Here are some strategies to address rambling behavior:
- Politely but firmly redirect the student back to the topic at hand. You can say something like "Thank you for sharing, but let's get back to our discussion about _____."
- Set clear expectations and guidelines for participation and discussion. Remind students to raise their hands and wait to be called on before speaking.
- Use proximity control by moving closer to the rambling student. Your physical presence may help refocus them.
- Privately remind the student after class about staying on topic if the behavior continues. Praise them for any on-topic contributions to reinforce the desired behavior.
- As a last resort, you may need to have a
The document provides information on how to be an effective teacher through various strategies and skills. It discusses the three characteristics of effective teachers as being good classroom managers, knowing how to teach for student learning and mastery, and having positive expectations for student success. It also outlines important communication skills for teachers, such as using positive motivation, body language, humor, understanding students, teamwork, and technical skills. Overall, the document emphasizes the importance of ongoing learning and growth in the teaching profession to continually improve instruction and impact student outcomes.
Classroom management theory presentation.notes.pptx.pdfIan Glasmann
Ā
Classroom management theories based on four leading models of theory: Student-Centered Management Theory, Choice Theory, Kohn's Student Directed Learning, and Positive Behavior Support (PBS).
This document provides information and guidance on effective classroom management. It discusses that good classroom management is key to maintaining a positive learning environment and setting consistent rules and procedures. It outlines different classroom management styles like authoritarian, authoritative, laissez-faire, and indifferent. It emphasizes the importance of establishing clear rules, procedures and consequences. It also stresses the importance of building positive teacher-student relationships through modeling, clear instruction, being attentive to student needs, and high levels of cooperation. The document provides various strategies and case studies to improve classroom management.
The document outlines the characteristics of effective teachers according to Dr. Shazia Zamir. It discusses that effective teachers genuinely care about their students, make learning fun, and inspire students to reach their full potential. They employ a variety of teaching methods, communicate high expectations, and are available to help students outside of class. The document also notes the worst qualities some teachers can possess, such as a lack of classroom discipline, bias, inappropriate language, and being unorganized.
This document outlines a classroom management presentation given by Hussein Kamal and Musa Rasheed. It defines classroom management as directing classroom activities with a focus on discipline, techniques, and student relationships. The presentation aims to clarify the meaning of classroom management, establish provisions for an effective learning environment, and explain strategies to maintain discipline. It discusses managing the physical space, establishing routines, and directing instruction. Principles of classroom management include building relationships, setting rules and procedures, self-management, and motivating students. The document also covers causes of disciplinary issues and different approaches to classroom management.
The document discusses three types of curriculum: the formal curriculum that is officially documented, the informal curriculum involving a teacher's personality and interactions, and the hidden curriculum of unrecognized lessons. It also distinguishes between the written, supported, taught, and tested aspects of curriculum. Current issues discussed include curriculum clutter, the influence of testing on teaching, and the need for alignment between written, taught and tested curriculum. Site-based management and teacher autonomy are also examined in relation to curriculum development and implementation.
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
This document discusses effective classroom management strategies for teachers. It begins by defining classroom management as creating and maintaining orderly classrooms to prepare students for learning. Effective classroom management involves high student involvement, minimal disruptions, and efficient use of time. The document then covers several aspects of classroom management, including establishing classroom rules and procedures, organizing the physical classroom, developing lesson plans, assigning and grading work, and addressing misbehavior. The overall message is that preparation, organization, clear expectations, and consistency are key to effective classroom management.
The document provides information on how to be an effective teacher through various strategies and skills. It discusses the three characteristics of effective teachers as being good classroom managers, knowing how to teach for student learning and mastery, and having positive expectations for student success. It also outlines important communication skills for teachers, such as using positive motivation, body language, humor, understanding students, teamwork, and technical skills. Overall, the document emphasizes the importance of ongoing learning and growth in the teaching profession to continually improve instruction and impact student outcomes.
Classroom management theory presentation.notes.pptx.pdfIan Glasmann
Ā
Classroom management theories based on four leading models of theory: Student-Centered Management Theory, Choice Theory, Kohn's Student Directed Learning, and Positive Behavior Support (PBS).
This document provides information and guidance on effective classroom management. It discusses that good classroom management is key to maintaining a positive learning environment and setting consistent rules and procedures. It outlines different classroom management styles like authoritarian, authoritative, laissez-faire, and indifferent. It emphasizes the importance of establishing clear rules, procedures and consequences. It also stresses the importance of building positive teacher-student relationships through modeling, clear instruction, being attentive to student needs, and high levels of cooperation. The document provides various strategies and case studies to improve classroom management.
The document outlines the characteristics of effective teachers according to Dr. Shazia Zamir. It discusses that effective teachers genuinely care about their students, make learning fun, and inspire students to reach their full potential. They employ a variety of teaching methods, communicate high expectations, and are available to help students outside of class. The document also notes the worst qualities some teachers can possess, such as a lack of classroom discipline, bias, inappropriate language, and being unorganized.
