Classroom nanagement that works


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Classroom nanagement that works

  1. 1. g School-BasedProfessional Development I 31 January 2013 Thursday 07:45 am Irushadhiyya School
  2. 2. Classroom Management That Works Rules, Routines and Procedures Reinforcing Positive Behaviour Consequences Creating a Responsive Managing system ©Mohamed Nasir Junaina Ismail
  3. 3. Classroom Management That WorksObjectives:The participants will▀ identify the importance of teaching of rules,procedure and routines to students by reviewingliterature and exchanging views of colleagues.▀ find out strategies to reinforce positively students’learning and appropriate behaviour by discussingamong colleagues and reviewing of literature.▀ list down consequences for violating rules andprocedures by discussing among colleagues andreviewing of literature.
  4. 4. Literature Synthesis Perhaps the most obvious aspect of effective classroom management is classroom rules and procedures. Rules and Procedures convey the message that “ I’m here to teach and you are here to learn”.
  5. 5. Literature Synthesis Let us see what does Islam say about good manners?
  6. 6. Literature Synthesis Just as a child should be taught rituals and acts of worship, he should also be taught GOOD HABITS and ETIQUETTES until they become second nature to him. -Prophet Muhammadh (SAW)
  7. 7. Literature Synthesis The believers who have the most perfect faith are those who have the best manners.
  8. 8. Literature Synthesis The believers who have the most perfect faith are those who have the best manners.
  9. 9. Literature Synthesis Do teachers need to teach RULES, ROUTINES AND PROCEDURES?
  10. 10. Yes.When & How?
  11. 11. Literature SynthesisRules should be taught Situationally & Systematically 3-5 minutes everyday
  12. 12. Literature SynthesisRules should be taught Teacher MODELING Examples & Non examples
  13. 13. Literature Synthesis Rules should be taught Teacher CLARIFIES Acceptable & non-acceptable behaviour
  14. 14. Literature SynthesisRules should be taught Teacher CONSISTANCY Inconsist enforcement – major source of teacher /pupil conflict
  15. 15. Literature SynthesisRules should be taught Teacher MONITORING Students’ rule-abiding behaviour and intervene repeated violations
  16. 16. Literature SynthesisRules should be taught Teacher RULE ENFORCING Should be specific Delivered within 3 feet of the child Establish eye contact
  17. 17. Literature SynthesisRules should be taught Teacher RULE ENFORCING Use Precision Requests
  18. 18. Literature SynthesisRules should be taughtPrecision requests : Usestudent’s namePrecise description of required behaviourPolite and unemotional tone.wait time of 5 seconds
  19. 19. Literature SynthesisExample:“ Stop please- it is disrespectableto pull down art work displayedon the wall.” …“ Be responsible by keeping yourhands and feet to yourself. Do itnow, please!”
  20. 20. Positive or CoerciveClassroom Discipline?
  21. 21. Teachers need to build a classroom environment where positive interactions are the norm and punitive consequences are minimized
  22. 22. Coercive or punitive environments promote antisocial behaviour
  23. 23. Comparison Punitive Positive Rapidly stop behaviour Slowly stop behaviour Provide immediate relief Provide no immediate relief (reinforcement) to the to the teacher teacher Teach students and peers Teach students and peers what not to do what to do Decrease positive attitude Increase positive attitudes towards school and school towards school and school work work
  24. 24. Group WorkIdentify any three Routines which are unstructured and weaker in Irushadhiyya School.Activity I. Recommend the procedures to redress those weaker areas of our school.Activity II. Suggest consequences that can beeffectively applied if and when students break classrules.
  25. 25. Creating a ResponsiveManagement SystemCreate a management system that is responsive to student needs. Proactive NOT Reactive
  26. 26. Creating a ResponsiveManagement SystemCreate a management system that is responsive to student needs. Proactive NOT Reactive
  27. 27. Creating a Responsive Management SystemCreate a management system that is responsive to student needs.Key elements:Behavioural expectations should be clearly defined, taught, and acknowledged (Sugai et al, 2000).This can be acomplished through □ teaching classroom rules □ encourage positive behaviour □ increase academic and behavioural success □ decrease the likelihood of failure
  28. 28. Creating a ResponsiveManagement SystemDefinitely, misbehaviour will occur!Therefore: Teachers should be PROACTIVE!Have a set of responses to certain behaviours! (Simonsen et al,2008).
  29. 29. Creating a ResponsiveManagement SystemPrescribed and responsive approach to misbehaviour creates a more positive learning environment and decreases the need for reprimands.
  30. 30. Creating a ResponsiveManagement SystemPREVENTION, PREVENTION, PREVENTIONPreventing misbehaviour should be the primary goal of all teachers.
  31. 31. Creating a ResponsiveManagement SystemLet us discuss some of the well- established strategies to predetermine the responses of the misbehaviours.
  32. 32. Creating a Responsive Management SystemThe following six strategies are often under utilised but they are very much responsive to have a responsive management system. Use these strategies and so that they become a positive habit of you.Proximity ControlOpportunities to RespondRule ReminderEye ContactPraising Appropriate BehaviourTemporary Escape
  33. 33. GROUP WORKIn groups of six, please work on the six strategies to create a Responsive Classroom Management System. Each group works on one strategy.
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