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Classroom management


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Classroom management

  1. 1.  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.Classroom management
  2. 2. 1. Assertive approach2. Business academic approach3. Behavior modification approach4. Group managerial approach5. Group guidance approach6. Acceptance approach7. Success approachApproaches to classroom management
  3. 3. --Teacher specify rulesof behavior andconsequences fordisobeying them andto communicate theserules andconsequences clearly.ASSERTIVE APPROACHSuggest that teacher:1. Clearly identified expectations2. Take positions “I like that ” ”I hate that”3. Use firm voice4. Used eye contact, gestures and touchsupplement verbal messages.5. Say no without guilt feeling6. Give and receive complements7. Place demand on student and enforcedthem.8. Indicate consequences of behavior andwhy specific action is necessary.9. Set limits on student10. Be calm and consistent11. Follow regularly12. Don’t give up on rules enforced13. Gain confidence and skills in work inchronic behavior.
  4. 4. Emphasizes the organization and management ofstudents as they engage in academic work.Three major categoriesa. Establishment and communication ofwork assignmentb. Standards and procedures, monitoring ofstudent workc. Feedback of studentsBUSINESS ACADEMIC APPROACH
  5. 5. Spend 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 consequencesb. Behavior is strengthened by systematic reinforcementc. Behavior is strengthened by immediate reinforces.d. student respond better to positive reinforces that theydo on punishmente. constant reinforcement.THE BEHAVIOR MODIFACATION APPROACHModels are effective in modifying behavior to the degree thatthey capture attention, hold attention and are imitated.
  6. 6. IT 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.GROUP MANAGERIAL APPROACHRIPPLE EFFECT- if a student misbehave and the teacher stopsthe misbehavior immediately, it remains an isolatedincident and class does not develop a problem.
  7. 7. HOW MVEMENT IS IMPEDED ?1. over dwelling- giving explanation beyond necessary2. fragmentation- giving too much details, breaking things down into manyparts or repeating activitiesMAJOR CATEGORIES OF TEACHER BEHAVIOR1. DESIST techniques-Teacher action to stop misbehavior1.WIT-IT-NESS-ability to react on a target in a timely fashion.ONE HAS EYEONTHE BACK OFTHE HEAD2. OVERLAPPING BEHAVIOR-TEACHERSABILITYTO HANDLE MORETHANONE MATTERATTHE SAMETIME. E.g onestudent is reciting another is commenting.2.MOVEMENT MANAGEMENT-management of behavior in thetransitions, from task to task withinand between lessons1. SMOOTNESS-even and clam flow of activities, nointerruption.2. JERKING- Disorderly flow of activities, proceduresare not clear to students.
  8. 8. Base on the changing the SURFACEBAHAVIOR OF STUDENT ON AGROUP BASIS. Discipline andclassroom control are facilitatedthrough group atmosphere andenhance group rapportGROUP GUIDANCE APPROACH
  9. 9. Maintains that every individualneeds to feel acceptance andbelongingness. Student will striveto behave appropriately becausethey want to be accepted and tobelong to the groupACCEPTANCE APPROACH
  10. 10. DEALS with general psychological andsocial conditions instead of dealing withappropriate behavior and the consequencesof such behavior.Teacher’s job is to helpstudents make good choices.SUCCESS APPROACHTeachers need to change whatever negativebehavior exist and improve conditions so theylead to student success.This implies that teacher must show care and arepositive and persistent .
  11. 11. 1. Failure Syndrome– usually says, I can’t do it.2. Perfectionist– anxious of making mistakes3. UnderAchiever– student do minimum to get by.4. LowAchiever– student have difficulty even they willing to work,problem is low potential.5. HostileAggressive– they are not easily control, they damageproperty6. PassiveAggressive– express opposition to teachers but indirectly.7. Defiant– student resist authority and carry on a power struggle withteacher.8. Hyperactive – show excessive and constant movement even whensitting.Student problem types-teacher describes
  12. 12. A. Planned ignoringB. Signal interference-use signal todisapproveC. Proximity control-D. Interest boosting-show you areinteresting to himE. Humor- humor defuse tenseF. Hurdle lessons- those whomisunderstand lesson, try toprovide academic assistanceG. Restructuring the program- classrescheduledH. Routine – lack of self controlneed routine.PREVENTIVE MEASURESModerate preventive measuresa. Establishing classroom activitiesb. Rules and proceduresc. Academic work and activitiesd. Routinese. Enacting processesf. Hidden curriculumg. Monitoringh. Maintaining group lessonsi. Seat worksj. Transitions engage timek. cueing