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Classroom Management

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Classroom Management

  1. 1. CLASSROOM MANAGEMENT Introduction: Classroom management has been cited as one of the most serious obstacles in promoting effective learning. It is also the most common reasons for job burnout and attrition of first-year teachers. Definition of Classroom Management Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. It is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. It also implies the prevention of disruptive behavior. When classroom-management strategies are executed effectively, teachers minimize the unwanted behaviors that impede students’ learning development, while maximizing the behaviors that facilitate or enhance learning. Generally speaking, effective teachers tend to display strong classroom- management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with students who are not working or paying attention. Importance of Classroom Management To establish and sustain an orderly environment so students can engage in meaningful academic learning; and To enhance student social and moral growth”. Effective Classroom Management Classroom management is maintaining order in the classroom. Strategies and techniques for classroom management enhance students’ academic skills and competencies, as well as their social learning environment for the student.
  2. 2. 1. Teachers need to create an environment that promotes learning. 2. Teachers are responsible for helping students manage and direct their own learning The Do’s of Classroom Management 1. Establish Rapport. Building rapport with your students reduces misbehavior because they want to please you. By greeting students at the door with a simple “hello” and a “goodbye” after class, you demonstrate care. Nurture relationships by taking an interest in students’ lives. Talk with them about their likes, dislikes, hobbies and interests, and then find appropriate ways to share in them. Providing positive recognition and calling on a range of students can also help build rapport and minimize disruptions. 2. Achieve Consensus on Rules. Developing rules with students also creates rapport. It expresses that you value them as partners in the classroom while also establishing expectations. By facilitating a discussion about what constitutes acceptable behavior and why it is needed, you give Set Clear Expectations Emphasize Positive Behavior Make Learning Purposeful Stop Unwanted Behavior Immediately Model Courtesy and Compassion to Student
  3. 3. students a sense of ownership. Limit rules to 3-5 and be sure they are specific and visible. 3. Use Mobility. Many teachers are attached to the blackboard. While students in the front might be engaged, a larger majority are free to tune out. Instructing from different places in the room throughout class keeps students on-task and discourages off-task behavior. Some teachers configure their room in a way that makes mobility impossible, so be sure to have a room arrangement that encourages movement to all areas. 4. Try Non-verbal. If you can’t move toward a misbehaving student, try some nonverbal cues. Sometimes a well-practiced “look” can redirect him. Holding eye contact with him is another simple way without calling attention to him. In other instances, a well-placed pause in your instruction or directions can refocus students because there is a noticeable break in what was occurring. Hand signals and gestures work too. 5. Offer Rewards. Many teachers experience success by implementing reward systems in their class. You could reward individuals or the entire class with small tokens, prizes, or privileges for exhibiting positive behavior or staying on task. The Do’s of Classroom Management 1. Publicly Discipline. Many believe that giving consequences in front of the class “sets an example.” The example you are setting, though, is that you are willing to embarrass a child. While you might feel a sense of control by publicly disciplining a student, he loses dignity in the process. Although you might win a small battle, you unconsciously create a larger struggle: he’ll want to save face, leading to more off-task behavior or direct provocations. Instead, talk with him quietly at his desk once everyone is working or motion him outside for a conference. 2. Lose Control. The moment you lose control of your emotions, you lose control of the class. You’ve unwittingly shown students what buttons to push. Losing control takes a variety of forms, including insisting on having the last word, saying something regrettable, or crying. Instead, learn to take a deep breath and emotionally detach yourself from the behavior or words, making sure your emotions don’t register on your face. 3. Refer Every Infraction. Disciplinary referrals should be the exception, not the rule. Reserve them for major infractions, not minor ones like side- talking, off-task behavior, or being unprepared for class. When you refer students for these kinds of infractions, you convey the message: “I don’t know how to deal with you, so I need someone to do it for me.” In essence, you hand over control of your classroom.

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