This document outlines a classroom management presentation given by Hussein Kamal and Musa Rasheed. It defines classroom management as directing classroom activities with a focus on discipline, techniques, and student relationships. The presentation aims to clarify the meaning of classroom management, establish provisions for an effective learning environment, and explain strategies to maintain discipline. It discusses managing the physical space, establishing routines, and directing instruction. Principles of classroom management include building relationships, setting rules and procedures, self-management, and motivating students. The document also covers causes of disciplinary issues and different approaches to classroom management.
The document discusses three types of curriculum: the formal curriculum that is officially documented, the informal curriculum involving a teacher's personality and interactions, and the hidden curriculum of unrecognized lessons. It also distinguishes between the written, supported, taught, and tested aspects of curriculum. Current issues discussed include curriculum clutter, the influence of testing on teaching, and the need for alignment between written, taught and tested curriculum. Site-based management and teacher autonomy are also examined in relation to curriculum development and implementation.
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
This document discusses effective classroom management strategies for teachers. It begins by defining classroom management as creating and maintaining orderly classrooms to prepare students for learning. Effective classroom management involves high student involvement, minimal disruptions, and efficient use of time. The document then covers several aspects of classroom management, including establishing classroom rules and procedures, organizing the physical classroom, developing lesson plans, assigning and grading work, and addressing misbehavior. The overall message is that preparation, organization, clear expectations, and consistency are key to effective classroom management.
Effective classroom management consists of teacher behaviors that maximize student engagement in learning activities and effective use of instructional time. Good classroom management allows learning to occur. Both the art of teaching through a teacher's personality and experience, and the science of child development and curriculum structure are important. The principles of effective teaching include preparing thoroughly, starting lessons well, setting clear objectives, having a positive attitude, balancing activities, and communicating effectively with students. Effective classroom management requires establishing rules and procedures, implementing consequences, and developing positive relationships.
Classroom management is important for teachers. A survey of 100 beginning teachers found that classroom management was their top concern. Effective classroom management involves creating an inviting environment where students feel comfortable learning, increasing positive student behavior through respectful interactions, and preparing students for success in society. Key aspects of good classroom management include a productive learning environment, a positive classroom atmosphere where students feel encouraged, and students who cooperate, show respect, and stay focused on their work. Teachers must also set clear expectations, provide engaging instruction, and get to know each student as an individual to meet their different needs.
The document discusses several approaches to classroom management and discipline, including the assertive approach, business management approach, behavior modification approach, group managerial approach, and group guidance approach. The assertive approach specifies rules and consequences, while the business management approach emphasizes task organization and keeping students focused. The behavior modification approach uses reinforcement and punishment to shape behavior. The group managerial approach responds quickly to issues to prevent problems, and the group guidance approach manipulates surface behaviors and understands group needs and interests.
Classroom management involves establishing procedures, routines, and discipline strategies to create an effective learning environment. Key aspects of classroom management include establishing clear expectations and consequences for student behavior, developing well-structured lessons that minimize downtime, and building positive relationships with students. Effective classroom managers demonstrate care for students, command respect, are organized and fair, and engage students through active instruction.
This document discusses effective teaching strategies for training adult learners. It recommends applying principles of adult learning theory, which recognizes that adults learn best when they are actively engaged. Adults are autonomous, goal-oriented, and draw from life experiences. Effective teaching strategies include involving learners, relating topics to their goals and experiences, and showing relevance to their jobs. A variety of active learning methods, such as group activities, games, role-playing and problem-solving, should be used over traditional lecturing to improve retention.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical space, establishing clear expectations and building relationships on the first day of school. It also stresses creating a positive classroom climate through motivation, diversity and recognizing students' multiple intelligences. Building self-esteem and developing consistent discipline policies are also identified as important for a supportive environment.
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
The document provides guidance on effective classroom management strategies for the first days of school. It emphasizes that classroom management skills are best learned through experience but books and presentations can lay the foundation. Key recommendations include having an organized classroom with clearly posted rules and procedures, greeting students at the door, assigning seats, and having an immediate activity for students when they enter. The document also stresses establishing positive expectations and routines to set the class up for a well-managed year of learning.
This document provides an overview of theories of curriculum design. It discusses three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs. Subject-centered designs include subject designs, discipline designs, broad-fields designs, correlation designs, and process designs. Learner-centered designs cover child-centered design, experience-centered design, romantic/radical design, and humanistic design. Problem-centered designs focus on life-situations designs and reconstructionist design. Guidelines for curriculum design include forming a committee and gathering data to inform the design process.
This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
The document discusses how to create a positive classroom environment through structuring the physical and emotional aspects of the classroom. It recommends arranging desks in small groups or a U-shape to facilitate discussion and collaboration. It also stresses the importance of the teacher-student bond and using strategies like greeting students personally and acknowledging positive behavior to build students' self-esteem. While self-esteem is important, research shows that achievement, not self-esteem, leads to improved performance and that students need to believe they can succeed through effort rather than innate ability.
