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Classroom Management
The document outlines best practices for classroom management according to Dr. Abey Thomas. It discusses establishing clear classroom rules, procedures, and routines to maximize instruction time and minimize disruptions. Effective classroom management involves preparing well-organized lesson plans, arranging the classroom space purposefully, using attention signals and proximity control, and emphasizing discipline through logical consequences rather than punishment. The document provides many examples and recommendations for teachers to consider as they develop their own classroom management strategies.
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Classroom Management
- 1. A Presentation on Dr.AbeyThomas Accredited Management Teacher All India Management Association
- 2. A Good teachershould be :-
- 7. “EXPECT THE BEST… TEACHTHE REST”
- 9. Discuss About :- • Classroom Management • Classroom Rules • Classroom Arrangement • Classroom Schedules • Classroom Routine • Classroom Proximity & Body Language • Classroom Floor Space • Classroom Wall Space • Classroom Attention Signals • Classroom Effective Teachers • Classroom Discipline, Routine & Procedure • Classroom Management Plan • Classroom Environment • Classroom Plan Ahead • Classroom Lesson Designing
- 10. Teaching Methodology • Lecture •Group Discussions • Individual Presentations • Movie Presentation • Brain Storming • Debate • Fish Bowl Exercises • Mind Mapping
- 11. What is ClassroomManagement ?
- 12. • Classroom managementis a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behaviour by students. The term also implies the prevention of disruptive behaviour.
- 13. What is ClassroomManagement? • 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. . . .It’s different for EVERYONE !! WHY? • Teaching Styles • Personality/Attitudes • Student population • Not all management strategies are effective for every teacher Try different strategies to see if they work for you
- 15. Why is ClassroomManagement Important? • Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate • Classroom management issues are of highest concern for beginning teachers • Classroom management and effective instruction are key in ensuring student success and learning
- 16. BE PREPARED!! • Beorganized • Be on time • Be prepared for changes to your even the “best laid plans” • Have a plan B • Have a plan C
- 17. Individual Presentation –Animal School • What do you learn from Animal School ? • What are the four things you are going to adopt in your School ?
- 18. Movie Presentation -Animal School
- 20.
- 24. 24 Classroom Rules… What isHappening in the Classroom
- 25. 25 Important Aspects ofa Well-Disciplined Classroom… • Discipline • Procedures • Routines Effective teachers introduce rules, procedures, and routines on the very first day of school and continue to teach and reinforce them throughout the school year.
- 27. 27 The Rules forRules: • Keep the wording simple. • Have rules represent you basic expectations • Keep the wording positive, if possible. • Make your rules specific. • Make your rules describe behavior that is observable.
- 28. 28 Classroom Rules, cont. •Make your rules describe behavior that is measurable. • Assign consequences to breaking the rules. • Always include a “compliance rule”. • Keep the rules posted. • Consider having rules recited daily for first two weeks then periodically..
- 29. 29 Examples… • Inappropriate Rules: •Be responsible • Pay attention • Do your best • Be kind to others • Respect authority • Be polite • Preferred Rules: • Keep hands, feet, and objects to yourself. • Raise your hand and wait for permission to speak. • Sit in your seat unless you have permission to leave it. • Walk, don’t run, at all times in the classroom.
- 30. 30 Activity…. • Chews gum •Turns in sloppy paper • Walks in the classroom noisily • Passes paper in incorrectly • Arrives late • Does not bring textbook • Does not bring pencil or pen • Making fun for teachers and Principal • Abusing words in the Classroom • Creating Disturbance to others
- 31. 31 Possible Corrective Consequences •Proximity management • Verbal reprimand/Warning • Time owed after class • In-class time-out • Parental contact • Restitution • Principal Notification Form • Disciplinary Referral It should be noted that prior to enacting corrective consequences, positive reinforcement strategies should be utilized.
- 32. 32 Teachers who areready maximize student learning and minimize student misbehavior.
- 33. CLASSROOM ARRANGEMENT • Makesure all students can see and hear clearly (and you can see them clearly) • Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.) • Allow room and easy access for proximity control • Think through class procedures and learning activities and arrange the room in the best possible way
- 34.
