CLASSROOM MANAGEMENT

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CLASSROOM MANAGEMENT

  1. 1.  Classsroom Management is a systematic designing of the class to create conditions in which effective teaching and learning can ooccur.  Classroom Management is the teacher’s ability to manage classroom effectively and efficiently. Definition
  2. 2. Six Elements for an Effective Classroom Management  1. Multidimensionality  It refers to awide variety of activities that occur in a classroom within the course of the day. 2. Simultaneity  Classrooms are amazingly dynamics, with many events taking place simultaneously throughout the day  3. Immediacy  It refer to the rapid pace at which events occur at the same time.
  3. 3.  4. Unpredictability  It refer to the reality that some event occur unexpectedly and cannot consistently be anticipated but require attention nonetheless.  5. Publicness  It refers to the fact that the classroom is ussually witnessed by a significant number of students who are very likely to take not of how teachers deal with these on going events.  6. History  It refers to the reality that over the course of the school year various events will shape the evolving dynamics of the classroom behavior.
  4. 4. Components of Effective Classroom Organization and Management  Psychosocial Dimension Student factors Teacher factors Peer factors Family factors
  5. 5. Procedural Dimension • Classroom rules • Classroom procedures Physical Dimension • Classroom arrangement • Accessibility • Specialized equipment
  6. 6. Behavioral Dimension • Creating and increasing desirable behaviors • Decreasing undesirable behaviors Instructional Dimension • Scheduling • Transitions • Grouping • Lesson plans
  7. 7. Organizational Dimension • Personnel interactions • work environment • Administrative duties • Instructional applications • personal application
  8. 8.  Develop no more than seven rules for the classroom.  Involve students in rules setting.  Keep the rules brief, and state them clearly.  Explain the rules thoroughly, and discuss the specific consequences if they are violated.  State the rules in positive way – avoid statements that are worded in a negative way such as not allowed.  Post the rules in a location that all students can see.  Discuss exceptions in advance so that students understand them.
  9. 9.  Teach the rules through modeling and practice and verify that all have been learned.  Review the rules in regular basis and when new students join the class.  Use reminders of rules as a preventive measure of times when possible disruptions are anticipated.
  10. 10.  Build relationships by accumulating a psychological accounts.  Preserve your classroom momentum at all costs.  Deliver interesting , fast-paced organized leaning experiences particularly.  Ones that actively engae students in the lesson.  Be sure your rules and expectation are clear.  IT is better than few rather than many rules.
  11. 11.  Avoid causing students to lose face in front of their peers.  Keep your eyes moving.  Continually monitor what is happening in your classroom  Practice the principle of escalation.  Use the power of silence.  Dont overeact.  Develop selective hearing.  Divide and conquer.  Never argue with the student in front of the class.  Quite reprimands are much more effective than the loud ones.
  12. 12.  When you discuss student’s misbehavior, make it clear that you find the behavior not the student unacceptable.  Understand the school’s student behavior code.  Reinforce positive behaviors.  Use praise effectively.  Use contracting to reward good performance both behavioral academics.  When you use rewards they must be varried to be effective.  Early in the year develop classroom routines.
  13. 13.  Be cautious of touching students when they are very angry.  Be aware of concealment activities occationally employed by the students  Avoid branding the student a failure because of one mistake.  Avoid punishing the whole class for misbehavior of one student.  Always have a couple of sponge activities available which you can use when the unexpected happen.  Dont be too quick to send the students to the principal’s office or call their parents.  Dont send students out into the hallway as apunishment.  For persistent, serious problems with the students use the private teacher-students- conference.  If you feel overwhelmed by the student’s challenging behavior dont be afraid to consult other professionals.
  14. 14.  A grade one teacher is an OPENER who unfolds basic learning to school beginners.  A grade one teacher is CHILD-CENTERED whose main concerns are the intersts and needs of the very young learners.  A grade one teacher is ACTIVE and DYNAMICS who enlivens the classroom during class sessions.  A grade one teacher is a MODEL youngsters to emulate, follow, and imitate.  A grade one teacher is a FRIEND who serves as a school parent and listens to the young ones.
  15. 15.  The more you read  The better you get it  The better you get it  The more you do it  The more you do it  The better you get it  The better you get it  The more you like it  The more you like it
  16. 16.  The more you like it  The better you get it  The better you get it  The more you read it  The more you read  The smarter you grow

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