This presentation was made by my group during our class presenatation for the course Pshycology in learning. The content is taken from internet, books and other materials
Classroom management is important for teachers to effectively teach students and promote learning. It involves organizing the classroom, students, time, and materials. Key aspects of effective classroom management according to research include with-it-ness, overlapping, smoothness, and group focus. Establishing clear rules, procedures, and consequences also helps manage student behavior. Motivating students and effective transitions between activities further support good classroom management.
This document discusses classroom management strategies for urban middle schools. It defines classroom management as creating a safe, inclusive learning environment through building relationships, understanding students, and promoting engagement. Key strategies discussed include establishing clear routines and expectations, using positive reinforcement, and consistency. The document notes challenges urban students and teachers face include violence, lack of support systems, and low motivation. It emphasizes that strong classroom managers can help close learning gaps through training in research-backed management techniques.
This presentation deals with the various issues involved in promoting excellence in the teaching learning process, such as sense of belonging among students, facilitation, feedback and team learning.
This document outlines key components of an effective classroom routine, including transitions, group work, use of materials and equipment, and teacher-led activities. It discusses establishing rules and procedures for how students move between different states or activities, work collaboratively in groups, access and store class materials, and behave during teacher instructions. The purpose is to create an organized, predictable learning environment that maximizes instructional time.
The document provides information on lesson planning. It defines a lesson plan as a teacher's guide for teaching a lesson in an organized manner that includes the goal, method, and assessment. It discusses different approaches to lesson planning such as Herbartian, unit, evaluation, and project approaches. It also outlines the key components of different lesson plan formats including objectives, materials, presentation, and assessment. Finally, it identifies characteristics of good and poor lesson planning.
The document provides guidance on effective classroom management strategies for teachers. It discusses the importance of classroom management for student success and satisfaction in teaching. Some key strategies highlighted include setting clear expectations and procedures, maintaining fair and consistent discipline, planning engaging lessons, developing routines to maximize instruction time, and addressing misbehaviors promptly while avoiding power struggles. The document also outlines common functions of disruptive behaviors and recommends response approaches depending on the behavior type. Overall it emphasizes the role of preparation, clear communication, and building positive relationships in managing a classroom effectively.
The document discusses the roles and responsibilities of teachers both within their teaching community and outside of the school community. It introduces the National Competency-Based Teacher Standards (NCBTS) framework, which defines effective teaching dimensions and competencies. The remainder of the document provides advice on classroom management strategies for teachers, including establishing clear rules and procedures, planning engaging lessons, using positive reinforcement, developing awareness of student behavior, and addressing issues proactively rather than reactively.
Effective classroom management consists of teacher behaviors that maximize student engagement in learning activities and effective use of instructional time. Good classroom management allows learning to occur. Both the art of teaching through a teacher's personality and experience, and the science of child development and curriculum structure are important. The principles of effective teaching include preparing thoroughly, starting lessons well, setting clear objectives, having a positive attitude, balancing activities, and communicating effectively with students. Effective classroom management requires establishing rules and procedures, implementing consequences, and developing positive relationships.
Classroom management is important for teachers. A survey of 100 beginning teachers found that classroom management was their top concern. Effective classroom management involves creating an inviting environment where students feel comfortable learning, increasing positive student behavior through respectful interactions, and preparing students for success in society. Key aspects of good classroom management include a productive learning environment, a positive classroom atmosphere where students feel encouraged, and students who cooperate, show respect, and stay focused on their work. Teachers must also set clear expectations, provide engaging instruction, and get to know each student as an individual to meet their different needs.
The document discusses several approaches to classroom management and discipline, including the assertive approach, business management approach, behavior modification approach, group managerial approach, and group guidance approach. The assertive approach specifies rules and consequences, while the business management approach emphasizes task organization and keeping students focused. The behavior modification approach uses reinforcement and punishment to shape behavior. The group managerial approach responds quickly to issues to prevent problems, and the group guidance approach manipulates surface behaviors and understands group needs and interests.
Classroom management involves establishing procedures, routines, and discipline strategies to create an effective learning environment. Key aspects of classroom management include establishing clear expectations and consequences for student behavior, developing well-structured lessons that minimize downtime, and building positive relationships with students. Effective classroom managers demonstrate care for students, command respect, are organized and fair, and engage students through active instruction.
This document discusses effective teaching strategies for training adult learners. It recommends applying principles of adult learning theory, which recognizes that adults learn best when they are actively engaged. Adults are autonomous, goal-oriented, and draw from life experiences. Effective teaching strategies include involving learners, relating topics to their goals and experiences, and showing relevance to their jobs. A variety of active learning methods, such as group activities, games, role-playing and problem-solving, should be used over traditional lecturing to improve retention.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical space, establishing clear expectations and building relationships on the first day of school. It also stresses creating a positive classroom climate through motivation, diversity and recognizing students' multiple intelligences. Building self-esteem and developing consistent discipline policies are also identified as important for a supportive environment.