- 35. PROXIMITY AND BODYLANGUAGE • Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously. • Be free to roam
- 36.
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- 38. 38 Classroom Schedules • Avoid“Down Time” • Approximately 70% of the school day is geared for academic engagement. (5.2 hrs.) • Begin each activity on-time. “The best behavior plans are excellent academic lesson plans.” – source unknown
- 39. 39 Classroom Schedules • Budgetyour academic time • Example: 45 mins. allotment • 5 min. Teacher wishing students • 10 min. Revision / Introduction of new concepts • 20 min. Teaching Methodology and Explanation • 5 min. Conclude the topic / Q & A • 5 min. Thanksgiving & Revision, next day topics
- 40. • First Preference– Teaching / Explanation • Second Preference – Note Book Review • Third Preference – Class tests / Weekly Tests 40 Classroom Routine - Week
- 41. 41 Classroom Floor Space Arrangedesks to optimize the most common types of instructional tasks you will have students engaged in. Desks in Rows, Front to Back Desks in Row, Side to Side Desks in Clusters Desks in U-Shape
- 42. 42 • Make sureyou have access to all parts of the room. • Feel free to assign seats, and change at will. • Minimize the disruptions caused by high traffic areas in the class. • Arrange to devote some of your bulletin board/display space to student work. Classroom Floor Space – 2
- 43. 43 • If needed,arrange for a “Time-Out” space in your classroom that is as unobtrusive as possible. • Desks do not have to be in traditional rows, but all chairs should face forward so that all eyes are focused on the teacher Classroom Floor Space – 3
- 44. 44 Classroom Wall Space •Cover one or more bulletin boards with colored paper and trim, and leave it bare for the purpose of displaying student work and artifacts. • Display your discipline plan in a prominent place. • Post procedures, assigned duties, calendar, clock, emergency information, schedules, menus, charts, maps, decorations, birthdays, and student work.
- 45. 45 • Post alarge example of the proper heading or style for papers to be done in class • Post examples of tests students will take, assignments they will turn in, and papers they will write • Display the feature topic, theme, chapter, or skill for the day or the current unit Classroom Wall Space – 2
- 46.
- 47. 47 Attention Signal • Decideupon a signal you can use to get students’ attention. • Teach students to respond to the signal by focusing on you and maintaining complete silence.
- 48. 48 Example: The “HandRaise” • Say: “Class, your attention please.” • This prompts all students to stop, look at you and raise hand.
- 49. 49 Problem No. 1 Inthe classroom is not discipline; it is the lack of procedures and routines.
- 50.
- 51.
- 52. 52 Punishment Why Do WePunish? • Because it works • Punishment is effective for approximately 95% of our students • It’s quick • Punishment produces a rapid (but often temporary) suppression of behavior • It requires lower level thinking skills.
- 53. 53 Discipline vs. Punishment •D: strives to replace an unwanted behavior with a desirable behavior • P: takes away a behavior by force, but replaces it with nothing*
- 54. 54 Discipline vs. Punishment •D: Is firm and consistent, but peaceful • P: inflicts harm in the name of good*
- 55. 55 Discipline vs. Punishment •D: Positive behavioral change is expected • P: The worst is expected, and the worst is often received*
- 56. 56 Discipline vs. Punishment •D: May may the youth angry at fist, but calls for self-evaluation and change rather than self-degradation • P: Agitates and often causes anger and resentment on the part of the child (which may have caused the behavior in the first place)*
- 57. 57 Discipline vs. Punishment •D: Takes time and energy but consequences are logical and encourage restitution • P: Is immediate and high-impact but is hardly ever logical*
- 58. 58 Discipline vs. Punishment •D: Allows child to rebuild self-esteem • P: Damages fragile self-esteem*
- 59. 59 Discipline vs. Punishment •D: Disciplinarian is in control of his/her own emotions • P: Allows anger to be released physically by punisher, allowing for dangerous loss of control on adult’s part*
- 60. 60 Discipline vs. Punishment •D: Is not threatening, dangerous or abusive • P: Can be physically and emotionally dangerous*
- 61. 61 Discipline vs. Punishment •D: Allows for reflection and restitution • P: Does not allow the child to make up for his/her behavior*
- 62. 62 Discipline vs. Punishment •D: is caring but takes time and planning • P: is often “off the cuff” and emotionally charged*
- 63. 63 Procedures… • Are statementsof student expectations necessary to participate successfully in classroom activities, to learn, and to function effectively in the school environment • Allow many different activities to take place efficiently during the school day, often several at the same time, with a minimum of wasted time and confusion • Increase on-task time and greatly reduce classroom disruptions • Tell a student how things operate in the classroom, thus reducing discipline problems
- 64. 64 Discipline vs. Procedures… •Discipline: Concerns how students BEHAVE Procedures: Concerns how things are DONE • Discipline: HAS penalties and rewards Procedures: Have NO penalties or rewards A procedure is simply a method or process for how things are to be done in a classroom.
