Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
Sumi Waan, profile picture
Uploaded bySumi Waan
PPTX, PDF6,271 views

Classroom management waan

The document provides an overview of classroom management including definitions, models of effective classroom management, and strategies for managing disruptive behavior and bullying. It discusses three models of classroom management: interventionist, interactive, and non-interventionist. The interventionist model emphasizes teacher control while the non-interventionist model gives more autonomy to students. Effective behavior management requires understanding factors like student needs, consequences, and developing a structured classroom environment.

Downloaded 150 times
PREPARED BY:
Table of Content No Title 1. Definition of Classroom Management 2. Definition of Behavior management 3. Definition of Disruptive and Disturbed Behavior 4. Classroom Environment Factors 5. What behaviors do teachers see as disruptive? 6. Strengths and limitations of classroom behavior management 7. How to manage student’s behavior in the classroom 8. Behavior management strategies: Alternatives to corporal punishment 9. Models of Effective Classroom Management 10. Teachers as a Leaders 11. Strength and limitations of classroom management 12. Managing conflict and problem behavior ( Bullying )
Classroom management is certainly concerned about behavior, but it can also be defined more broadly as involving the planning , organization, and control of learners, the learning process and the classroom environment to create a maintain an effective learning experience in which expected pedagogical outcomes achieved.
The ‘learning process’ includes classroom activities and the teaching strategies that the teacher use. The ‘classroom environment’ provides a context for learning and includes not only the physical space, furnishing resources and materials, but also the class atmosphere, participant’s attitudes and emotions and the social dynamics of the learning experience.
Doyle (1986,p, 394) suggested that teachers face the following two main instructional tasks; A teaching goal that must be achieved A problem space that must be managed, encompassing the set of participants or learn
Definition of Behavior management Behavior management in the classroom means creating and maintaining an environment conducive to their learning and your sanity.
Doyle (1986) used the term ‘problematic’ to refer to any behavior perceived as inappropriate for a given activity. Such behavior may range from daydreaming and mild interruptions, to unnecessary and excessive movement, shouting, swearing, fightin g and so on.
Disruptive behavior is when a child is uncooperative and prevents themselves and other children in class from working. A disruptive child also manages to grab a teacher’s attention and prevent the teacher from giving the other children attention.
Disruptive behavior – behavior that is problematic or inappropriate in the context of a given activity or for a certain teacher. Behavior disturbance – significant abnormalities in the behavior of an individual who does not have a diagnosable psychiatric illness. Emotional disturbance – evident from inappropriate behaviors that require psychiatric treatment in the form of ongoing therapy.
Classroom Environment Factors Classroom environment Factors Implications for teachers Multidimensionality: The wide range of - Develop strategies for addressing the players and events that are present in a wide range of ability levels; and social, classroom emotional, cultural and linguistic backgrounds in your classroom Simultaneity: Many different things - Be aware of what is happening at every happen at the same time in a classroom level, including that of individual students, small groups and the class as a whole - Learn to have ‘eyes in the back of your head’ - The challenge of simultaneity may contribute to high level of stress and burn-out unless you develop coping strategies
Classroom Environment Factors Classroom environment Implications for teachers Factors Immediacy: The speed at - Manage time at both micro and macro levels which events in a classroom - Give immediate feedback to students during face to unfold face interaction - Learn to allocate time appropriately for planned learning activities - Behavioral problems are most likely to arise when student’s attention, interest and motivation begin to ebb as a result of poor timing - Be alert to ongoing events in a busy classroom setting Unpredictability: Carefully - Be flexible planned classroom activities - Respond appropriately when the unexpected occurs do not always proceed as - Where possible, take advantage of surprising or planned unanticipated events
Classroom Environment Factors Classroom environment Factors Implications for teachers Publicness: many people, often - Be aware that what you do and say is students, witness what teachers observed and may be discussed outside the do, or learn about a teacher’s classroom actions from other witnesses - Use this as an opportunity to model appropriate or desirable behavior for students
What Behaviors do teachers see as disruptive? Talking out of turn and hindering other students What behaviors Irritating and Aggressive behavior do teachers see wasting as disruptive? disruptions Disobedience, refusal to obey instructions and insolence
Strengths and Limitations of Classroom Behavior Management Strengths Limitations - The move away from corporal - One of the problems associated with punishment to using alternatives such the guidelines provided for teachers as extra work and time out – together who need to manage inappropriate or with the possibility of access to disruptive behavior concerns the specialist support- gives teachers more confusing way in which key terms are humane options for handling defined. inappropriate behavior. - This lack of clarity can cause problems for teachers and others who try to find a label that is appropriate for the array of behaviors a particular student presents. - This uncertainty can also lead to difficulties in finding an appropriate solution.
