Classroom management techniques


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Classroom management techniques

  1. 1. Espago, Mary Grace P. Manlulu, Raven Kurt S.
  2. 2. • as applied to teaching, involves everything that a teacher must do to carry out his/her teaching objectives. It includes preparation of plans and materials, structuring of activities into time blocks, direct teaching of skills and subject matter, grouping of pupils to provide for the most efficient use of teacher and pupil time, plans for transition periods--changing from one activity to another or from one place to another--pupil involvement and motivation, and adequate control of pupil behavior.
  3. 3. • Classroom management should be based on an understanding of current research and theory in classroom management and on students' personal and psychological needs. • Classroom management depends on establishing positive teacher-student and peer relationships that create classrooms as communities of support. • Comprehensive classroom management involves using instructional methods that facilitate optimal learning by responding to the academic needs of individual students and the classroom group. • Comprehensive classroom management involves using organizational and group management methods that involve students in developing and committing to behavioral standards that help create a safe, caring community and using teaching methods that facilitate clear classroom organization. • Classroom management involves the ability to use a wide range of counseling and behavioral methods that involve students in examining and correcting their inappropriate behavior.
  4. 4. • Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate • Classroom management issues are of highest concern for beginning teachers
  5. 5. An Effective Classroom Management Context (these four things are fundamental) 1. Know what you want and what you don't want. 2. Show and tell your students what you want. 3. When you get what you want, acknowledge (not praise) it. 4. When you get something else, act quickly and appropriately.
  6. 6. • Allocated time is the total time allotted for teaching, learning, and routine classroom procedures like attendance and announcements. Allocated time is also what appears on a student's schedule, for example "Introductory Algebra: 9:50-10:30 a.m." or "Fine Arts 1:15-2:00 p.m."
  7. 7. • Instructional time is what remains after routine classroom procedures are completed. That is to say, instructional time is the time wherein teaching and learning actually takes place. Teachers may spend two or three minutes taking attendance, for example, before their instruction begins.
  8. 8. • Engaged time is also called time on task. During engaged time, students are participating actively in learning activities—asking and responding to questions, completing worksheets and exercises, preparing skits and presentations, etc.
  9. 9. • Academic learning time occurs when students 1) participate actively and 2) are successful in learning activities. Effective classroom management maximizes academic learning time.
  10. 10. • Define your objectives for each class and try to remain focused on them. Allowing the class to digress too far, or for too long, may sacrifice more critical discussion or activities. • Become comfortable early on with compromise. You’ll rarely accomplish everything you ideally would like to accomplish. • “Getting out of the way”. Recognize when you should step aside and let the students take over; be responsive to the classroom dynamic. • Be flexible. Be able to reshape your lesson plan on the fly, to respond to the demands of different groups.
  11. 11. • Review the assigned material, even if you’ve taught the material before. If you’re working through problem sets with students, make sure you do the problem sets yourself first. Work through any exercises yourself first, etc. This will allow you to identify potential problem areas and plan your lesson accordingly. • Take into account other time demands, such as the need to review assignment requirements. • Allow for time for questions on difficult topics/concepts. Build time for questions into your lesson plan. • Estimate the time each task will take, and be prepared to find out that your estimate is low. • Be aware of course objectives, not just class objectives. Longer-term planning allows you to make connections between material across weeks, as well as divide other tasks such as preparing for assignments into more manageable ‘units’. It also lets you see where there are ‘lighter’ weeks in the syllabus.
  12. 12. • Assess what your students already know, and the time available versus the number of tasks that need to be accomplished. • Keep the classroom dynamic in mind. Is the group fond of debates (allow more time) or do they have difficulty participating in discussion? The extra time it takes to get a discussion going will affect your planning for the class. Try to experiment with allowing time for individual writing in response to a question instead of always running a discussion. • Prioritize your established tasks to ensure that you cover the most important concepts/subjects. • Consider making use of time-controlled activities (group work, role-playing, in-class writing, individual presentations, etc). • Be aware of hidden time demands (administrative issues, explanation of test procedures or assignments, questions from lectures, setting up technology, rearranging the room, etc.).
  13. 13. • The technique of direct instruction is to begin each class by telling the students exactly what will be happening. • The teacher outlines what he and the students will be doing this period. He may set time limits for some tasks. • An effective way to marry this technique with the first one is to include time at the end of the period for students to do activities of their choosing. • The teacher may finish the description of the hour’s activities with: “And I think we will have some time at the end of the period for you to chat with your friends, go to the library, or catch up on work for other classes.” • The teacher is more willing to wait for class attention when he knows there is extra time to meet his goals and objectives. The students soon realize that the more time the teacher waits for their attention, the less free time they have at the end of the hour.