Topic 1 primary school management

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Topic 1 primary school management

  1. 1. If you don’t plan, the student will plan for you!!
  2. 2.  Why is having control of the class so important in order to get your message delivered effectively?  What are some components of effective classroom management?
  3. 3.  Classroom management is ways of organizing the resources, pupils and helpers so that teaching and learning can proceed in an efficient and safe manner.
  4. 4. The biggest deterrent to classroom management issues is proactive, effective lessons. The more you plan, the more effective the lesson and delivery…the less problems with discipline.
  5. 5.  Classroom management refers to the ways in which student behaviour, movement and interaction during a lesson are organized and controlled by the teacher.Richards (1990, 10) .
  6. 6. It can be defined as the teacher’s ability to cooperatively manage time, space, resources and student roles and student behaviours to provide a climate that encourages earning (Alberto&Troutman,1986)
  7. 7.  Classroom Management involves establishing procedures, having rules, and reducing discipline problems.
  8. 8. The procedures and needs that are created to maintain a healthy teaching and learning environment  The main componets:  i. ii. iii. iv. Acertain ways to avoid the management problem in the classroom Acertain ways to monitor the behaviors of pupils to maintain a positive classroom climate Decide how to react when pupils show problematic behaviour Ensuring how a teacher can restrucutre a healthy classrrom climate after correcting negative behaviors of pupils in the classroom
  9. 9. According to Maslow’s theory: student does not feel a higher need until the needs of the current level have been satisfied.
  10. 10. Basic Human Needs  Food  Air  Water  Clothing
  11. 11. Safety and Security  Protection  Stability  Pain Avoidance  Routine/Order
  12. 12. Love and Belonging  Affection  Acceptance  Inclusion
  13. 13. Esteem  Self-Respect  Self-Esteem  Respected by Others
  14. 14.   Achieve full potential Fulfillment
  15. 15. As educators, it is our responsibility to meet the five basic levels of needs in the classroom. Implementation strategies include:
  16. 16. SelfActualization Esteem Provide challenges Encourage autonomy Social Introductions Interact with students Inclusive activities Safety Maintain a safe and non-threatening atmosphere Create a comfortable environment Feedback Acknowledge success Physiological Room temperature Pacing/Breaks
  17. 17. Summary Self-Actualization Esteem Belonging Safety Physiological
  18. 18.   Make a good first impression. Come in with enthusiasm and show you are excited to be there.
  19. 19.  Minimize the power differential in everyday communication.  Sitting behind a desk or standing behind a podium can send the message that you want to create some distance between yourself and the students.  Get down to their level when working with them.
  20. 20.  Address problem behavior directly and immediately.  Addressing a problem early lessens the chance that it will expand.
  21. 21.  Know the power of proximity  You can accomplish more through your body language than through your voice.  Put your body next to problems.  Put your body in-between students who are disruptive.  Know how to work one-on-one with students while not turning your back on the rest of the class.
  22. 22. Think Prevention   Consider how you can manage the learning process to prevent undesirable behaviors (i.e. classroom set-up, opportunities for students to interact, active involvement, clear communication of expectations, structuring for success).
  23. 23.  Model behaviors you expect from the students: mutual respect, active listening, interest in learning, subject enthusiasm, open mindedness, positive attitude.
  24. 24.  A proactive teacher can motivate their student in learning because: They feel comfortable They feel safe They trust their teacher.
  25. 25.  A good teacher is someone who wants to know about their students.  Be kind to their students.  Students will feel appreciated if their teacher are interested in them.
  26. 26. Effective Teacher •Kind and loving •Calm •Sense of humour •Spontaneus •Empathy •Strong and not easy to give up •Analytical •Flexible •Proactive •Systematic •Creative •Confident Less effective teacher •Hot tempered •Autocratic •Lazy
  27. 27. They are bored. They don’t know the purpose of your presentation. They don’t understand how the information that you are delivering applies to them.  Instruction is uninteresting  The pace of the instruction is incorrect (too fast, or too slow).  Not enough interaction between and among peers.   
  28. 28.  Student misbehavior isn't just an annoying disruption --- it's a secret message the student is (unwittingly) trying to convey to you.
  29. 29.     Fairness Firmness Consistency Developmental appropriateness
  30. 30. Teaching-Learning Competency
  31. 31. Children learn from surroundings especially parents, siblings, peers & community
  32. 32. Children learn from surroundings especially HOWEVER, parents, siblings, peers & community What would make any difference from teacher’s teaching in the classroom ?
  33. 33. A teacher follows teaching-learning competencies to make an effective learning
  34. 34. What are the competencies that a teacher should have ?
  35. 35. #1 Mastering knowledge & skills A teacher with wide knowledge can relate his/her teaching with real-world situation learning is a long-life experience fill with new knowledge to share
  36. 36. #2 Educational pedagogy practices Teaching pedagogy practices ensure that teacher could understand about children development fulfil basic needs from lesson plan to classroom setting Learning context fits with students’ background Teaching with modern technology usage
  37. 37. #3 Effective communication Communicate with students using appropriate language level of ages, development stage, sex, race, mother tongue & socio-economy Good interaction with parents and colleagues
  38. 38. #4 Competent assessment Self assess to detect the effectiveness of teaching & learning ability to design & use tools or evaluation procedures to measure & assess students’ learning - analyses, reflects and evaluates own teaching
  39. 39. #5 Manage to handle problems Effective teacher thinks critically & solves arisen problems encourages & guides students to improve thinking skill
  40. 40. #6 Fair & Responsible Teacher should provide fair lesson in a class without any eliminated student Every student has rights to receive new knowledge & skills
  41. 41. #7 Conducting teaching professionalism Effective teacher performing duties as instructors, mentors, facilitators and managers of the classroom - Understand the impact of social problems that negatively affect student learning
  42. 42. Appreciation & Moral Practices
  43. 43. Teachers must adhere to the regulations prescribed by the Code of Ethics for the Teaching Profession
  44. 44. The Code of Ethics for the Teaching Profession listed principles such as…
  45. 45. #1 Responsibility for pupils #2 Responsibility to parents #3 Responsibility towards society & nation #4 Responsibility for colleagues & teaching profession
  46. 46. Philosophy of Teacher Education (FPG) is a guide for teachers about the characteristics of the teacher qualities “Teachers who have a good personal well-being, progressive and scientificallyoriented, ready to uphold the nation’s aspirations and preserve her cultural heritage, promises individual development and maintains a united, democratic, progressive and discipline society”
  47. 47. Teachers are also subject to the practice of values ​like caring, generous, resilient, patriotic, innovative, willing to help at all times & adhere to the ethics of the teaching profession
  48. 48. or Comments?
  49. 49. 1. Physical Arrangement of classroom 2.Social Factors 3. Emotional Factors
  50. 50. THANK YOU FOR LISTENING!

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