behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
Understanding ADHD and Other Behavioral Problems in Childrenarambe
ADHD (attention deficit hyperactivity disorder), ODD (oppositional defiant disorder), CD (conduct disorder) and Autism are some of the most common behavioral problems in many children and understanding these behaviors is critical to being able to deal with them.
This presentation was done five years ago while I was the National Christian Education Association President at my church and I just thought that there might be many of you out there (teachers, parents, caregivers, peers, etc) who would find this research intructive. Enjoy and share!
Reaching Beyond the Classroom: Creating Sustainable Learning Opportunities th...Cynthia James
The community outreach in SK Kunak 2, Kunak, Sabah started in 2011 through several meetings and workshops with the parents under the British Council’s English Language Teachers Development Project (ELTDP). Today, it has expanded beyond the project and has transformed into a home-school partnership. The main aim is to create better learning opportunities for the students. This partnership is built through parent-teacher conferences, collaborative projects, home visits and other outreach activities. In this session, we will share our journey – how the partnership started and developed, the challenges that we faced, how it finally transformed into a long-term collaboration and how we plan to keep it going. We will also show how we inspire others with our story by sharing it in conferences, blog and publications. The impact of the partnership on teachers, parents and students is reflected through feedback from the community members, the students’ attitudes towards learning and the school’s academic performance. Throughout this session, we will share our story by showing pictures and videos that would prompt interactive discussions with the participants. Participants will be invited to reflect on the question: “Is going beyond the classroom worth it?”
Visit http://cindyjbj79.blogspot.com/ for more information.
Classroom management. Teachers play various roles in a typical classroom, but surely one of the most important is that of classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becomes the norm.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Some of the behavioural problems
faced in the classroom
• Answering back/Rude talk
• Bullying
• Incessant talking
• Note passing
• Naming is blaming
• Poor homework
• Ethnic difficulty / lack of respect
• Stealing
• Swearing
• Paying no heed.
3. My Dear Student
I’m tired!
I’m bored!
I’m angry!
I want to
get out of
this room!
I’m lonely!
I don’t like
doing this!
I can’t do
this work!
I want to
annoy you!
I’m frustrated!
I’m rebelling!
Here comes!!!!!!!
4. Science of behavior has taught us that
students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented aversive consequences
……..Do learn better ways of behaving by being taught
directly & receiving consistent positive feedback
5. Outline
1. “Challenging Behaviour”!!!!
2. Why do some students show Challenging
Behaviour?
3. What is the A,B,C of Behaviour?
4. What tools are there to help us to tackle with
Challenging Behaviour?
5. Which approaches and strategies should be adopted
to deal with
6. THINK TIME
Think for a while for the most
challenging behavior you
have faced in your
classroom!!!!
8. Development of Challenging/
Antisocial Behavior
(Patterson, DeBaryshe & Ramsey, 1989)
Poor
parental
discipline
&
monitoring
Child
Conduct
Problems
Academic
failure
Rejection
by
normal
peer
group
Commitment
to deviant
peer group
Delinquency
Early Middle Late Childhood
Childhood Childhood & Adolescence
BAD NEWS: LONG-TERM RISK INCREASES WITH EACH STAGE
GOOD NEWS: WE CAN TAKE KIDS OFF THIS DEVELOPMENTAL PATHWAY
9. ABC of Behavior
• What happens before (Antecedent) the
behavior occurs?
• What is the Behavior?
• What happens after (Consequence) the
behavior occurs?
A B C
10. Antecedents
What triggers the behavior?
• What happens immediately preceding the
problem/Challenging behavior?
• What triggers the behavior, be specific...
– What activity?
– What peers?
– What tasks?
– Describe in detail
11. Consequence
What happens immediately following the
behavior?
How do peers respond?
What are the consequences for the student?
• What is the student gaining as a result of
engaging in the behavior?
12. Reinforcing Consequence
A C
If the consequence is rewarding/desired,
Behavior will improve in the Future
Rewarding or
Desired
Consequence
B
13. Punishing Consequence
A C
If the consequence is Punishing or Undesired,
Behavior will degrade more in the Future
Punishing or
Undesired
Consequence
B
14. Get something good (desired)
Positive Reinforcement
Get something bad (undesired)
Punishment
Avoid something good (desired)
Negative Reinforcement
Lose something good (undesired)
Penalty
Increase
Behavior
Decrease
Behavior
Sanction
15. Factors Influencing General Behaviour
Space: Easy to navigate or too cluttered?
• Displays: Stimulating but not overwhelming?
• Respect: For personal space / property / classroom?
• Seating arrangements: Suitable for learning?
• Quiet area: Independent study?
• Noise: What’s acceptable level & when?
• Light: Enough / too much?
• Air / Heat: Enough / too much / control?
• Safety: Equipment, storage, wires, etc.
16. Reasons Students Commonly
Misbehave
• Students don’t know expectations.
• Student is unaware he/she is engaged in the misbehavior.