- 65. 65 Students must knowfrom the very beginning how they are expected to behave and work in a classroom environment. • DISCIPLINE dictates how students are to behave • PROCEDURES and ROUTINES dictate how students are to work Discipline vs. Procedures…
- 66. 66 • A PROCEDUREis how you want something done • It is the responsibility of the teacher to communicate effectively • A ROUTINE is what the student does automatically without prompting or supervision • Becomes a habit, practice, or custom for the student Procedure vs. Routine…
- 67. 67 A smooth-running classis the responsibility of the teacher, and it is the result of the teacher’s ability to teach procedures.
- 68. Magic Hug -Comfort
- 72. 72 Brainstorming Activity… Think ofas many responses to the following statement as you can… An effective teacher is…..
- 74. 74 The Effective Teacher… •Establishes good control of the classroom • Does things right, consistently • Affects and touches lives • Exhibits positive expectations for ALL students • Establishes good classroom management techniques
- 75. 75 The Effective Teacher… •Designs lessons for students • Works cooperatively and learns from colleagues • Seeks out a mentor who serves as a role model • Read Newspaper • Has a goal of striving for excellence
- 76. 76 The Effective Teacher… •Can explain the curriculum well • Realizes that teaching is not a private practice • Is flexible and adaptable • Listens, listens, listens
- 77. 77 The Effective Teacher… •Teaches with proven research-based practices • Knows the difference between an effective teacher and an ineffective one
- 78. 78 In summary… An effectiveteacher… • Has positive expectations for student success • Is an extremely good classroom manager • Knows how to design lessons for students
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- 81.
- 82. 82 Classroom Management Plan… •8 Components: 1) Level of Classroom Structure – based on risk factors of your students. 2) Guidelines for Success – attitudes, traits, or behaviors to help achieve success. 3) Rules – specific, observable, and measurable behavioral objectives 4) Teaching Expectations – What, how, and when expectations will be taught
- 83. 83 Classroom Management Plan… 5)Monitoring – How you will monitor the progress of the expectations. 6) Encouragement Procedures – How you will encourage students to demonstrate motivated and responsible behavior. 7) Correction Procedures – How you will respond to irresponsible behavior. 8) Managing Student Work – What procedures and systems you will use to manage student work.
- 84. 84 The Lesson PlanRubric • Academic Focus • Instructional Strategies • Student Engagement • Writing Strategy • Reading Strategy • Technology Strategy • Assessment Strategy
- 85.
- 86. 86 How do YOUdeal with an angry student?
- 87. 87 Angry Students • Goal:To help channel and direct the student to constructive outcomes. • Assist the child in learning acceptable ways of expressing this emotion. • Caution!! • Caution should be taken to avoid repressing or destroying the feeling of anger.
- 88. 88 Anger vs. Sadness •Child – anger and sadness closely related. • Expresses sadness as anger. • Adult – expresses sadness as sadness.
- 89. “Remember, if you canprevent the fire, you’ll never use the fire extinguisher!” Seven Secrets pg. 38
- 90.
- 91. “LAUGHTER IS THE BESTMEDICINE”
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- 93. 93 Pre-Corrections • “Thank youfor not smoking.” • Serves as a gentle reminder of expectations. • Gives students an opportunity to mentally prepare before an activity. • Always respond to sincere efforts to comply.
