Effective Classroom Management


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For 21st Century Teachers

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  • This will be a brief presentation on adolescent development. The focus will be on examining key developmental challenges along with some recent research findings and behavior trends.
    The purpose of this presentation is to remind us who the young people are we are talking about. What distinguishes them from children and adults? What are the main challenges and influences? The goal is to give us a common framework for discussing positive youth development which focuses on the social infrastructure young people need to thrive.
  • There is no consensus about the age range that defines adolescence. A fairly common one is young people ages 10-19. I am using this one just because the 2000 census used this categorization.
    According to that 2000 census there are approximately 40.7 million adolescents in the US. The exact number is 40.747.962
  • Several health issues emerge during this time of biological maturation. Adolescents undergoing many physical changes naturally pay much attention to physical appearance.
    Puberty is associated with weight gain. For girls in particular concerns about their changing appearance can lead to health problems. Pressured by our societal standard that slim is beautiful, young woman develop eating disorders; approximately 1% of 12-18 years olds show symptoms of anorexia, while 1-3 % engage in bulimic behavior. A much higher percentage are involved in unhealthy dieting. Young men can develop eating disorders as well but the numbers are much lower (American Psychologial Association. Developing adolescents. 2002)
    Another health concern that has become a national public health issue is obesity. Over the past 30 years, an increasing percentage of young people is diagnosed as overweight. Some of the factors that influence this trend: decrease in physical activity, an increasingly sedentary life style (much time in front of computer and TV), poor nutrition, larger serving sizes.
    (additional information:
    ACT for Youth. Research Facts and Findings: Childhood Obesity, www.actforyouth.net/documents/july_03_obesity.pdf)
  • The second challenge – cognitive development. Do you recognize this behavior?
    Review interactive slide.
    Do you agree with these descriptions? Talking and reasoning with adolescents can be tough. Why is that?
  • Cognitive processes and skills continue to grow over the years (10-19).
    Increasingly adolescents fine tune their abilities (review the abilities listed).
    And progress from concrete to more abstract skill levels.
    Recent research in adolescent brain development has demonstrated that the brain is still developing. Neural connections are still being formed until the mid 20’s. It confirms what parents probably have known all along
    -- adolescents do not process and think the same way adults do.
  • Review findings.
    These findings help us understand why teens do not always understand the consequences of their behaviors, in particular risk taking behaviors; it helps explain why they might interpret social situation differently and respond with different emotions.
    It also means that young people can influence their brain development through their activities. It makes the case for meaningful activities and participation. Young people who “exercise” their brains by learning to order their thoughts, understand abstract concepts, and control their impulses are laying neural foundations that will serve them for the rest of their lives. Do they want to hard-wire their brain for sports, playing music, doing math – or lying on the couch watching TV?
    Additional information:
    ACT for Youth. Research Facts and Findings. 2002. Adolescent Brain Development (www.actforyouth.net/documents/may02factsheetadolbraindev.pdf)
    National Campaign to Prevent Teen Pregnancy. 2005. The Adolescent Brain: A Work in Progress. www.teenpregnancy.org/resources/reading/pdf/BRAIN.pdf
  • The third challenge of adolescence is to look for answers to the questions:
    Who am I? What is my place in this world?
    In interaction with their social environments young people are trying to figure out who they are, what makes them unique, and where do they fit in. Identity formation is critical and closely linked to how they feel about themselves and what they think others expect from them. Recent studies have shown that minority youth who developed a strong sense of ethnic identity tend to have higher self-esteem than those who don’t. The search for identity can be more complex when adolescents face the additional challenges of social injustice and discrimination; this might be especially true for LGBT youth who often start their identify development by being “different”.
    (American Psychological Association. 2002. Developing Adolescents.)
    - Peer group important for the process of separating from family; most influential during mid-adolescence
    - The other aspect of social emotional development is highlighted by the question: How do I relate to others? Young people have to develop skills how to communicate, interact with others; how to assess, cope with and control their emotions.
    Additional reading: ACT for Youth. Facts and Research Findings. Identify Formation in Adolescence. Self-Esteem. Peers. (www.actforyouth.net)
  • One challenge all adolescents have to face is the physical maturation process. Puberty starts typically earlier for girls than for boys; and its starts earlier than it used to. Review slide.
    Recent pediatric studies have shown that an increasing number of girls start showing signs of puberty as early as age 7 (6.7% white girls, 27.2% African American; see American Psychological Association 2002. Developing Adolescents).
    What are the implications? Young people need information about upcoming body changes and their significance at an earlier age so that they can cope with these physical and hormonal changes. Sex education at age 13 might be too late.
    Optional question: Some young girls are fully developed at age 13 – they might be judged to be older - 16 or 17 years old. What are the implications? How do people in their environment react to them? Possible conflicts?
  • Here are problem behaviors we are typically concerned with.
    We are seeing some positive trends right now although that does not imply that all is well. For example we are seeing a solid decline in teen pregnancy rates; at the same time we have seen increased rates in several STI’s (sexually transmitted illnesses) e.g. chlamydia. Or we are seeing a decline in binge drinking, but at the same time we see an increase in other substances e.g. Ecstacy
    But the overall trend in regards to those behaviors is positive. Teen pregnancy rates have declined over the past 10 years. Also declining are delinquency, substance abuse, violence and school drop out Mental health – Data are not as conclusive and consistent. Suicide attempts have gone down from 29% in 1991 to 17% in 2003, although anecdotal evidence suggests an increase in other areas (self-injurious behavior, depression).
    Use fact sheets for concrete data.
  • Effective Classroom Management