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
The document provides guidance on effective classroom management strategies for the first days of school. It emphasizes that classroom management skills are best learned through experience but books and presentations can lay the foundation. Key recommendations include having an organized classroom with clearly posted rules and procedures, greeting students at the door, assigning seats, and having an immediate activity for students when they enter. The document also stresses establishing positive expectations and routines to set the class up for a well-managed year of learning.
This document provides an overview of theories of curriculum design. It discusses three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs. Subject-centered designs include subject designs, discipline designs, broad-fields designs, correlation designs, and process designs. Learner-centered designs cover child-centered design, experience-centered design, romantic/radical design, and humanistic design. Problem-centered designs focus on life-situations designs and reconstructionist design. Guidelines for curriculum design include forming a committee and gathering data to inform the design process.
This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
The document discusses how to create a positive classroom environment through structuring the physical and emotional aspects of the classroom. It recommends arranging desks in small groups or a U-shape to facilitate discussion and collaboration. It also stresses the importance of the teacher-student bond and using strategies like greeting students personally and acknowledging positive behavior to build students' self-esteem. While self-esteem is important, research shows that achievement, not self-esteem, leads to improved performance and that students need to believe they can succeed through effort rather than innate ability.
This presentation was made by my group during our class presenatation for the course Pshycology in learning. The content is taken from internet, books and other materials
Classroom management is important for teachers to effectively teach students and promote learning. It involves organizing the classroom, students, time, and materials. Key aspects of effective classroom management according to research include with-it-ness, overlapping, smoothness, and group focus. Establishing clear rules, procedures, and consequences also helps manage student behavior. Motivating students and effective transitions between activities further support good classroom management.
This document discusses classroom management strategies for urban middle schools. It defines classroom management as creating a safe, inclusive learning environment through building relationships, understanding students, and promoting engagement. Key strategies discussed include establishing clear routines and expectations, using positive reinforcement, and consistency. The document notes challenges urban students and teachers face include violence, lack of support systems, and low motivation. It emphasizes that strong classroom managers can help close learning gaps through training in research-backed management techniques.
This presentation deals with the various issues involved in promoting excellence in the teaching learning process, such as sense of belonging among students, facilitation, feedback and team learning.
This document outlines key components of an effective classroom routine, including transitions, group work, use of materials and equipment, and teacher-led activities. It discusses establishing rules and procedures for how students move between different states or activities, work collaboratively in groups, access and store class materials, and behave during teacher instructions. The purpose is to create an organized, predictable learning environment that maximizes instructional time.
The document provides information on lesson planning. It defines a lesson plan as a teacher's guide for teaching a lesson in an organized manner that includes the goal, method, and assessment. It discusses different approaches to lesson planning such as Herbartian, unit, evaluation, and project approaches. It also outlines the key components of different lesson plan formats including objectives, materials, presentation, and assessment. Finally, it identifies characteristics of good and poor lesson planning.
The document provides guidance on effective classroom management strategies for teachers. It discusses the importance of classroom management for student success and satisfaction in teaching. Some key strategies highlighted include setting clear expectations and procedures, maintaining fair and consistent discipline, planning engaging lessons, developing routines to maximize instruction time, and addressing misbehaviors promptly while avoiding power struggles. The document also outlines common functions of disruptive behaviors and recommends response approaches depending on the behavior type. Overall it emphasizes the role of preparation, clear communication, and building positive relationships in managing a classroom effectively.
The document discusses the roles and responsibilities of teachers both within their teaching community and outside of the school community. It introduces the National Competency-Based Teacher Standards (NCBTS) framework, which defines effective teaching dimensions and competencies. The remainder of the document provides advice on classroom management strategies for teachers, including establishing clear rules and procedures, planning engaging lessons, using positive reinforcement, developing awareness of student behavior, and addressing issues proactively rather than reactively.
Classroom management involves establishing procedures and rules to create a safe, productive learning environment. Effective classroom management provides time for learning, access to learning, and participation structures while encouraging self-management among students. Key aspects of classroom management include establishing clear routines and procedures, creating simple rules that are consistently enforced, planning engaging lessons, using proactive strategies like positive reinforcement, and understanding the functions of student misbehavior. With strong classroom management, teachers can maximize instructional time and help students achieve.
Classroom management involves effective discipline, preparation, motivation, and providing a safe learning environment. It differs for every teacher based on their teaching style, personality, and student population. Classroom management is important because it leads to teacher satisfaction and ensures student success. Teachers should set a positive tone, teach procedures, model excellence, plan engaging lessons, and use proactive strategies like proximity and nonverbal cues to maintain "with-it-ness". Using humor, avoiding power struggles, and not taking misbehavior personally also help improve classroom management.
