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Class room management strategies.pptx
- 2. MEDIUM HIGH LOW WILLINGNESS TO LEARN MEDIUM HIGH ABILITY TO LEARN RISING STARS 1.9 SUPER STARS 9.9 HANGARS ON 1.1 FADING STARS 9.1 POTENTIAL STARS 5.5 THE GREAT TEACHER
- 3. NOT IMPORTANT 1 NECESSITY 3 DECEPTION 4 WASTE & EXCESS URGENT NOT URGENT 2 EFFECTIVENESS IMPORTANT PUT FIRST THINGS FIRST
- 5. “Tell me and I will forget, teach me and I will remember, involve me and I will learn.” Ben Franklin
- 8. 10/30/2023 Art of Effective Teaching 8
- 9. 10/30/2023 Art of Effective Teaching 9
- 10. How will you prevent this? 10
- 12. To organize students, space, time, and materials student learning Effective teachers MANAGE their classrooms Ineffective teachers DISCIPLINE their classrooms
- 13. Classroom Management – It’s effective discipline – It’s being prepared for class – It’s motivating your students – It’s providing a safe, comfortable learning environment – It’s building your students’ self esteem – It’s being creative and imaginative in daily lessons – And . . .
- 14. Why? • Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate • Classroom management issues are of highest concern for beginning teachers
- 15. Techniques for Better Classroom Control • Focus attention on entire class • Silence can be effective • Use softer voice so students really have to listen to what you’re saying • Direct your instruction so that students know what is going to happen
- 16. Techniques for Better Classroom Control • Monitor groups of students to check progress • Move around the room so students have to pay attention more readily • Engage in low profile intervention of disruptions • Make sure classroom is comfortable and safe
- 17. Techniques for Better Classroom Control • Over plan your lessons to ensure you fill the period with learning activities • Come to class prepared • Show confidence in your teaching • Learn student names as quickly as possible
- 18. BE PREPARED • Be confident • Be updated • Be organized • Be on time • Be prepared for changes to your even the “best laid plans” • Have a plan B • Have a plan C
- 19. BODY LANGUAGE • Eye contact • Facial expressions • Gestures • Dress code • Be free to roam • Avoid turning
- 20. The Good Teacher • Maintains Student Contact • Controls Nervousness • Avoids Distracting Mannerisms • Shows Enthusiasm • Develops Good Voice Quality • Avoids Excuses • Practices before Presents 10/30/2023 20 Art of Effective Teaching
- 21. Are You Maintaining Contact? • Get the attention of the class first • Look at and talk to your students • Speak in a conversational tone of voice • Pay close attention to student response • Be Alert!! Look Alert!! 10/30/2023 21 Art of Effective Teaching
- 22. Controlling Nervousness • Be thoroughly prepared • Assume the proper mental attitude • Have initial remarks will in mind • Review previous instruction • Tell a story • Mannerism 10/30/2023 22 Art of Effective Teaching
- 23. Withitness • Withitness refers to a teacher’s awareness of what is going on in the classroom
- 24. DISCIPLINE concerns how students BEHAVE. PROCEDURES concern how things ARE DONE. DISCIPLINE HAS penalties and rewards. PROCEDURES HAVE NO penalties or rewards.
- 25. No matter how well a teacher knows the subject matter or how well he or she can teach, a teacher who cannot manage a class is finished!
- 26. The Three Ps and Rs for Effective Classroom Management 26
- 28. 28 RAPPORT RELATIONSHIP RESPECT Find out what it means to me! Rs
- 29. Plan Do Check Act Plan Deliver Reflect Cycle
- 30. Establish clear expectations Expect good behavior from all students Focus on positive outcomes Have procedures in place Positive Classrooms
- 31. Nothing great was ever achieved without enthusiasm 10/30/2023 Art of Effective Teaching 31
- 32. READINESS IS THE PRIMARY DETERMINANT OF TEACHER EFFECTIVENESS
- 33. • Successful teachers have a script or a plan ready • Plan out every minute of your day • Know the names of your students • Hour based teaching
- 34. REACH! • Relationship • Enthusiasm • Activity – Multiple!! • Collaboration • Human
- 35. Functions of Behavior • Every behavior has a function • Four primary reasons for disruptive behavior in the classroom – Power – Revenge – Attention – Want to be left alone (i.e., disinterest or feelings of inadequacy)
- 37. Students misbehave for several reasons: • They are bored. • They don’t know the purpose of your presentation. • They don’t understand how the information that you are delivering applies to them. • Instruction is uninteresting • The pace of the instruction is incorrect (too fast, or too slow). • Not enough interaction between and among peers.
- 38. "Listen" To The Students’ Misbehavior • Student misbehavior isn't just an annoying disruption --- it's a secret message the student is (unwittingly) trying to convey to you.
- 39. Common responses • Call the parents • Send to Hod/Principal’s office • Tell him you will give him a zero • Make him come in during lunch • Make him sit by himself during class
- 40. “EXPECT THE BEST… TEACH THE REST”
- 42. Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) Selected (At-risk Students) Small Group or Individual Strategies (10-25% of students) Universal (All Students) College/classwise, Culturally Relevant Systems of Support (75-90% of students)
- 50. The College
- 51. One hundred years from now it will not matter What kind of car I drove, What kind of house I lived in, How much I had in the bank, Or what my clothes looked like. But the world will be a better place because I was important in the life of a Student. -Forest E. Witcraft