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Classroom management: discipline problems

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Classroom management: discipline problems

  1. 1. CLASSROOM MANAGEMENT − DISCIPLINE PROBLEMS − Nora Alejos Azkona
  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>

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