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CLASSROOM MANAGEMENT Group 9 and 10 ^^ EdSci 112M

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  1. 1. Republic of the PhilippinesMindanao State University Fatima, General Santos City  Classroom Management
  2. 2. To understand what is this classroom managementTo learn about the principles of classroom managementTo cite about the factors that affects classroom management and itssolution.
  3. 3. -refers to all of the things that a teacherdoes to organize, space, time, andmaterials so that learning can takeplace. This management includesfostering student involvement andcooperation in all classroom activitiesand establishing a productive workingenvironment.
  4. 4. The Characteristics of a Well-Managed Classroom In a well-disciplined classroom, the room itself is appealing. Many of usteach in cramped and overcrowded rooms without enough basic materials andcertainly not expensive equipment such as interactive whiteboards and LCDprojectors. Despite these restrictions, effective secondary teachers can manage tocreate an environment where students focus on learning. We can arrange desksto encourage collaboration as well as independent work, minimize traffic-flowproblems, and make sure materials are readily available. The walls can be usedto stimulate student engagement with displays of student work.
  5. 5. 2. Students understand the rules and procedures The teacher has obviously given much thought to planning and establishing a well- organized learning climate. Class rules, procedures, and notices of upcoming activities are posted in convenient places to help students stay on track.
  6. 6. 3. Students are actively engaged in the pursuit of knowledge There is movementand laughter and noise. Activelearning generates a muchhigher noise level than thesilent classrooms of the past.Students are up and out oftheir seats while engaged in avariety of interesting activitiesthat encourage thought anddiscovery.
  7. 7. 4. There is a persistenttone of Mutual Respect Teachers and students treat each other with obvious respect. This is evident in such nonverbal interactions as body language and tone of voice as well as in what students and teachers say to each other.
  8. 8. 5. Students take responsibility for their learning In a well-disciplinedclass, students may be led bytheir teachers, but they are notcoerced into good behaviorthrough threats of direpunishment. Instead, they areencouraged to understand theimportance of choosing goodbehavior and its lasting rewardsover the short-term thrills ofbad behavior.
  9. 9. • • Make sure your classroom is ready. Teachers who prepare their classrooms in advance maximize student learning and minimize student misbehaviour. Readiness is the primary determinant of teacher effectiveness.• Do everything possible to welcome the students and to make sure that they know where to go and how to get there on time.• • Keep in mind that what you do on the first day may determine how much respect and success you will have for the rest of the school year.• • Arrange student seating to maximize the accomplishment of the tasks and to minimize behavior problems. Assign students to their seats on the first day of school.Classroom Management on the First Day of School
  10. 10. PROCEDUREIt is a method or process foraccomplishing things in theclassroom—for example, what todo when entering the classroom,how to function in a lab group, orwhat to do when you have aquestion
  11. 11. So establishing a well-managed classroom early in theschool year can help a teacher avoid being part of the40 percent each year who leave the professiondiscouraged and overwhelmed.Contrary to what many people believe, the number-oneproblem in the classroomis not discipline it is the lack of procedures and routines.Behavior will rarely become a problem when effectiveteaching is already taking place. On the first day of school,you can begin teaching the procedures and routines that youwill use. Never assume that you will have time to tackle badbehavior later. Becoming an effective teacher depends onclassroom management especially on the first day of school.
  12. 12. Procedure for the Beginning of the Period or Day 1) have an assignment posted before the students enter and 2) have it posted in the same consistent location every day.
  13. 13. The Three-Step Approach toTeaching Classroom Procedures
  14. 14. 2. Rehearse-Rehearse and practice the procedure under your supervision. 3. Reinforce -Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.
  15. 15. Common Classroom Management Issues and Suggested Solution
  16. 16. Issue Solution1. Undermining theinstructor’s authority This is tricky as it speaks to "attitude." A student might belittle the instructor or engage in a battle of the wills. This student would need to be privately told that their attitude was confrontational and asked how this might be resolved mutually.2. Leaving class toofrequently You might privately ask the student if everything is OK so that they know that you are concerned by their behavior. Don’t assume disrespect – it might be a bladder infection or some other physical problem.3. "Spacing Out" or SittingWith Back to Instructor If this is a repeated problem, students need to know that their non- verbal behavior is perceived as disinterest. You might ask them after class if they need a more comfortable seat.
  17. 17. 4. Poor hygiene (possible cultural Let the offending student know that in closeconsiderations) quarters, some students have issues with strong smell. It might be suggested that for the course (not their outside of class lives) that the odor be masked in some way.5. Verbal or physical threats Verbal or physical threats are serious matters. They are discussed in detail by experts in the field in "Handling Crisis." As a general rule consult professional experts for assistance immediately.6. Gum, Food, Pagers, and Cell Phone If decided upon by class, consequences for breakingDisruption this policy might range from the loss of participation points to the offender having to present on a topic of interest to the class. Some instructors allow pagers and cells to be on the vibrate setting as long as they are attended to at the break rather than used when it interrupts the class. Instructors need to abide by this rule as well and allow for at least one mistake per student as accidents do happen from oversight. The idea here is to prevent habitual disruption from gum popping and phones ringing.
