Ppt presentation discipline

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Ppt presentation discipline

  1. 1. Classroom Management
  2. 2. Overview <ul><li>Impact of lack of classroom management on teachers </li></ul><ul><li>Student misbehaviour </li></ul><ul><li>Teacher misbehaviour </li></ul><ul><li>Classroom management </li></ul><ul><li>Conclusion </li></ul>
  3. 3. ‘ If the students do not perceive a teacher to be credible, for example, they will likely listen and learn less from that teacher’ (McCroskey, Holdridge, & Toomb, 1974)
  4. 4. <ul><li>One out of four teachers admits to losing </li></ul><ul><li>up to 30% of the lesson </li></ul>Correcting misbehaviour! Why are we concerned about classroom management?
  5. 5. <ul><li>Burn-out: </li></ul>Up to 30% of teachers affected Reasons: <ul><li>Relations (Teacher-student) </li></ul><ul><li>Lack of motivation/interest </li></ul><ul><li>Discipline problems </li></ul><ul><li>Lack of cooperation </li></ul>
  6. 6. REVENGE POWER ATTENTION INADEQUACY *Damages Property *Fights or Bullies *Argues *Does things own way Social dominance *Leadership styles in teachers *Ignorance of the rules *Displacement & Conflicting rules Endogenous/ Exogenous *Refuses to follow rules *Criticizes *Control other students *Tries to take over class Social dominance *Leadership styles in teachers *Ignorance of the rules *Displacement & Conflicting rules Endogenous/ Exogenous *Speaks out without permission *Gets up without permission *Class clown *Makes noises to entertain Inconsequential behavior & Social isolation *Leadership styles in Teachers *Ignorance of the rules Endogenous/ Exogenous *Emotional *Will not participate *Blames others for failure *Threatens to drop out Antipathy to school *Leadership styles in teachers *Displacement & Conflicting rules *Anxiety, fear Endogenous/ Exogenous Categories Characteristics Patterns Causes
  7. 7. Teacher Types Categories HOSTILE Non-ENTITY ASSERTIVE Aka Offensive Despotic Indolent Incompetent Non-Assertive ‘ Ideal’ Characteristics <ul><li>Maintaining Order </li></ul><ul><li>Negative, stereotypical view of students </li></ul><ul><li>Students as adversaries </li></ul><ul><li>Humiliates, embarrasses or insults students </li></ul><ul><li>Condescending </li></ul><ul><li>Uses favouritism </li></ul><ul><li>Sarcastic </li></ul><ul><li>Arbitrary, unreasonable </li></ul><ul><li>Leads to student anger and resentment </li></ul><ul><li>Disregard for students </li></ul><ul><li>Provides confusing instructions </li></ul><ul><li>Inconsistent, forgetful </li></ul><ul><li>Passive, Ineffectual </li></ul><ul><li>Over-permissive, non-interventionist </li></ul><ul><li>Does not motivate or reward </li></ul><ul><li>Leads to student restlessness and distraction </li></ul><ul><li>Credibility </li></ul><ul><li>Respectful and fair </li></ul><ul><li>Provides positive instruction and feedback </li></ul><ul><li>Reacts quickly and with confidence </li></ul><ul><li>Provides clear classroom rules </li></ul><ul><li>Gives firm, clear directions </li></ul><ul><li>Consistent </li></ul><ul><li>Rewards good behaviour </li></ul>
  8. 8. ‘ A well-managed classroom is a task-oriented and predictable environment’ K. Wong and T.Wong, 2004: 88
  9. 9. Teacher area Student area Rules Agenda and warm up activities <ul><li>Anticipation </li></ul><ul><li>Expectations </li></ul><ul><li>Rules </li></ul><ul><li>Procedures </li></ul><ul><li>Minor misbehaviour </li></ul>
  10. 10. Conclusions <ul><li>Sheer amount of resources </li></ul><ul><li>Different uses of terminology </li></ul><ul><li>No model/theory works on its own </li></ul><ul><li>Depends on teacher, group, students </li></ul><ul><li>course and school </li></ul>
  11. 11. Conclusions <ul><li>Serious discipline problems: exception </li></ul><ul><li>in most schools </li></ul><ul><li>Ability to control difficult moments </li></ul><ul><li>in classroom </li></ul>Matter <ul><li>Time </li></ul><ul><li>Experience </li></ul><ul><li>Effort </li></ul><ul><li>Patience </li></ul>
  12. 12. Thank you for your attention

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