Classroom management involves addressing issues related to student discipline, teaching techniques, supplies, classroom environment, and student relationships. There are several approaches to classroom management, including assertive, business academic, behavior modification, group managerial, group guidance, acceptance, and success approaches. The assertive approach involves clearly communicating rules and consequences. The behavior modification approach uses reinforcement to modify behavior. The group managerial approach aims to quickly address inappropriate group behavior. Effective classroom management also requires preventing problems through planned activities, rules, routines, and monitoring of students.
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Week 14 AssignmentsReadingsRead Chapter 12 in your text.As.docxcelenarouzie
Week 14 Assignments
Readings:
Read Chapter 12 in your text.
Assignments:
1. Answer the Chapter 12 Short Answer Responses and submit to dropbox
Teaching Students to Manage their own Behavior
Chapter 12
Our overall goal as a teacher is to have student manage their own behavior.
Self-Management
Think about how we manage our behaviors as adults
Examples?
Anyone who is to function independently to any extent must learn how to manage their own behaviors.
Overview
We will further examine techniques/stratagies that we can use to help students become less dependent on teachers environmental manipulations.
Why do we need to teach this skill?
We are NOT perfect. We will miss things.
Miscommunication between people in different settings (parents, BHRS, teachers, etc. )
We can serve as an environmental cue for performance.
When we have input from students, they are more likely to increase their performance.
Certain things that appear in one setting, aren’t always available in other settings.
Overview Continued
Useful skill for typical learners as well as those with disabilities
Increasingly critical as our focus is more of an inclusionary model in both education and community settings.
Students can be taught to set their own goals and objectives, record the data,evaulate their behavior and provide consequences to their behaviors.
Self- management comes in a package
Taught via DI and modeling.
Overview Continued
Self-Management procedure are part of the Natural Environment
Goal Setting
Self-Recording
Self-Reinforcement
Self-punishment
Self-instruction
B.F. Skinner use these techniques up until his death at 84
Increase and maintain productivity
A Common Experience
Preparing Students to Manage their own Behavior
Teachers may...
ask students to set goals.
ask students to evaluate their performance.
explain to the student what behavior resulted in reinforcement (following delivery of reinforcement).
ask the student to relate part of the contingency for reinforcement.
ask the student to state the entire contingency for reinforcement.
involve students in choosing reinforcers and in determining their cost in terms of behavior.
12-3
6
Goal Setting
Students can be taught to set their own goals
Perform better than goals that are chosen for them
Less intrusive than cued self-recording
When assisting students to set goals
Specific
Challenging, but achievable
Attaining the goals at first can be quick rather than long-term
Provide feedback about goal achievement
Goal Setting
Self-Recording of Data
“Self-Monitoring” vs. Self-recording & Self-Evaluation
Provide student and teacher with concrete feedback regarding behavior
Reactive Effect- collecting the data may result in an immediate yet temporary change in behavior.
Least effective with students with emotional/behavioral disorders and those who do not want to change their behaviors
Self-Recording
Teaching students to use self-recording should include:
Selectin.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Classroom management
1. Classroom management
Is define as the administration or
direction of activities with special
reference to such problem as discipline,
democratic techniques, use and cares of
supplies, and references materials,
physical features of the classroom,
general house keeping, and the social
relationships of the pupils.
2. Approaches to classroom management
1. Assertive approach
2. Business academic approach
3. Behavior modification approach
4. Group managerial approach
5. Group guidance approach
6. Acceptance approach
7. Success approach
3. ASSERTIVE APPROACH
-- Teacher specify rules Suggest that teacher:
1. Clearly identified expectations
of behavior and 2. Take positions “I like that ” ”I hate that”
3. Use firm voice
consequences for 4. Used eye contact, gestures and touch
disobeying them and supplement verbal messages.
5. Say no without guilt feeling
to communicate these 6. Give and receive complements
7. Place demand on student and enforced
rules and them.
8. Indicate consequences of behavior and
consequences clearly. why specific action is necessary.