  18. 18. 7. Monopolizing Discussions This is common but manageable. Many students are excited and talkative so it might be good to give them a few class periods to settle in. However, if it’s evident right away that this is a trend, it’s best to ask them to stay after class. You might approach them initially by saying that you are pleased with the amount of enthusiasm they have for discussion but were hoping that they have suggestions for getting the other class members equally involved.8. Sleeping in class You have to take some consideration in dealing with this matter. You might simply choose to wake the student and ask them if they are feeling alright. with concerned approach. Most of the time, students are so embarrassed and so appreciative of your genuine concern that they dont let it happen again. Encourage students to actively participate, take notes and in particularly long classes break up the session with activities or paired conversations about a topic to ensure that students stay engaged. Students dont learn much from listening, so remember that the more they "experience" the learning process the more you are really teaching.9. Repeated Tardiness: There should be clear parameters set around this issue up front – either in your syllabus or in the class decided norms. Stick to your guns on the policy. Some fair policies might include 3 tardies equals one absence. It might be best to discuss this with students individually; some are habitually late because they are dependant on bus routes or other drivers for transportation to school.
  19. 19. 10. Refusal to Participate or Speak We cannot force students to speak in class nor participate in group projects. This can be addressed and become a win-win situation by either giving the student alternative options to verbal participation (unless it’s a speech class) or simply carefully coaxing some response out of them and praising whatever minimal effort you receive from them. Remember, some students are terrified to be in a class setting – especially if there are round tables rather than desks – allowing for little anonymity.11. Sexual Innuendo, Flirting, or This behavior should be curbed as soon as it occurs. It’s neverOther Inappropriate Suggestion comfortable to tell a student that they aren’t being appropriate and if you are uncomfortable, a short, positive e-mail or phone call might suffice. Your response should be not judgmental and you might discuss it with your department chair or faculty mentor before broaching it with your student.12. Sharing/Copying Work In some cultures, students work together to produce homework. It may come as a shock to these students that they cannot submit identical work. This may also come as a surprise to couples, parent-child, siblings, or close friends. Be careful to give thought to how you will handle this before you encounter it and react as if it were intentional cheating. This can also occur when the class does a great deal of group work. Make sure you are clear about what is individual vs. group work in your assignments.
  20. 20. 13. Plagiarism or Lying Depending upon the class and the student’s prior knowledge of what plagiarism entails, some faculty issue an automatic F for the first instance, then expulsion from the class with a report to the department chair and division dean on a second instance. Most colleges have specific policies. Be sure to know you college policy before taking action Plagiarism should be outlined in your syllabus with a reference for students to the college catalog for more information.14. Too Much Chit Chat Give 2-minute chat times for groups or before class begins let them know that you have material to be covered and that their talking isn’t helping you achieve your goals for the class. Know too that some students occasionally translate a word or phrase to a tablemate who might not have as strong an understanding of English, be patient and observant when curbing this behavior.15. Disrespectful Behavior The reality is that sometimes students just plain won’t like you. You will find yourself in a conversation with yourself about why they don’t like you and treat you with disrespect. Animosity will perpetuate itself so remember your role and look for a way to positively invite the student to engage more deeply in the class. Perhaps offer them a special task based on a self-disclosed talent; for instance, a student whose hobby is Origami (Japanese paper folding) might lead a lesson on
  21. 21. How Can Common ClassroomManagement Problems be Prevented? Circulate around theclass as you talk or ask questions.
  22. 22. List and discuss your classroom procedures and rule s on the first day.Tell the students (orally and in writing) what your attendance and grading policies are.
  23. 23. Clarify and have students understand what is acceptable and unacceptable behaviour in the classroom.Good eye contact
  24. 24. Throughout the school year , particularly during the crucial first class sessions; a. Stress a positive “you can handle it” attitude b. Emphasize your willingness to give individual help c. Point out the relevancy of the student matters to the concern and goals of your students. d. Capitalize on opportunities to praise the abilities and contributions of students whose status in the class is in doubt. e. Urge students to talk to you about their problems in schools. Have the counsellors visit your classes to foster an awareness of counselling.
  25. 25. How to develop a Discipline Plan Discipline Plan -a classroom management behaviour plan.
  26. 26. Ask the Students to Help Write Classroom Rules Be Proactive (rather the Reactive)and Reflective Teacher
  27. 27. GROUP 9 & 10
  28. 28. END