This document provides information on various classroom management strategies and techniques. It discusses what classroom management entails, why it is important, and tips for better classroom control. Specific techniques include focusing attention on the entire class, moving around the room, monitoring student groups, and engaging in low-profile intervention of disruptions. The document also covers establishing rules, building a businesslike atmosphere, dealing with misbehavior, modifying off-task behaviors, and being aware of school policies.
Effective classroom management requires establishing consistent routines and procedures to maximize student engagement and learning. Key aspects of good management include having well-planned lessons, monitoring student behavior, dealing with misbehavior promptly and respectfully, understanding the functions behind student behaviors, and using techniques like proximity and positive reinforcement to minimize distractions. The first days of school are critical for setting expectations, so teachers should be prepared with procedures to establish control from day one.
The document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. It notes that management strategies differ based on teaching style, personality, and student population. Principles of successful management include minimizing disruptions while teaching self-management. Techniques suggested are focusing attention, using silence, proximity, and prepared lessons. The concepts of withitness, transitions vs. allocated time, and establishing rules are also covered. Specific behaviors are addressed, along with functions of behavior and modifying techniques like extinction and shaping. School policies teachers should know are also listed.
The document discusses various aspects of effective classroom management. It defines classroom management as establishing effective discipline, being well-prepared, motivating students, and providing a safe learning environment. It notes that management strategies must be tailored to each teacher's style and student population. Principles of successful management include minimizing disruptions while engaging students in learning. Techniques discussed include focusing attention on the entire class, moving around to monitor students, and efficiently transitioning between activities to maximize engagement. The concept of "withitness" or teacher awareness is also explained.
This document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management varies between teachers based on their style, personality, and student population. It is important for teacher satisfaction and helping students cooperate. The document provides principles and techniques for managing student behavior, including minimizing off-task behavior, teaching self-management, focusing attention, moving around the room, and over-planning lessons. It also discusses the concepts of "withitness," transition vs. allocated time, and establishing rules and a businesslike atmosphere at the start of the year.
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 document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management varies between teachers based on their style, personality, and student population. It is important for teacher satisfaction and helping students cooperate. Principles include minimizing disruptions while teaching self-management. Techniques involve focusing attention, moving around, and engaging students. Transition time between activities should be minimized to maximize engagement. Awareness of what is happening, known as "withitness," is also important. Rules and procedures help set clear expectations for student conduct.
This document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management varies between teachers based on their style, personality, and student population. It is important for teacher satisfaction and helping students cooperate. Principles include minimizing disruptions while teaching self-management. Techniques involve focusing attention, moving around, and engaging students. Transition time between activities should be minimized to maximize engagement. Awareness of what is happening, known as "withitness," is also important. Rules and communicating clear expectations help establish control. Understanding behavior functions can inform appropriate responses to misbehavior.
The document provides information on classroom management strategies for teachers. It defines classroom management as establishing effective discipline, being prepared, motivating students, and providing a safe learning environment. It discusses that management strategies differ based on teaching style, personality, and student population. Principles of successful management include dealing with disruptive behaviors while minimizing off-task behaviors and teaching students to manage their own conduct. Techniques like focusing attention, using silence, and monitoring progress can improve classroom control. The concepts of withitness, proximity, and transition vs allocated time are also explained to maximize student engagement.
The document provides information on classroom management strategies for teachers. It defines classroom management as establishing effective discipline, being prepared, motivating students, and providing a safe learning environment. It discusses that management strategies differ based on teaching style, personality, and student population. Principles of successful management include dealing with disruptive behaviors while minimizing off-task behaviors and teaching students to manage their own conduct. Techniques like focusing attention, using silence, and monitoring student progress can help with classroom control. The document also covers policies, withitness, transition vs allocated time, and strategies for dealing with different types of misbehaviors.
Classroom management involves establishing effective student discipline, being well-prepared for lessons, motivating students, and providing a safe learning environment. It is important for classroom satisfaction and helping new teachers address their top concern. Successful strategies include minimizing disruptions while engaging students in learning activities. Teachers should focus on entire classes, use silence strategically, and smoothly transition between activities to maximize engagement. Understanding the functions and causes of off-task behaviors helps teachers modify them through techniques like extinction and shaping.
classroom management (how to manage your class) .pptRocelynGaring1
Ā
Classroom management involves establishing effective student discipline, being well-prepared for lessons, motivating students, and providing a safe learning environment. It is different for every teacher based on their teaching style, personality, and student population. Classroom management is important for teacher satisfaction and helping students cooperate. Principles include minimizing disruptive and off-task behaviors while teaching students self-management. Techniques involve focusing attention on the entire class, moving around to encourage attention, and smoothly transitioning between learning activities to maximize engagement. Understanding the functions and modifying specific behavior patterns can help teachers effectively deal with misbehavior.