    1. 1. Effective Classroom Management
    2. 2. What is Effective Classroom Management? Effective Classroom Management consists of teacher behaviour that produces high levels of student involvement in classroom activities and effective use of instructional time.
    3. 3. Why is Classroom Management important? Good classroom management allows learning to occur.
    4. 4. Good classroom management has three basic and necessary components: Rules and Procedures  Consequences  Relationships 
    5. 5. Teaching Classroom Rules Maintaining discipline in the classroom is the key to a healthy atmosphere. Laying down rules is easy, but motivating responsible behaviour is tough.
    6. 6. - Classroom rules should be set cooperatively. - Establish a few general rules of classroom conduct. - Rules need to be established as a result of a meaningful classroom discussion. - It’s an invitation for students to describe the class they would like to be part of and make suggestions for rules.
    7. 7. Students know you respect and care for them when they are consulted and involved in decision making. The discussion is meaningful and relevant.
    8. 8. Consequences When students break the rules, they must know ahead of time that there are consequences. In society, we know that if we choose to break the law, we had better be prepared to go to court and perhaps do some jail time!
    9. 9. Relationships We should consider the following: how relationships are developed and maintained • the importance of establishing positive relationships with all students • how to promote positive relationships between students
    10. 10. Potential barriers to establishing positive relationships • Large numbers of children with whom the teacher needs to develop relationships • Lack of time to spend with individuals • We find it easier to develop positive relationships with some.
    11. 11. Do SOMETHING! If it works, do more; If it doesn’t, try something else.
    12. 12. Never treat a child in a way you wouldn’t treat an adult. Try to see things through the child’s eyes.
    13. 13. Without the foundation of a good relationship, students commonly resist rules and procedures along with the consequent disciplinary action.
    14. 14. Keys to Effective Classroom Management  Quality Relationship – Knowing and Understanding your students.  Empathy  Leaving the ego at the door.
    15. 15. Role Plays
    16. 16. About Adolescents Generalizations about young adolescents
    17. 17. Valuable tips to deal with Adolescents
    18. 18. Never forget the power of one person to make a difference in the life of a child. Believe it!
    19. 19. Thank You!