9. Set limits on student
10. Be calm and consistent
11. Follow regularly
12. Don’t give up on rules enforced
13. Gain confidence and skills in work in
chronic behavior.
4. BUSINESS ACADEMIC APPROACH
Emphasizes the organization and management of
students as they engage in academic work.
Three major categories
a. Establishment and communication of
work assignment
b. Standards and procedures, monitoring of
student work
c. Feedback of students
5. THE BEHAVIOR MODIFACATION APPROACH
Spend little time on the personal history of students or on
searching for the reasons for a particular problem
Basic principles:
a. Behavior is shaped by its own consequences
b. Behavior is strengthened by systematic reinforcement
c. Behavior is strengthened by immediate reinforces.
d. student respond better to positive reinforces that they
do on punishment
e. constant reinforcement.
Models are effective in modifying behavior to the degree that
they capture attention, hold attention and are imitated.
6. GROUP MANAGERIAL APPROACH
IT is more important to respond immediately to group student
behavior that may be inappropriate or undesirable in order to
prevent problems than having to deal with them after they
emerge.
RIPPLE EFFECT
- if a student misbehave and the teacher stops
the misbehavior immediately, it remains an isolated
incident and class does not develop a problem.
7. MAJOR CATEGORIES OF TEACHER BEHAVIOR
1. DESIST techniques 2.MOVEMENT MANAGEMENT
- Teacher action to stop misbehavior -management of behavior in the
transitions, from task to task within
and between lessons
1. WIT-IT-NESS
1. SMOOTNESS
-ability to react on a target in a timely fashion.
ONE HAS EYE ON THE BACK OF THE HEAD -even and clam flow of activities, no
interruption.
2. OVERLAPPING BEHAVIOR
2. JERKING
-TEACHERS ABILITY TO HANDLE MORE THAN
- Disorderly flow of activities, procedures
ONE MATTER AT THE SAME TIME. E.g one
are not clear to students.
student is reciting another is commenting.
HOW MVEMENT IS IMPEDED ?
1. over dwelling- giving explanation beyond necessary
2. fragmentation- giving too much details, breaking things down into many
parts or repeating activities
8. GROUP GUIDANCE APPROACH
Base on the changing the SURFACE
BAHAVIOR OF STUDENT ON A
GROUP BASIS. Discipline and
classroom control are facilitated
through group atmosphere and
enhance group rapport
9. ACCEPTANCE APPROACH
Maintains that every individual
needs to feel acceptance and
belongingness. Student will strive
to behave appropriately because
they want to be accepted and to
belong to the group
10. SUCCESS APPROACH
DEALS with general psychological and
social conditions instead of dealing with
appropriate behavior and the consequences
of such behavior. Teacher’s job is to help
students make good choices.
Teachers need to change whatever negative
behavior exist and improve conditions so they
lead to student success.
This implies that teacher must show care and are
positive and persistent .
11. Student problem types-teacher describes
1. Failure Syndrome– usually says, I can’t do it.
2. Perfectionist– anxious of making mistakes
3. Under Achiever– student do minimum to get by.
4. Low Achiever– student have difficulty even they willing to work,
problem is low potential.
5. Hostile Aggressive– they are not easily control, they damage
property
6. Passive Aggressive– express opposition to teachers but indirectly.
7. Defiant– student resist authority and carry on a power struggle with
teacher.
8. Hyperactive – show excessive and constant movement even when
sitting.
12. PREVENTIVE MEASURES
A. Planned ignoring Moderate preventive measures
B. Signal interference-use signal to a. Establishing classroom activities
disapprove b. Rules and procedures
C. Proximity control- c. Academic work and activities
D. Interest boosting-show you are d. Routines
interesting to him e. Enacting processes
E. Humor- humor defuse tense f. Hidden curriculum
F. Hurdle lessons- those who g. Monitoring
misunderstand lesson, try to
provide academic assistance h. Maintaining group lessons
G. Restructuring the program- class i. Seat works
rescheduled j. Transitions engage time
H. Routine – lack of self control k. cueing
need routine.