Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Classroom management: discipline problems


Published on

Tips for teachers.

Published in: Education
  • Be the first to comment

Classroom management: discipline problems

  2. 2. DISCIPLINE PROBLEMS <ul><ul><li>Order is needed to facilitate learning. </li></ul></ul><ul><ul><li>Discipline problems diminish: </li></ul></ul><ul><ul><ul><ul><li>being skilful in lesson management </li></ul></ul></ul></ul><ul><ul><ul><ul><li>establishing authority </li></ul></ul></ul></ul><ul><ul><li>Nevertheless, misbehaviour occur even in the lessons of the most skilful teachers. </li></ul></ul>
  3. 3. TYPES OF MISBEHAVIOUR <ul><ul><li>Excessive talk or talking out of turn </li></ul></ul><ul><ul><li>Being noisy (verbal, shouting, and non-verbal, playing drums with pencils) </li></ul></ul><ul><ul><li>Not paying attention to the teacher </li></ul></ul><ul><ul><li>Not getting on with the work </li></ul></ul><ul><ul><li>Being out of their seat without good cause </li></ul></ul><ul><ul><li>Bothering other pupils </li></ul></ul><ul><ul><li>Arriving late for lessons </li></ul></ul>
  4. 4. CAUSES OF MISBEHAVIOUR <ul><ul><li>Children come to our lessons in a certain state of mind, in a good or bad mood </li></ul></ul><ul><ul><li>Compulsory activity </li></ul></ul><ul><li>-- </li></ul><ul><ul><li>Inability to do the work </li></ul></ul><ul><ul><li>Boredom </li></ul></ul><ul><ul><li>Prolonged mental effort </li></ul></ul><ul><ul><li>Low academic self-esteem </li></ul></ul><ul><ul><li>Emotional difficulties </li></ul></ul><ul><ul><li>Lack of negative consequences </li></ul></ul>
  5. 5. Two key aspects that diminish discipline problems are: <ul><ul><li>being skilful in lesson management </li></ul></ul><ul><ul><li>establishing authority </li></ul></ul>
  6. 6. 1. LESSON MANAGEMENT <ul><ul><li>key task: to elicit and sustain pupils’ productive involvement throughout the lesson. </li></ul></ul><ul><ul><li>Beginnings, transitions and endings are key areas of lesson management. </li></ul></ul>
  7. 7. Beginings <ul><ul><li>PUNCTUALITY </li></ul></ul><ul><ul><li>MENTAL SET </li></ul></ul><ul><ul><li>voice of curiosity and excitement: to elicit and maintain pupils’ interest </li></ul></ul><ul><ul><li>Involve kids targeting them </li></ul></ul><ul><ul><li>A successful introduction to a lesson makes it easier to sustain learning as the lesson goes on. </li></ul></ul>
  8. 8. Transitions <ul><ul><li>Smoothly. Be sensitive. </li></ul></ul><ul><ul><li>Individual or group iInstructions ? </li></ul></ul>
  9. 9. Endings <ul><ul><li>Can be useful for: </li></ul></ul><ul><ul><ul><ul><li>including a few words of praise about the work they have done </li></ul></ul></ul></ul><ul><ul><ul><ul><li>review, conclusions and summary about what it was achieved </li></ul></ul></ul></ul><ul><ul><ul><ul><li>setting homework </li></ul></ul></ul></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>Exit </li></ul></ul>
  10. 10. - Maintaining pupil’s involvement <ul><ul><li>NOT just keeping them busy. </li></ul></ul><ul><ul><li>Involvement is closely related to motivation, interest and adequateness of the tasks’ level. Therefore, we have to: </li></ul></ul><ul><ul><ul><li>set up educationally effective activities (purpose). </li></ul></ul></ul><ul><ul><ul><li>stimulate intellectual curiosity and communicate enthusiasm. </li></ul></ul></ul><ul><ul><ul><li>structure information well (lesson plan); signal and smooth transitions. </li></ul></ul></ul><ul><ul><ul><li>give clear instructions (using flash cards, pictures, real material…), well paced and with examples. </li></ul></ul></ul><ul><ul><ul><li>provide opportunities for pupils to talk; listen to what they have to say. </li></ul></ul></ul><ul><ul><ul><li>… </li></ul></ul></ul>
