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Classroom management


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Classroom management

  1. 1. Classroom management Is define as the administration ordirection of activities with specialreference to such problem as discipline,democratic techniques, use and cares ofsupplies, and references materials,physical features of the classroom,general house keeping, and the socialrelationships of the pupils.
  2. 2. Approaches to classroom management 1. Assertive approach 2. Business academic approach 3. Behavior modification approach 4. Group managerial approach 5. Group guidance approach 6. Acceptance approach 7. Success approach
  3. 3. ASSERTIVE APPROACH-- Teacher specify rules Suggest that teacher: 1. Clearly identified expectationsof behavior and 2. Take positions “I like that ” ”I hate that” 3. Use firm voiceconsequences for 4. Used eye contact, gestures and touchdisobeying them and supplement verbal messages. 5. Say no without guilt feelingto communicate these 6. Give and receive complements 7. Place demand on student and enforcedrules and them. 8. Indicate consequences of behavior andconsequences clearly. why specific action is necessary. 9. Set limits on student 10. Be calm and consistent 11. Follow regularly 12. Don’t give up on rules enforced 13. Gain confidence and skills in work in chronic behavior.
  4. 4. BUSINESS ACADEMIC APPROACHEmphasizes the organization and management ofstudents as they engage in academic work.Three major categories a. Establishment and communication of work assignment b. Standards and procedures, monitoring of student work c. Feedback of students
  5. 5. THE BEHAVIOR MODIFACATION APPROACHSpend little time on the personal history of students or onsearching for the reasons for a particular problemBasic principles: a. Behavior is shaped by its own consequences b. Behavior is strengthened by systematic reinforcement c. Behavior is strengthened by immediate reinforces. d. student respond better to positive reinforces that they do on punishment e. constant reinforcement.Models are effective in modifying behavior to the degree thatthey capture attention, hold attention and are imitated.
  6. 6. GROUP MANAGERIAL APPROACHIT is more important to respond immediately to group studentbehavior that may be inappropriate or undesirable in order toprevent problems than having to deal with them after theyemerge.RIPPLE EFFECT - if a student misbehave and the teacher stopsthe misbehavior immediately, it remains an isolatedincident and class does not develop a problem.
  7. 7. MAJOR CATEGORIES OF TEACHER BEHAVIOR 1. DESIST techniques 2.MOVEMENT MANAGEMENT - Teacher action to stop misbehavior -management of behavior in the transitions, from task to task within and between lessons 1. WIT-IT-NESS 1. SMOOTNESS -ability to react on a target in a timely fashion. ONE HAS EYE ON THE BACK OF THE HEAD -even and clam flow of activities, no interruption. 2. OVERLAPPING BEHAVIOR 2. JERKING -TEACHERS ABILITY TO HANDLE MORE THAN - Disorderly flow of activities, procedures ONE MATTER AT THE SAME TIME. E.g one are not clear to students. student is reciting another is commenting.HOW MVEMENT IS IMPEDED ? 1. over dwelling- giving explanation beyond necessary 2. fragmentation- giving too much details, breaking things down into manyparts or repeating activities
  8. 8. GROUP GUIDANCE APPROACHBase on the changing the SURFACEBAHAVIOR OF STUDENT ON AGROUP BASIS. Discipline andclassroom control are facilitatedthrough group atmosphere andenhance group rapport
  9. 9. ACCEPTANCE APPROACHMaintains that every individualneeds to feel acceptance andbelongingness. Student will striveto behave appropriately becausethey want to be accepted and tobelong to the group
  10. 10. SUCCESS APPROACHDEALS with general psychological andsocial conditions instead of dealing withappropriate behavior and the consequencesof such behavior. Teacher’s job is to helpstudents make good choices. Teachers need to change whatever negative behavior exist and improve conditions so they lead to student success. This implies that teacher must show care and are positive and persistent .
  11. 11. Student problem types-teacher describes1. Failure Syndrome– usually says, I can’t do it.2. Perfectionist– anxious of making mistakes3. Under Achiever– student do minimum to get by.4. Low Achiever– student have difficulty even they willing to work, problem is low potential.5. Hostile Aggressive– they are not easily control, they damage property6. Passive Aggressive– express opposition to teachers but indirectly.7. Defiant– student resist authority and carry on a power struggle with teacher.8. Hyperactive – show excessive and constant movement even when sitting.
  12. 12. PREVENTIVE MEASURESA. Planned ignoring Moderate preventive measuresB. Signal interference-use signal to a. Establishing classroom activities disapprove b. Rules and proceduresC. Proximity control- c. Academic work and activitiesD. Interest boosting-show you are d. Routines interesting to him e. Enacting processesE. Humor- humor defuse tense f. Hidden curriculumF. Hurdle lessons- those who g. Monitoring misunderstand lesson, try to provide academic assistance h. Maintaining group lessonsG. Restructuring the program- class i. Seat works rescheduled j. Transitions engage timeH. Routine – lack of self control k. cueing need routine.