How to manage student’s behavior in the classroom • Devote time to planning • Have a clear, well- considered plan for managing your Be classroom and student behavior • Plan to provide a variety of tasks prepared • Plan how you will motivate students whose interest seems to wane • Plan how students will spend time on task and how you mange disruptive behavior • Decide before teaching what procedures you will follow in establishing and maintaining discipline in classrooms so your Be reactions to classroom-management problems can be quick, organized consistent and congruent with your underlying values • Organize your time, recourses and classroom
How to manage student’s behavior in the classroom Be guided by your • What you want your students to learn personal philosophy of • How would you like your students to learn teaching and learning. • How you will foster some learning • Be aware of their needs (they may have special learning needs) and individual differences Know your students • Monitor, circulate, and assess students’ progress regular Be positive • Enjoy your teaching
How to manage student’s behavior in the classroom Know how your • Ensure your classroom-management plan school operates is consistence with policies and procedures Be aware of the • Differences in the ways power is managed are a major factor in distinguishing power relations in between different approaches to your classroom classroom management • Establish an atmosphere of cooperation Be enthusiastic balance and mutual respect
Corporal punishment is a last resort (using suspension and exclusion) Corporal punishment has been replaced by Alternatives forms of discipline, which range from detention, extra written work, time out, removal privileges, behavior contracts.
(1) The Interventionist Teacher (2) The Interactive Teacher (3) The Non-Interventionist Teacher
Models of Effective Classroom Management (1) The Interventionist Teacher • Is guided by the view that children’s development is an outcome of external factors. • Frederic H.Jones emphasizes the need for teachers to maintain firm control through the following four aspects of classroom organization ( Wolfgang, 1995, p.197 ).
Models of Effective Classroom Management (1) Limit setting through body language (2) Responsibility training (3) Back-up system (supported by policies at the school level) (4) Classroom structure
Models of Effective Classroom Management (1) Limit setting through body language - (According to Jones), teachers need to set limits on student’s behavior that are simple, practical and, once mastered, easy to use. - Response ( body language, and employ a minimal number of words ) - Move around the classroom, eye contact.
Models of Effective Classroom Management (2) Responsibility training - Need a simple system to implement and that ensured students will do anything the teacher requires at any time. - Responsibility training involves providing incentives through a group reward, through ‘preferred activity time’ (PAT), or through periods of free or play time .
Models of Effective Classroom Management (2) Responsibility Training - Do work quickly and fast (Winner) - Dawdling , talking or playing up (Loser) - According to Jones (1987), by using this system, the teacher is in control and the students learn to conform and to complete required tasks.
Models of Effective Classroom Management (3) Back-Up System - Set of hierarchically ordered penalties for misbehavior, ranging from a simple warning given privately to an individual student or group of students, to a conference with the student, time out, detention, a conference with a parent and, as a last resort, suspension or expulsion.
Models of Effective Classroom Management (3) Back-Up System - Support is required at the school level, both professionally and in the form of appropriate policies, procedures and recourses to implement this system.
Models of Effective Classroom Management (4) Classroom Structure - Encompasses the rules that are established in classrooms, daily routines and the way classroom furniture is organized, since all affect what happens in a classroom. - Jones (1987) argued that students should be taught the rules, routines and standards of behavior that are critical aspects of successful classroom operation.
Models of Effective Classroom Management (4) Classroom Structure - Jones’s (1987) ideas about classroom management included a plan for arranging desks so as to allow the teacher space to move around the classroom.
Models of Effective Classroom Management (2) The Interactive Teacher - Sees children’s development as a product of interaction, between internal and external factors. - Alder was Viennese psychiatrist who argued that human beings are essentially social creatures whose basic psychological characteristics enable them to live in democratic way.
Models of Effective Classroom Management - Procedures that can be used to encourage students include;  Recognizing and building on their strengths while minimizing any weaknesses  Emphasizing engagements in an activity rather than the result that is achieved (Balson,1992).