  11. 11. - Pace and flow of the lesson <ul><ul><li>Not too fast </li></ul></ul><ul><ul><li>Not to slow </li></ul></ul><ul><ul><li>Avoid interruptions; postpone if possible </li></ul></ul><ul><ul><li>When giving individual help to a pupil, periodically scan the classroom </li></ul></ul>
  12. 12. - Managing pupil movement and noise <ul><ul><li>Movement : set up rules </li></ul></ul><ul><ul><li>Noise : </li></ul></ul><ul><ul><ul><ul><li>Speak always with at our normal level of voice </li></ul></ul></ul></ul><ul><ul><ul><ul><li>When pupils keep talking and don’t pay attention, stop and wait. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Allow children to express themselves (raise hand) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Realize good noise. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Be reasonably consistent. It’s better to say “ you can talk to your neighbour, but not to other pupils ” or “ try to ensure that only one person in each group is speaking at a time! , than “ the noise level is too high! ” </li></ul></ul></ul></ul>
  13. 13. − Positive reinforcement <ul><ul><li>Praise them for their efforts, positive behaviours and contributions in class. </li></ul></ul><ul><ul><li>Be sympathetic and supportive. </li></ul></ul><ul><ul><li>Locate the problem in the task or activity rather than in the pupil. </li></ul></ul><ul><ul><li>Check and correct their assignments, and use smilies or positive comments. </li></ul></ul><ul><ul><li>This kind of feedback gives security </li></ul></ul>
  14. 14. 2. ESTABLISHING AUTHORITY <ul><ul><li>Authority to manage their learning </li></ul></ul><ul><ul><li>Convey your status </li></ul></ul><ul><ul><li>Appear relaxed, self-assured and confident: indicated by the tone of voice, posture, facial expression and use of eye-contact. </li></ul></ul><ul><ul><li>Be competent at teaching </li></ul></ul><ul><ul><li>Establish rules </li></ul></ul>
  15. 15. Establishing rules: <ul><ul><li>There must be no talking when the teacher is talking. </li></ul></ul><ul><ul><li>There must be no disruptive noises. </li></ul></ul><ul><ul><li>Rules for entering, leaving and moving in classrooms (going to the toilet). </li></ul></ul><ul><ul><li>Pupils must raise hand to answer or make questions, not shout out. </li></ul></ul><ul><ul><li>Respect must be shown for equipment. </li></ul></ul><ul><ul><li>Respect for classmates and teachers. </li></ul></ul><ul><ul><li>Pupils must ask if they don’t understand. </li></ul></ul>
  16. 16. − Dealing with pupil misbehaviour effectively <ul><ul><li>Prevention strategies </li></ul></ul><ul><ul><ul><li>Be friendly but firm . </li></ul></ul></ul><ul><ul><ul><li>Establish rules and stick to them. </li></ul></ul></ul><ul><ul><ul><li>Plan motivating lessons (abilities and interests). </li></ul></ul></ul><ul><ul><ul><li>Involve students . </li></ul></ul></ul><ul><ul><ul><li>Praise good behaviours and contributions . </li></ul></ul></ul><ul><ul><ul><li>Don’t stay too long doing an activity . </li></ul></ul></ul><ul><ul><ul><li>Scan and circulate around the classroom. </li></ul></ul></ul><ul><ul><ul><li>Non-verbal language : eye-contact, moving towards them. </li></ul></ul></ul>
  17. 17. <ul><ul><li>Give help to kids when they are having difficulties. </li></ul></ul><ul><ul><li>Change activities and pace . </li></ul></ul><ul><ul><li>If a kid is misbehaving or showing disrespect, indicate it (non-verbal language). </li></ul></ul><ul><ul><li>Move pupils if necessary </li></ul></ul>
  18. 18. Managing pupil misbehaviour <ul><ul><li>Investigating and counselling </li></ul></ul><ul><ul><li>Reprimands </li></ul></ul><ul><ul><li>Punishments </li></ul></ul>
  19. 19. − Positive teaching <ul><ul><li>Pupil behaviours that are rewarded are more likely to occur in the future, and behaviours that are not rewarded or are punished are less likely to occur. </li></ul></ul><ul><ul><li>Identify desirable behaviours to be promoted </li></ul></ul><ul><ul><ul><ul><li>Praising programmes </li></ul></ul></ul></ul>