6. A fishbone diagram, cause-and-effect diagram, is used to
visually identify problems and their causes.
1)Define the problem and effect
2)Identify the main categories that determine the possible
causes
3)Create sub branches of the categories that represent
potential causes
4) Spend time investigating each potential cause
7. WHY USE THE FISHBONE IN THE
CLASSROOM?
Categorize many potential causes of a problem or
issue in an orderly way.
It helps to analyze what is really happening in a
process.
It can help students learn about new processes and
procedures in the classroom or school setting.
8.
9. Student late for college regularly?
Step 1: Define the problem and effect
Category: Category: Category:
Missing
college
Possible causes:
10. Step 2: Identify the main categories
Student late for college regularly?
Category: Category: Category:
Missing
college
Possible causes:
Bus Carpool Student
11. Step 3: Identify factors or causes
Car broke down
Student late for college regularly?
Bus Carpool Student
Wrong pick up time
Sub driver
Wrong bus stop
traffic
Missing
college
Car accident
Playing sick
AM dr appt
Over sleeps.
13. Don't take responsibility
Don’t value schooling
Drug and alcohol
Don’t fit in schools
Lack of caring
Poor
education of
parents
Lack of time
Poor staff morale
Personality conflicts
Lack of teaching
strategies
Low expectations
Curriculum
constraints
Staff
development not
a priority
System doesn't
address early needs
of students
Tries to fit
student to
curriculum
Undear policies
Lack of good
communication
Different interpretations
Lack of
follow
through
Home demands Child abuse
No family role
model poverty
Dysfunctiona
l families
School don’t feel good
14. Morning classes Irregular sleep
Waking up late Not getting transport
Homework not done Improper uniform
Bunking classes Traffic jams
Visiting friends Late parties and get
together
Breakfast not done Health issues
15. REDUCING LATE ARRIVALS
Arrive early, start on time and stay positive
If you arrive to class early, you show your students that
you value your time with them. By arriving early,
chatting with students, answering questions and starting
on time, you build rapport and model proper classroom
etiquette. Do not try to embarrass late students in front
of the class. Statements such as “I see you’re late
again,” or “Why are you late, Mr. Watson?” beg for a
reply and can easily domino into greater classroom
distractions. A better approach is simply to welcome the
late student. A welcoming recognition of a late student
lets the student know that you are aware of his/her
lateness without giving opportunity to spiraling
incivility. If a student is habitually late, ask to talk to the
student after class and express your concerns to
him/her in private.
16. Start with an activity
Many teachers find that starting class with group
activities, quizzes, or important announcements
encourages students to arrive to class on time. In a
large science course, professors discovered that
starting every class with an active-learning exercise
(e.g. think-pair-share) that required students to turn
in a response sheet at the end of class reduced late
arrivals and early departures
17. Start with something intriguing
Steven Gump (2006) starts his classes by passing
around intriguing items:
“In teaching a course on a foreign culture, where such
topics as history, literature, religion, aesthetics, and
contemporary life are broadly covered, I created the
opportunity to present to my classes a number of items I
had picked up while living in the country in question—in
this case, Japan. I selected twelve common items that I
thought would be of interest to my students and that
would deepen their understandings of Japanese culture.
I planned the order of showings around the syllabus,
and designed half-page information sheets about each
object . . . In the end, I found that my students enjoyed
these brief show-and-tell sessions so much that
unexpected tardiness effectively ceased” (Gump,
2006). By beginning class with something intriguing,
you are encouraging students to arrive on time.