The document provides strategies and techniques for effective classroom management. It discusses establishing clear expectations and procedures, focusing on positive behavior, maintaining control of the classroom, building rapport with students, being well-prepared and enthusiastic, understanding the functions of disruptive behavior, and implementing a multi-tiered system of support. The key aspects of classroom management outlined are being proactive, preventative, and addressing student behavior through positive reinforcement rather than punishment.
Classroom management involves creating a safe, productive learning environment for students. It is important for engaging students in lessons and minimizing disruptions. Effective classroom management techniques include having well-structured lessons, establishing clear rules and routines, using non-verbal cues to redirect off-task behavior, and understanding the functions and motivations behind student misbehavior. Teachers should focus on maximizing allocated learning time and minimizing transitions between activities to improve student engagement.
This document discusses classroom management strategies for teachers. It defines classroom management as preparing lessons, motivating students, and providing a safe learning environment. Good classroom management is important for teacher satisfaction and for students to cooperate. Principles include dealing with disruptive behaviors while minimizing off-task behaviors, teaching students to manage themselves, and keeping students engaged in planned activities. Specific techniques discussed include focusing students' attention, moving around the room, giving cues, intervening discreetly in disruptions, and coming to class prepared. The document also covers establishing rules, communicating authority through proximity and body language, and being familiar with school policies.
This document provides information on classroom management strategies for teachers. It discusses Whole Brain Teaching and CHAMPs approaches, which both aim to support student behavior and instruction. CHAMPs focuses on setting clear expectations for student conversation, help-seeking, activities, movement, and participation for different classroom contexts. The document also emphasizes the importance of proactive classroom management through planning, teaching rules and routines, scanning the classroom, and positively interacting with students. Reactive discipline is less effective than establishing structures and incentives to encourage appropriate behavior.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Ā
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
Ā
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Ā
IvƔn Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
Ā
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analyticsā feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
2. WHO ARE YOU??
TWO TRUTHS AND A LIE
ā¢ Record 3 statements about
yourself.
ā¢ 2 of the statements should
be truthful
ā¢ 1 should be a lie
ā¢ We will try to spot the lie!!
3. BEST IN SHOW
Identify the best teacher you ever had (K-College
name isnāt important) and why they were the best.
What is one strategy that teacher used for
classroom management?
Now identify a teacher that you would consider one
of the worst teachers you ever had (K-College) and
Definitely do not give any names on this one!!
Identify specific actions that you feel have earned
them this title.
4. What is Classroom
Management?
ā Itās effective discipline
ā Itās being prepared for class
ā Itās motivating your students
ā Itās providing a safe, comfortable
learning environment
ā Itās building your studentsā self
esteem
ā Itās being creative and imaginative
in daily lessons
ā And . . .
5. . . . Itās different for
EVERYONE!!
WHY?
ā Teaching Styles
ā Personality/Attitudes
ā Student population
ā Not all management
strategies are effective for
every teacher
ā¢ Try different strategies to see if
they work for you
8. SELF ASSESSMENT
ā¢ Fist-to-Fiveā¦Where are you with classroom
management?
ā¢ A fist indicates you are still thinking?
ā¢ One finger indicates extremely frustrated.
ā¢ Two fingers indicates frustrated.
ā¢ Three fingers indicates that you are
surviving.
ā¢ Four fingers indicates that you are pretty
comfortable and things are working well.
ā¢ Five fingers indicates that your classroom
runs smoothly with very few issues. What
are you doing here?? ļ
9. Why is Classroom
Management Important?
ā¢ Satisfaction and enjoyment in
teaching are dependent upon
leading students to cooperate
ā¢ Classroom management issues
are of highest concern for
beginning teachers
ā¢ Classroom management and
effective instruction are key in
ensuring student success and
learning
12. YOU SET THE TONE
ā¢ Set the tone for everythingā¦behavior,
procedures, grades, work ethic,
attitudeā¦everything!!
ā¢ Teach students to manage their own
behavior
ā¢ Students LEARN to be on-task and engaged
in the learning activities you have planned
for themā¦REMEMBER THISā¦
āIt is more natural to be off-task than on!ā
ā¢ Teach, teach, and re-teach routine
classroom procedures
ā¢ Model/provide exemplars for excellence in
student work and attitudes
14. FFC
ā¢ Be fair, firm and
consistentā¦remember that
students are, by nature, the
morality police.
ā¢ They can spot inconsistencies a
mile away and take joy in calling
you out on it!!
