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Classroom management


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Classroom management

  1. 1. ClassroomManagement Problem?
  2. 2. CLASSROOM MANAGEMENT is describe as the process ofensuring lessons to run smoothly withoutdisruptive behavior of students. is possibly the most difficult aspectof teaching for many teachers and indeedan experiencing problem.
  3. 3. Factor’s that influence HOW WE TEACH Personal Experiences and Characteristics Context of Preparations in Teaching Teaching The Learner
  4. 4. Gender PersonalityAge and Experiences Back
  5. 5. How we were teachHow we prefer to be taughtHow we prefer to teachOur subject matter backgroundOur teaching preparation Back
  6. 6. context• Nature of the learner• Class size• Materials and equipment• Time• Nature of the lesson• Prevailing view of teaching Back
  7. 7. Cultural Differences GenderSocio Economic DifferencesDevelopmental Differences Learning Style Learning Ability
  8. 8. Learning abilityFACTORS:A.Students Aptitude - differ in intelligence or ability to learn 1. Multiple Intelligence 2. Attention Ability 3. InterestB. Classroom InstructionC. Student’s Environment
  9. 9. MULTIPLE INTELLIGENCEVerbal-Linguistic Intelligence has the ability to think words and use language to expressideas.Logical-Mathematical Intelligence has the ability to use numbers and reasoning to solveproblems. Love to do puzzles, brain teasers, and other Math orScience related activities.Spatial Intelligence has the ability to represent the spatial worldinternally in one’s mind, the way the sailor or pilot navigatesthe large spatial world or the way a chess player or sculptorrepresents a circumscribed spatial world.
  10. 10. Naturalist Intelligence has the ability to discriminate among living things aswell as sensitive to other features of the natural world.Musical-Rhythmic Intelligence has the ability to hear and use pitch, rhythm and tone.Bodily-Kinesthetic Intelligence has the ability to use hands, legs, and body to do work.Interpersonal Intelligence has the ability to understand and interact with otherpeople in variety of ways.Intrapersonal Intelligence a person who knows oneself and can understand her/hisfeelings. She/he knows where she/he in the world.
  11. 11. KEY FACTOR TO BE AN EFFECTIVE TEACHER A.Knowledge B.Teaching Methodology/Strategies/Management C.Organization and Planning D.Public Relation E.Personality
  12. 12. What is bullying?• Repeated acts of aggression by individuals who have more power than their victims.• A strong preying upon the weak. This could be physical advantage or social advance.• Bullying is a destructive antisocial behavior learned through environmental influences.• Bullying is where perpetrators enjoy dominating victim and the victim feels oppressed.
  13. 13. Common characteristics of bullies • Antisocial behavior • Strong self-esteem • Inability to feel empathy • Need to feel power and control
  14. 14. 2 kinds of bullying DIRECT• Teasing• Threatening• Hitting• Stealing INDIRECT • Intentional social exclusion • Spreading rumor
  15. 15. Our Responsibility as a TEACHER• Teach and model social skills and provide opportunities for practicing these skills• Take all reported instances of bullying seriously• Investigate all reported incidents of bullying• Take appropriate action, or refer matter to administration• Ensure that all students are aware of bullying is, that will be taken seriously and will not be tolerated.
  16. 16. • To create open, caring and safe learning environments where students feel comfortable reporting bullying• To document the incident and when necessary report it to the parents and administration• Develop classroom rules and expectations with students• Be vigilant in the classroom and observe the social relationships between students
  17. 17. • Provide parents with strategies and support in helping their children deal with conflict• Raise awareness of bullying through curriculum opportunities
  18. 18. StrategieS to hold Student’S attention• Learning experiences should be pleasant and satisfying possible• Whenever possible, lessons should take into account the interest and needs of students• Use different sensory channels and through movement (novelty helps,. Avoid monotony)• Schedule work that requires intense concentration during the morning and work that may be more interesting and/ or requires less concentration in the afternoon• Eliminate distraction interference by students, other teachers, administration.
  19. 19. aried and possibly novel nder-whelming leasant ppropriate time and length nteresting istraction freeV U P A I D
  20. 20. Components of an Effective Approach in Classroom Management1. Avoiding Behavior Problem Classroom management uses good group techniques that keep the group on task and functioning. Classroom management includes using certain skills to keep individual students involved in productive work.2. Solving Behavior Problem Effective classroom management includes techniques for solving the behavior problem of students who don’t respond to techniques that generally keep the group functioning smoothly and most students involved in productive work.3. Fostering Growth Teacher may be strict but not arbitrary and authoritarian. Classroom management includes creating a positive classroom environment that enhances student’s personal growth.
  21. 21. Approaches in avoiding behavioral problem1. Demonstrate care. Motivate students to want to behave2. Establish procedure for handling potentially disruptive situation3. Establish enforceable rules and enforce them4. Communicate regularly and clearly with students5. Be consistent and persistent6. Confront misbehavior forcefully but positively7. Model desirable behavior8. Comment only on the behavior, that is, reject the behavior without rejecting the students9. Invoke consequences in a calm, matter - of - fact manner10.Provide ample opportunities for students to experience success and receive recognition11.Organize learning activities to avoid boredom and wasted time12.Teach students to make appropriate behavior choices13.Circulate around the classroom and monitor progress to keep focused on learning.