Models of Effective Classroom Management  For example:  ‘You seem to really enjoy your art and I can tell you work hard to prepare for your exam’, rather than saying  ‘ Your artwork is excellent and You have the highest mark in the exam. (Edward, 1997,p.110)
Models of Effective Classroom Management Natural consequences Logical consequences 1. Outcomes that occur without 1. Contrived to influence behavior. intervention/interference. - Students who do not put their - Students who forget to bring required equipment away in the correct place materials to the class and as a result and cannot find next time they need miss of activity it. - Students who draw on the wall and - Students who do not study for a test then have to clean their marks off the and then get poor marks on the test. wall. - In each case, the focus is on allowing students to experience the consequences of their actions.
Models of Effective Classroom Management (3) The Non-Interventionist Teacher - Allow the process of development to occur naturally. - The work of William Glasser (1992) and William (‘Bill) Rogers (1998) represents a model of classroom management and discipline in which power is shared more equally between teacher and students than in the interventionist and interactive approaches just discussed, with greater weight on student’s roles and responsibilities.
Models of Effective Classroom Management - Bill Rogers (1998) sees discipline as a teacher- directed activity that seeks to; Lead, Guide, Direct, Manage, Or confront a student about behavior that disrupts the right of others.
Models of Effective Classroom Management - Glasser and Rogers have both argued that students misbehave because schools fail to fulfill their basic needs. - These needs clearly reflecting elements of Maslow’s hierarchy of needs, include;  Belonging:- security comfort and group membership  Power:- Importance, status, and being taken into account by others  Freedom:- being free from the control of others, being able to choose, being self directed and having responsibilities for one’s own actions  Fun:- having satisfying and enjoyable experiences
Teachers as Leaders • Glasser (1992) argued that teachers need to become ‘lead-managers’ not ‘boss-manager’. • To achieve this change, schools should provide necessary tools which are curriculum and resources and atmosphere (non coercive and cooperative).
Strength and Limitations of classroom management
Types of Effective Strengths Limitations Classroom Management (a) The - The procedures in the model is in - This may lead the students Interventionist details for maximizing classroom to react violent due to Model management and organization. teacher high level of control. (b) The - Its focus on student’s understanding - Teachers often have Interactionist why they behave as they do and the difficulties recognizing the Model consequences of their behavior. motives that underlie - Tends to encourage a high degree of student’s behavior. students autonomy, as well as respect between teachers and students. (Edward, 1997) (c) The Non- - In the degree of autonomy and - The difficulties teachers Interventionist responsibility, it gives to students, may have in giving students Model allowing them to see the consequences increased autonomy and of their behavior and to determine responsibility without at the possible solution. (Gordon et al, 1996) same time filling threatened by loss of control.
Managing conflict and problem behavior ( Bullying )
Definition of Bullying  Bullying is an abuse of power that takes the form of on going aggression involving words or actions by individual or groups and directed towards particular victims who are unable to defend themselves (Eisenberg,1998).  Bullies take advantage of situations whether they can victimize others who may be physically smaller, younger, less strong, outnumbered or simply unable to defend themselves.
Forms of Bullying Psychological Verbal Forms Physical Forms Forms • Radical and • Being isolated • Being hit or Social or subject to physically harassment gossip and threatened, or that involves hurtful having name calling. rumors. property damaged or stolen.
Effects of Bullying
Victims Bullies Have high self esteem Poor academic performance ( Olweus,1997) Scores high on majors of social Low self esteem and physical self concept Typically overestimate their High rates of absenteeism levels of social competence Tends to be anxious, in secure The quality of the relationship and isolated from their peer with significant others group (Olweus, 1993) (Edens,1999)
Interventions to reduce bullying Research cited by Johnson and Johnson (1996) suggested that students left to resolve conflict without assistance or training in peer mediations or conflict resolution tend to: Leave the conflict unresolved Ask an adult to help resolve the conflict Achieve resolution through one of the protagonists ‘winning’
Classroom arrangements that provide opportunities for students to work Introducing together in cooperative group. exercise that promote Increase alternative forms awareness of of social bullying interaction Interventions to reduce Anger Bullying Proposed an anti violence management curriculum training Assertiveness Peer Hanging school training counseling environments
Classroom management waan