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Instructional ManagementCecilia C. Manago Advance Administration and Supervision Date
What is instructional management? • Instructional management is essentially equated with classroom management. • It deals with both procedural and curricular components.
• Classroom management means you have the expertise to organize teaching and learning situations in order to enhance maximum learning experiences for the students.
What are procedural components? • Procedural components are non-content but are processes that are determined to enhance learning, such as classroom order and discipline, and the like.
What are curricular components? Curricular components refer to content or the topics to be learned.
CLASSROOM MANAGEMENT AS DISCIPLINE• Teacher is responsible for maintaining classroom control• Discipline comes first before instructionCLASSROOM MANAGEMENT AS A SYSTEM• Management and instruction are interwoven.• Planning is essential in building learning communities.CLASSROOM MANAGEMENT AS INSTRUCTION• Establishing prosocial skills and habits of peacemaking are the focus.• Teaching the students to make ethical judgments and decisions.
FACTORS TO CONSIDER IN DEVELOPING CLASSROOM MANAGMENT School• Personality Environment • Personal Experiences• Personal Values • Knowledge of• Teaching Styles • Age and grade level of • models of classroom students management • Students’ characteristics • Knowledge of research on • School Policy effective practices • Parental Support Teacher Traits Knowledge and Experiences
Principle No. 1.• Principle of Clarity and Mastery of Content.
Behavior Modification Technique. • The most fundamental assumption behind behavior modification among students is that student behavior is directly influenced by teacher behavior. Your job as teacher is to identify desirable undesirable student behavior, and reward those demonstrating desirable behavior while ignoring if not punishing those demonstrating undesirable behavior. Over time, this would lead to effective management of instruction.
Student Responsibility • Us teachers feel that students should be responsible for their behavior, a logical expectation but has to be enhanced. To do so, we must make the students aware that they have to respond positively to expectations of others and that they must be responsible for their shortcomings. This technique advocates self-discipline among students, which implies that as teachers we understand their problems and concerns and that we can provide help whenever this becomes necessary. Another concern of ours is to provide opportunities for open lines of communication with the students. Students respond more positively to teachers who demonstrate willingness to give students opportunities to assume more responsibility toward improving their performance.
Group Activities• Group performance is influenced by peers, and students working together would demonstrate better cooperation in order to gain recognition for their group rather than for an individual. Your responsibility as a teacher under this condition is to provide group activities that would enhance a more friendly and competitive learning environment for groups of students.
Skill in Maintaining Students’ Attention. • As teachers, you always monitor the classroom actuations of your students. The main reason for this is to show that you’re sensitive to your students’ needs. How do you monitor such activities? Some traditional techniques include seating arrangements, variation of voice, movements in the classroom, refocusing attention during teaching, and a host of other practices. Always guard against creating monotonous environment. When a monotonous situation happens, inject humour to break the monotony create a lively environment. Humour is much more desirable if it is related to the lesson being learned.
1. An effective teacher describes rules more completely and implement them more systematically. Therefore, be more explicit about the desirable behaviour that you expect. You can do this by giving specific do’s and don’ts.
• 3. Present information clearly, give directions, state objectives, and break down complex tasks into smaller and more easily manageable parts. Give precise and clear instructions as to what the students should do.
4. Waste little time inorganizing and transition to thenext activity. An activity shouldbe appropriately related to thenext lesson.
• 1. Provide stimulating and appropriate learning environment taking into account students’ personal interests and learning styles.
2. Use a variety of instructionalstrategies in the classroom anduse novelty to break themonotony.
3. Allow students to generateneeded guidelines for properclassroom conduct. This shouldbuild self-confidence amongstudents and would also increasetheir ability to learnautonomously. The guidelines thatstudents come up with normallywould enable them to becomemore responsible for their work.
• Treat students with respect and kindness. Express concern for students’ welfare, and provide opportunities for them to succeed in class activities.
Secrets of Classroom ManagementBy: McNeil and Wiles (1990)
• 1. Show a caring attitude towards the students.• 2. Listen to the students when they tell you their concerns and viewpoints.• 3. Use as many first names as you can.• 4. Try to be positive in your attitude and approach.• 5. Cultivate a friendly but respectful relationship with the students.
• 5. Cultivate a friendly but respectful relationship with the students.• 6. Know your students properly.• 7. Be on time and start the class immediately. Have something for students to do.• 8. Have a lesson plan and inform the students the way the lesson will progress.• 9. Apply the rules consistently.• 10. Vary the types of classroom activities.• 11. Prepare assignments that are appropriate for your students.