that morality and values should only be taught at home• Sees the act, not the young person behind it.• Believes that strict adherence to the rules is the most important goal of any child’s day.• Forgets he/she is modeling.• Is a “structure monster”. -Malcolm Smith
  11. 11. The Effective Teacher…Establishes good control of theclassroom Does things right, consistently Affects and touches lives Exhibits positive expectations for ALL students Establishes good classroom management techniques
  12. 12. The Effective Teacher…Designs lessons for student mastery Works cooperatively and learns from colleagues Seeks out a mentor who serves as a role model Goes to professional meetings to learn Has a goal of striving foe excellence
  13. 13. The Effective Teacher…Can explain the grade level’s curriculum Realizes that teaching is not a private practice Is flexible and adaptable Listens, listens, listens Understands the research process
  14. 14. The Effective Teacher…Teaches with proven research-based practices Knows the difference between an effective teacher and an ineffective one
  15. 15. In summary… Is an extremely good classroom managerHas positive Knows how toexpectations design lessons for student for student success mastery An effective teacher…
  16. 16. Understanding Our StudentsDealing With Student Behavior in Today’s Classrooms
  17. 17. We can trace out-of-controlbehaviors to a variety of factors… The physical The amount of and emotional stability and climate of the consistency in childs home the child’s and family neighborhood The power and The parenting influence of styles of the peers in a child’s parents child’s life*
  18. 18. The positiveand negative The child’srole models exposure to available to violent media the child The child’s The child’s emotional own attitudeand physical toward health his/her anger
  19. 19. Why Kids Misbehave Attention from peers or adults Attain Imitation power/controlGetting something Revenge or (Sensory Input) Retaliation Fear of Failure Feels Good/Play
  20. 20. Proactive Intervention Strategies Classroom Classroom Physical Space Rules Schedule Beginning and AttentionStudent Work Ending Signal Routines Classroom • adapted from the Tough KidManagement series, and Plan CHAMPs
  21. 21. Classroom Rules…
  22. 22. The Rules for Rules• Keep the number to a minimum (approx. 5).• Keep the wording simple.• Have rules represent you basic expectations• Keep the wording positive, if possible.• Make your rules specific.• Make your rules describe behavior that is observable.
  23. 23. Classroom Rules, cont.• Make your rules describe behavior that is measurable.• Assign consequences to breaking the rules.• Keep the rules posted.• Consider having rules recited daily for first two weeks then periodically..
  24. 24. Examples…Inappropriate Rules: Preferred Rules: Be responsible Keep hands, feet, and objects to yourself. Pay attention Do your best Raise your hand and wait for permission to Be kind to others speak. Respect authority Sit in your seat unless you have permission Be polite to leave it. Walk, don’t run, at all times in the classroom.
  25. 25. Consequences• The best consequences are reasonable and logical• A reasonable consequence is one that follows logically from the behavior rather than one that is arbitrarily imposed• The best logical consequences teach the students to choose between acceptable and unacceptable actions.
  26. 26. Activity….• For the following types of student behavior, develop both an example of a logical consequence AND an illogical consequence… – Chews gum – Turns in sloppy paper – Walks in the classroom noisily – Passes paper in incorrectly – Arrives late – Does not bring textbook – Does not bring pencil or pen
  27. 27. Possible Corrective Consequences• Proximity management• Verbal reprimand/Warning• Time owed after class• In-class time-out• Parental contact• Restitution• Principal Notification Form• Disciplinary Referral It should be noted that prior to enacting corrective consequences, positive reinforcement strategies should be utilized.
  28. 28. Classroom Schedules…
  29. 29. Classroom Schedules• Avoid “Down Time”• Begin each activity on-time. “The best behavior plans are excellent academic lesson plans.” – source unknown
  30. 30. Classroom Schedules• Budget your academic time – Example: 1 hr. allotment • 5 min. Teacher-directed review • 10 min. Introduction of new concepts • 10 min. Guided practice, working on assignment • 25 min. Independent/Cooperative work • 10 min. Teacher-directed corrections
  31. 31. Physical Space… 35
  32. 32. Physical SpaceMake sure you have access to all parts of theroom. Feel free to assign seats, and change at will. Minimize the disruptions caused by high traffic areas in the class. Arrange to devote some of your bulletin board/display space to student work. Arrange desks to optimize the most common types of instructional tasks you will have students engaged in.
  33. 33. Students Who Cause Behavioral Problems Aggressive (the Resistant (the hyperactive, student who agitated, unruly student) won’t work) Dependent (the Distractible (the student who student who wants help all can’t the time) concentrate)
  34. 34. Location for Students who cause behavioral problems• Separate—disruptive students; maybe aggressive and resistant students• Nearby—disruptive students; maybe distractible, dependent, and resistant
  35. 35. Prepare the Work Area• Arrange work areas and seats so that you can easily see and monitor all the students and areas no matter where you are in the room• Be sure that students will be able to see you as well as frequently used areas of the classroom• Keep traffic areas clear• Keep access to storage areas, bookcases, cabinets, and doors clear• Learn the emergency procedures• Make sure you have enough chairs for the work areas
  36. 36. Prepare the Work Area…• Be sure to have all necessary materials in easily accessible areas• Test any equipment to make sure that it works BEFORE you use it• Use materials such as bags, boxes, cans, etc. to store materials that students will need.• Arrange work areas where students can go for reading and math groups, science, lab areas, project work, learning centers, and independent study. (Remember, you may not need these areas on the first days of school.
  37. 37. Prepare the Student Area… Prepare the Wall Space… Prepare the bookcases… Prepare the Teaching Materials…
  38. 38. Be Prepared!Teachers who are ready maximize student learning and minimize student misbehavior.
  39. 39. Attention Signals…
  40. 40. Attention Signal Decide upon a signal you can use to get students’ attention. Teach students to respond to the signal by focusing on you and maintaining complete silence.
  41. 41. Important Aspects of a Well- Disciplined Classroom• Discipline• Procedures• Routines Effective teachers introduce rules, procedures, and routines on the very first day of school and continue to teach and reinforce them throughout the school year.
  42. 42. The Number 1 Problem The number one problem in the classroom is not discipline; it is the lack of procedures and routines.
  43. 43. Discipline vs. Procedures…• Discipline: Concerns how students BEHAVE Procedures: Concerns how things are DONE• Discipline: HAS penalties and rewards Procedures: Have NO penalties or rewardsA procedure is simply a method or process for how things are to be done in a classroom.
  44. 44. Classroom Management Plan

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