• Students don’t know how to exhibit expected behavior.
• Misbehavior is providing student with desired outcome:
– Obtaining attention from adults/peers
– Getting escape from difficult task or non-desired activity.
17. Use Tools of Behavior Managemen
• Structure activities from time students enter until they leave
classroom
• Provide briskly-paced, interactive, engaging instruction
• Ensure high levels of participation for all students in classroom
activities
• Decrease Talk Outs during Instruction.
• Break long, multi-step tasks into smaller parts.
• Active Movement & Scanning.
• Identify Can Do v. Will Do Problem.
• Teach & use Attention Signals
18. Plan Ahead
• Before we can teach, reinforce, and
enforce anything in our classrooms...
• We must clearly define:
1. fair behavioral expectations &
2. effective behavioral routines
19. Set Clear Expectations
• Identify Classroom rules and expectations, use
School Rules if applicable
– Limit number of Rules to 3-5
• Rules should be broad enough to cover all potential problem
behaviors
– Make rules positive
– Post them in your classroom
Examples
• Be Respectful & Helpful
• The work done today, must be learnt today.
20. Establish Smooth Routines
• Those common activities that are completed
by students with minimal assistance from the
teacher
– How to enter class and get started
– Raising hand to speak (how & when)
– How to work independently
Carefully plan routines to minimize problems.
21. Teaching Behavioral Rules & Routines
Establishing Behavioral Routines
1. Explain
2. Model Desired Behavior
3. Lead – each individual student should get an
opportunity to practice the routine
4. Monitor/Test
5. Follow up-Reinforce & review regularly
22. Focus Appropriate Behavior
• Calmly, quietly, & quickly approach & redirect
students who are off-task
• Praise those who deserve fairly
• If no progress, approach student privately
23. Be Proactive & Less Reactive
• Teach expected and desired behavior explicitly,
rather than take the risk, or expect, that students
“should know”, or they will figure it out on their own
24. What are we teaching?
• When leading a class we’re always teaching
something…. we often get into trouble from what
students are learning that we don’t know we’re
teaching.
– We need to be aware of what we’re teaching that
aren’t a part of our curriculum.
• Not just what comes out of our mouth, but what our actions
are teaching
– We must also be aware of what we are not teaching.
25. Common assumptions that lead
to Escalation
1. I can’t let a student get away with that.
What will the other students think?
2. I need to establish authority
3. I need to settle down agitated students
4. I need to be in control
26. Responses that Escalate
(avoid these responses)
• getting in the student’s face
• discrediting the student
• nagging or preaching
• arguing
• engaging in power struggles
• tugging or grabbing the student
• cornering the student
• Continuing to ask a student to do something
they are refusing to do
27. Problem Behavior v. Crisis
• Problem Behavior – situation with potential
to escalate into a crisis
– Use strategies for defusing the situation
• Crisis – situation has escalated out of
control
– Call for back-up
– Follow emergency procedures
28. • Responses to Misbehavior should
interrupt Instruction to the least degree
possible
• Be careful not to escalate behavior into a
Crisis
• Catch minor misbehaviors and address
them early before they escalate
Responding to Misbehavior
29. Responding to Misbehavior
• Try to redirect minor misbehavior by refocusing
on instructional tasks
• Might try to redirect the student by recognizing
and labeling positive behavior of student sitting
next to the misbehaving student
30. Responding to Misbehavior
• Respond Consistently, Calmly, Briefly &
Return to Instruction
– Goal: pay more time & attention to positive
behavior
– Reduce Student Escalation
– Reduce amount of missed instructional time
31. Prevention & Defusion
• Staff responses to problem behavior play a
significant role in defusing or escalating the
situation
• If we spend more time responding to and
focusing on misbehavior, then we do on
instruction and desired behavior, students will
follow our lead
32. Praise
• Effective praise is
spontaneous and genuine.
• It should be specific and
reveal your knowledge of
what the student has actually
done
33. Praise Ratios
• A general 4:1 ratio of
praise to reprimand
statements is desirable.
• Using about 6 praise
statements every 15
minutes is also
recommended.4
34. Students should be taught to know how to handle
constructive criticism when they make mistakes.
We all make mistakes! As We all are human beings
Mistakes!!!!
35.
36. EXPECTATIONS FROM MY OWN-BEING
The primary variable in the classroom is the teacher.
The only behavior in the classroom that the teacher can
control is their own
.
Treat everyone with respect:
– If you act like you don’t like them, then it doesn’t matter
how much you like them.
37. And the Key Points are:-
The most effective strategies will fail to
impact students in the absence of sincerity,respect,
and obvious joy in teaching
• So…….enjoy being a teacher
&
• Focus on the student, not the behaviour.
• Adapt the environment and your teaching.
• Stay calm and be positive.
38. Reflections please…
• What is your ratio of positives to
negatives in your classroom?
• Do you find this presentation practical?
• Any thing you learnt from this
presentation?
Editor's Notes
Show Cartoon – don’t know what behavior to engage in