ā¢ Students may not enjoy
consequences of inappropriate
behavior but they will respect your
decisions if they know that you are
fair and apply
discipline/consequences fairly
16. POSITIVE IS A PLUS
ā¢ Build a positive, PROFESSIONAL
rapport with students
ā¢ Establish a positive classroom
environmentā¦greet students at
the door everyday with a smile
ā¢ Model the positive behaviors and
attitude you desire in your
students
17. FAB 15ā¦NUMBER 4
āIF YOU DO NOT HAVE A PLAN,
THEN YOU ARE PLANNING TO
FAIL!!ā
BENJAMIN FRANKLIN
18. PLAN, PLAN, PLAN
ā¢ Planning engaging, purposeful
lessons is one of the best recipes for
a smooth, orderly classroom
ā¢ Over plan your lessons to minimize
down timeā¦down time is every
teacherās worst enemy
ā¢ Plan lessons that address multiple
learning styles and allow all students
to experience success
20. BE PREPARED!!
ā¢ Be organized
ā¢ Be on time
ā¢ Be prepared for changes to your
even the ābest laid plansā
ā¢ Have a plan B
ā¢ Have a plan C
ā¢ Anticipate possible hiccups in your
lessons and activities
ā¢ In other wordsā¦winging it is not an
option!!
22. DEVELOP EFFECTIVE
BEHAVIOR CUES
ā¢ Focus attention on entire class
ā¢ Donāt talk over student chatter
ā¢ Silence can be effective
ā¢ Use softer voice so students
really have to listen to what
youāre saying
ā¢ Raise your hand
24. Transition vs. Allocated
Time
ā¢ Allocated time: the time periods you intend
for your students to be engaged in learning
activities
ā¢ Transition time: time periods that exist
between times allocated for learning
activities
ā Examples
ā¢ Getting students assembled and
attentive
ā¢ Assigning reading and directing to
begin
ā¢ Getting studentsā attention away from
reading and preparing for class
discussion
25. Transition vs. Allocated
Time
ā¢ The Goal:
ā Increase the variety of
learning activities but
decrease transition time.
ā¢ Student engagement and on-
task behaviors are dependent
on how smoothly and efficiently
teachers move from one
learning activity to another
27. KEEP IT SIMPLE SUGAR
ā¢ Make classroom rules simple
ā¢ Keep classroom procedures
simple
ā¢ Give clear and simple
instructions during classroom
activities
ā¢ Remember that even adults can
only process 3-4 instructions at
a time effectively!!
29. CLASSROOM ARRANGEMENT
ā¢ Make sure all students can see
and hear clearly (and you can
see them clearly)
ā¢ Arrangement is determined by
learning activity (lecture, class
discussion, small group work,
etc.)
ā¢ Allow room and easy access for
proximity control
ā¢ Think through class procedures
and learning activities and
arrange the room in the best
possible way
32. A teacher has āwith-it-nessā if:
ā¢ When discipline problems occur, the
teacher consistently takes action to
suppress the misbehavior of exactly
those students who instigated the
problem
ā¢ When two discipline problems arise
concurrently, the teacher deals with
the most serious first
ā¢ The teacher decisively handles
instances of off-task behavior before
the behaviors either get out of hand
or are modeled by others
33. With-it-Ness (continued)
ā¢ When handling misbehavior ā
make sure all students learn
what is unacceptable about
that behavior
ā¢ Getting angry or stressed does
not reduce future misbehavior
ā¢ Deal with misbehavior without
disrupting the learning activity
35. PROXIMITY AND BODY LANGUAGE
ā¢ 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.
ā¢ Be free to roam
ā¢ Avoid turning
back to class
36. DEVELOP EFFECTIVE
BEHAVIOR CUES
ā¢ Focus attention on entire class
ā¢ Donāt talk over student chatter
ā¢ Silence can be effective
ā¢ Use softer voice so students
really have to listen to what
youāre saying
ā¢ Raise your hand
38. PROACTIVE VS. REACTIVE
ā¢ The best teachers use all of the Fab
15 strategies already mentioned and
more to ensure that their classroom
runs like a well-oiled machine.
ā¢ By using proactive teaching and
classroom management strategies,
more time is spent on teaching and
learning and less on reacting and
putting out fires.
ā¢ Being proactive means paying it
forward before class starts but
receives huge dividends in the end!!
40. USING HUMOR
ā¢ Use humor when appropriate
ā¢ Be able to laugh at yourself
ā¢ NEVER use sarcasm
ā¢ Sarcasm puts students on the
defensive and damages your
relationship
42. EVERY PERFORMER
NEEDS A STAGE
ā¢ Confrontation gives students a
āstageā to perform
ā¢ Avoid power strugglesā¦no one
wins
ā¢ Give students a dignified way
to get out of a bad situation
ā¢ Pick your battles
ā¢ Address behavior issues in
private whenever possible
44. IT IS NOT PERSONAL
ā¢ Kids make poor choicesā¦that is
what they do!
ā¢ Kids misbehaveā¦that is their job!
ā¢ Kids test boundaries and limitsā¦it is
a natural part of growing up!
ā¢ Kids donāt always do what we want
them toā¦no matter how much they
like us!
ā¢ DONāT TAKE IT PERSONNALY!!