  22. 22. Classroom Environment that Motivates Students (Creating environments that match students’ needs) Interpersonal Relationship Set up the classroom environment such that the student-student/teacher-student relationship is similar to that at home. Structure In school, the teacher should be a little flexible and democratic, like at home, in assigning work to do. Task Make lessons easier and motivating like doing it in the form of academic games, simulation, magic, drama, presentation, etc.
  23. 23. 4 steps for Better Classroom ManagementStep 1: REMINDER This is a reminder and not a reprimand.Step 2: WARNING This is a reprimand. The student is approached. It may be either verbal or written.Step 3: INFRACTION SLIP The warning slip will be turned to the office.Step 4: SEND TO OFFICE the students is removed from the class. A special time out slipor referral form is filled out and sent with the student.
  24. 24. Techniques That Backfire• Raising ones voice • Making unsubstantiated accusations• Yelling • Mimicking the student• Using physical force • Throwing a temper tantrum• Using tense body • Commanding, demanding ,• Using degrading, insulting, dominating embarrassing words • Rewarding the student• Insisting on having the last word • Holding a grudge• Having a double standard (do what I • Saying “I am the boss” say, not what I do) • Using sarcasm• Attacking the student’s character • Acting superior• Preaching• Backing a student’s into a corner
  25. 25. Questions to Ask in Resolving Most Behavior ProblemsWhose Problem?1. Evaluate your perception • Most teachers assume that the causes of the behavioral problems are the students. • Teacher intolerance could be the culprit. This depends on one’s background. • Teacher’s perception could be wrong. Get a second opinion. • Consult student’s parents.
  26. 26. When to intervene?1. Immediate Action when… • Dangerous and harmful behavior • Destructive behavior • Behavior that can get worse • Self-perpetuating2. Delayed action when • One do not have all the facts • Timing is wrong a. Insufficient time b. Disruptive effect of intervening c. The student is too upset to deal with their behavior. d. When sensitive to expose themselves publicly and getting embarrass. • Weighing the choices
  27. 27. Difficult Behaviors in the ClassroomRambling - wandering around and off subject. Using far fetched examples or analogues.Possible Responses• Refocus attention by restating relevant point• Ask how topic relates to current topic being discussed• Use visual aids, begin to write on board, turn on overhead projector• Say. “Would you summarize your main point please?” or “Are you asking…”?Shyness or silence -lack of appreciationPossible Reponses• Change teaching strategies• Give strong positive reinforcement for any contribution• Involve by directly asking him/her a question• Make eye contact• Appoint to be small group leader
  28. 28. Sharp Shooting - trying to shoot you down or trip youPossible responses• Admit that you do not know answer and redirect the question the group or the individual who asked it• Acknowledge that this is a joint learning experience• Ignore the behaviorTalkativeness - knowing everything, whiningPossible responses• Acknowledge comments made• Give limited time to express viewpoint or feelings and move on• Make eye contact with another person beside him/her and move towards that person• Say “That is interesting”. Now let us see what other thinkSide conversation - maybe related to subject or personalPossible responses• Don’t embarrass talker• Ask talker if they want to share ideas• Casually move towards those talking• As a last resort, stop and wait
  29. 29. Heckling/Arguing - disagreeing with everything you sayPossible responses• Redirect question to group or supportive individuals• Acknowledge positive points• Say “I appreciate your comments, but I’d like to hear from others”• Role playing. Putting in someones shoesOver Hostility - angry, belligerentPossible responses• Remain calm and polite• Don’t disagree, but build on what has been said• Move closer to the hostile person, maintain eye contact• Say “ you seem really angry. Doe anyone else feel this way? Solicit peer pressure• Ignore behavior but talk to him/her privately• Last resort let him leave for the benefit of everybody
  30. 30. Using Consequences foe Student to Behave AppropriatelyA. Positive Consequence: Reward  Rewarding a desirable behavior  Excessive may improve behavior for a moment but may not change they students attitude  Reward students because they deserve it but not because they seek itB. Negative Consequence : Punishment Unpleasant and disgraceful acts Advisable to young students who are still in the first stage of moral development and for older ones who think they can do away with things
  31. 31. Innovative teaching strategies1. Academic games 8. Brainstorming2. Field work or field trips 9. Case study3. Role play 10.Center of interest4. Debate 11.Cooperative learning5. Experiment 12.Drill and practice6. Story telling 13.Discovery7. Decoding messages 14.Individual study
  32. 32. 15.Modules 21. Peer tutorial16.Discussion 22.Contest17.Oral reports 23.Project18.Computer Aided Instructional 24.Recitation Materials (CAI) 25.Magic19.Simulation 26.Demonstration20.Simulation Games