- 94.
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- 96. 96 The Correct Question… •DON’T ASK: “What am I going to cover tomorrow?” • DO ASK: “What are my students going to learn, achieve, and accomplish tomorrow?” The role of the teacher is not to cover. The role of the teacher is to UNCOVER.
- 97. 97 • Learning hasnothing to do with what the teacher COVERS. • Learning aims to do with what the student ACCOMPLISHES.
- 98. 98 Designing Lessons to EnhanceStudent Learning…
- 99. 99 What is alesson plan? • Teacher’s guide • Design for the learning of the student • Series of student centered learning • Focused on what the student needs to know and be able to do • Covers one day or several days • Allows for the teachable moment
- 100. 100 Thinking About Lesson Planning WhoAm I Planning For? What Am I Supposed To Do?
- 101. 101 Two Types ofAssignments… • Ineffective Assignments: • The teacher tells the class what is to be covered • Chapter 7; Moby Dick; long division; ecosystems • Effective Assignments: • The teacher tells the students what they are to have accomplished or mastered at the end of the lesson • Teach with the end in mind
- 102. 102 Creating Effective Assignments… •Think what you want the students to accomplish • Write each step as a single sentence. • Write in simple language • Duplicate the list of steps and give it to the students
- 103. 103 Effective Assignments… • Musthave structure and be precise • Structure • The assignment must have a consistent and familiar format that the students can recognize as their assignment • The assignment must be posted daily in a consistent location BEFORE students enter the room • Preciseness • The assignment must state clearly and simply what the students are to ACCOMPLISH
- 104. 104 • If youwant it…teach it. If you expect to maintain it, encourage it, acknowledge it, and reinforce it. • source unknown
- 105. 105 •“Always say whatyou mean, and mean what you say…but don’t say it in a mean way.” • Nicholas Long
- 106. 106 “No improvement willoccur in instruction until the classroom climate improves.” “Classrooms have personalities just like people.”
- 107.
- 108. 108 Unmotivated Student, cont. •Factors That Influence Motivation: • Fear of Failure – “Better to look bad, than stupid”. Safer not to try. • Lack of Meaning – May not see relevance to assignments. • Emotional Distress – Anxiety/Depression from influences at home. • Learning Disability – Give up in frustration.
- 109. 109 Unmotivated Student, cont. •Lack of Challenge • Desire for Attention – look helpless to teacher • Peer Concern – not cool to like school • Low Expectation – no encouragement from home • Expression of Anger – due to pressure from parents
- 110. 110 Unmotivated Student Interventions,cont. • Vary Your Teaching Style • Relate Instruction to Student’s Interests • Make Instruction Relevant to Real World • Provide Hands-on Activities • Apply “Meaningful Work”…CHAMPs • Allow Student Some Control over What and How He Learns • Praise Student’s Efforts and Accomplishments • If Student is Too Cool, consider incentives, rewards, group recognition ( spark some competition) • Challenge the Student
- 111. 111 Teachers who aresuccessful at behavior instruction and reinforcement… • Have a keen AWARENESS of the classroom • ATTEND to more than one matter at a time • Train students to follow established classroom PROCEDURES/ROUTINES without disturbing others • PACE their instruction without unnecessary delays • Use a variety of techniques to keep students INTERESTED and INVOLVED • Use various techniques to check student INVOLOVEMNT, LEARNING, and ATTENTION • Use EFFECTIVE TECHNIQUES with individual students that guide other student’s behavior
- 112. What makes agood teacher Rate the following teacher qualities in order of importance? A. They are good looking. B. They are entertaining. C. They can control the class. D. They give interesting classes. E. They know their students. F. They can keep control. G. They prepare well. H. They know their subject.
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- 115. One hallmark ofeffective teachers is that they create a positive atmosphere in their classrooms and schools.
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- 117. Sing We ShallOvercome
- 118. We give themroots, we give them wings And great joys from, little things, A hope that they will soar , A hope that they will try, We are sure that one day , Our children will learn to fly.