46. Functions of Behavior
ā¢ Every behavior has a function
ā¢ Four primary reasons for
disruptive behavior in the
classroom
ā Power
ā Revenge
ā Attention
ā Want to be left alone (i.e.,
disinterest or feelings of
inadequacy)
47. Functions of Behavior
ā¢ Many misbehaviors exhibited by
students are responses to a behavior
exhibited by the teacher
ā¢ Do not tolerate undesirable
behaviors no matter what the excuse
ā¢ Understanding why a person exhibits
a behavior is no reason to tolerate it
ā¢ Understanding the function of a
behavior will help in knowing how to
deal with that behavior
48. Dealing with off-task
behaviors
ā¢ Remain focused and calm; organize
thoughts
ā¢ Either respond decisively or ignore it all
together
ā¢ Distinguish between off-task behaviors
and off-task behavior patterns
ā¢ Control the time and place for dealing
with off-task behavior
ā¢ Provide students with dignified ways to
terminate off-task behaviors
ā¢ Make specific references to behaviors,
do not make it a personal attack
49. Dealing with off-task
behaviors
ā¢ Remember that continuing with
classroom instruction is always
the main priority!!
ā¢ Avoid playing detective
ā¢ Utilize alternative lesson plans
ā¢ Utilize the help of colleagues
ā¢ Communicate and enlist the
help of parents/guardians
50. Power Seeking Behavior
ā¢ Power-seeking students
attempt to provoke
teachers into a struggle of
wills
ā¢ In most cases, the teacher
should direct attention to
other members of the class
51. Attention Seeking Behavior
ā¢ Attention-seeking students
prefer being punished,
admonished, or criticized to
being ignored
ā¢ Give attention to this student
when he or she is on-task and
cooperating
ā¢ āCatch them being good!ā ā and
let them know you caught them
52. Behavior: Rambling -- wandering
around and off the subject. Using far-
fetched examples or analogies.
POSSIBLE RESPONSES:
ļÆ Refocus attention by restating
relevant point.
ļÆ Direct questions to group that is back
on the subject
ļÆ Use visual aids, begin to write on
board, turn on overhead projector.
ļÆ Say: "Would you summarize your main
point please?" or "Are you asking...?"
53. Behavior: Talkativeness -- knowing
everything, manipulation, chronic whining.
POSSIBLE RESPONSES:
ļ± Acknowledge comments made.
ļ± Give limited time to express viewpoint or
feelings, and then move on.
ļ± Make eye contact with another
participant and move toward that person.
ļ± Give the person individual attention
during breaks.
ļ± Say: "That's an interesting point. Now
let's see what other other people think."
54. Behavior: Sharpshooting -- trying to
shoot you down or trip you up.
POSSIBLE RESPONSES:
ļ± Admit that you do not know the
answer and redirect the question the
group or the individual who asked it.
ļ± Acknowledge that this is a joint
learning experience.
ļ± Ignore the behavior.
ļ± Speak to the student in privateā¦take
the stage away
ļ± KNOW YOUR CONTENT!!
55. Behavior: Grandstanding -- getting caught up
in one's own agenda or thoughts to the
detriment of other learners.
POSSIBLE RESPONSES:
ļ± Say: "You are entitled to your opinion,
belief or feelings, but now it's time we
moved on to the next subject," or
ļ± "Can you restate that as a question?"
or
ļ± "We'd like to hear more about that if
there is time after the presentation."
56. Behavior: Overt Hostility/Resistance --
angry, belligerent, combative behavior.
POSSIBLE RESPONSES:
ļ± Hostility can be a mask for fear. Reframe
hostility as fear to depersonalize it.
ļ± Respond to fear, not hostility.
ļ± Remain calm and polite. Keep your temper
in check.
ļ± Don't disagree, but build on or around what
has been said.
ļ± Move closer to the hostile person, maintain
eye contact.
ļ± Always allow him or her a way to gracefully
retreat from the confrontation.
57. Behavior: Overt Hostility/Resistance -- angry,
belligerent, combative behavior (continued)
POSSIBLE RESPONSES:
ļÆ Allow individual to solve the problem
being addressed. He or she may not
be able to offer solutions and will
sometimes undermine his or her own
position.
ļÆ Ignore behavior.
ļÆ Talk to him or her privately during a
break.
ļÆ As a last resort, privately ask the
individual to leave class for the good
of the group.
58. Behavior: Griping -- maybe legitimate
complaining.
POSSIBLE RESPONSES:
ļ±Point out that we can't change
policy here.
ļ±Validate his/her point.
ļ±Indicate you'll discuss the
problem with the participant
privately.
ļ±Indicate time pressure.
59. Behavior: Side Conversations -- may be
related to subject or personal. Distracts
group members and you.
POSSIBLE RESPONSES:
ļÆ Don't embarrass talkers.
ļÆ Ask their opinion on topic being
discussed.
ļÆ Ask talkers if they would like to share
their ideas.
ļÆ Casually move toward those talking.
ļÆ Make eye contact with them.
ļÆ Standing near the talkers, ask a near-by
participant a question so that the new
discussion is near the talkers.
ļÆ As a last resort, stop and wait.