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Effective Classroom Management

The document outlines a workshop aimed at college lecturers focused on effective classroom management and teaching strategies. It discusses various teaching methodologies, the importance of student-centered learning, and practical activities that encourage collaboration and interaction among students. Additionally, it emphasizes the use of technology and creative evaluation methods to enhance teaching effectiveness.

Education◦

WORKSHOP
for Degree College Lecturers

EFFECTIVE
CLASSROOM
MANAGEMENT
mnRAJU

Icebreaker

1 Name & Qualifications
2 Best Teaching Experience • Speak to an
3 Favorite Subjects/Topics unknown or
less known
4 Achievements & Awards colleague
5
• Use ONLY
English

• Do not write
mnRAJU

Why Do We Teach?

 Knowledge
 Skills
 Application
 Information Literacy
mnRAJU

Why Do We Teach?

 Higher objectives of education
 Learning to Learn
 Learning to Live
 Learning to be Better

 Obligation to nation, college &
students
 Professional satisfaction and growth
mnRAJU

Nobler Outcomes

 Imagination
 Creativity
 Aptitude
 Attitude
mnRAJU

4 Types of Teachers
A mediocre teacher
tells.
A good teacher
explains.
A superior teacher
demonstrates.
A Great teacher
inspires. mnRAJU

Activity - 1

Recollect
Who was your best teacher at school/college?
How did he/she inspire you?

Write

Share mnRAJU

Activity - 2

 Call out L - E - A - R – N
 Form five groups & sit in circles
 Discuss “What can a teacher
change and what he cannot?”
 Spokespersons make short
presentations
mnRAJU

A Great Teacher uses

Effective
Classroom
Management
Techniques
mnRAJU

TTT vs STT

Decrease Teacher Centred
Teaching Time

Increase Student Centred

Learning Time
mnRAJU

Instruction Patterns
1. Teacher Talk
2. Choral Response
3. Close-ended Teacher Questioning
4. Open-ended Teacher Questioning
5. Full Class Interaction
6. Student Initiated Questioning
7. Group Work
8. Pair Work (Collaboration)
9. Individual Work
10. Self Access mnRAJU

Modes of Instruction

Mode Participants Live Online

one-to-one teacher-student conversation online chat
student-teacher explanation e-mail
student-student clarification
discussion

one-to-many teacher-students lecture streaming audio
student-students demonstration streaming video
bulletin board
mailing list

many-to-many students-students debate audio-conference
GD video-conference
forum
blog
mnRAJU

Interactive classes use

1. Pair work
2. Group work
3. Good instructions
4. Eliciting
5. Thought provoking questions
6. Activities, Games & Technology
mnRAJU

Pair Work
 Recall the Icebreaker

 Think of advantages of pair
work

 Form pairs

 Share your ideas with partner

 Share with class mnRAJU

Pair Work - Advantages
 Greater opportunity for Application

 Learners gain confidence/overcome fear

 Real time feedback/response

 Peer learning

 Cooperation – a life skill
mnRAJU

Pair Work - Review

 THINK – make notes
 form PAIRS

 SHARE with Partner
 SHARE with Class
mnRAJU

Group Work
 Recall Activity -2

 Form groups

 Discuss advantages of group
work
 Arrive at consensus

 Share with class mnRAJU

Group Work - Advantages
 More student participation time
 More listening time
 More fun
 Exchange of ideas
 Seeing others’ points of view
 Improved social skills
 Improved problem solving skills
mnRAJU

Group Work - Review
 Explain the activity
 Arrange the groups
 Set time limit
 Give example/demonstration
 Move & Monitor
 Follow up
 Discuss the activity
mnRAJU

Good Instructions are . . .
Short
Simple
Precise
Easy to follow
Repeated
Demonstrated
mnRAJU

Activity - 3

Follow the instructions in the handout.

mnRAJU

Activity - 4

Elicit a specific response

mnRAJU

Question Types
Yes/No Information

Close-ended Open-ended

Teacher initiated Student initiated

Factual Inferential/
Experiential
LOT HOT

Rhetorical/ Thought-provoking
Leading
mnRAJU

Responding to Questions
 Let students think and formulate
 Do not interrupt
 Show interest in answers
 Involve other students
 Ask follow-up questions
 Do not discourage students
mnRAJU

Evaluation

 Include variety – HOT/LOT/FIVE
 Avoid routine questions
 Test application of learning
 Encourage imagination
 Encourage creativity
 Promote further learning
mnRAJU

Effective Evaluation

 Validity
 Reliability
 Washback
 Practicality
mnRAJU

Visual Aids
 Realia
 Models
 Photographs, Charts
 Transparencies
 Slideshows
 Video Clips, Multimedia
mnRAJU

Go Modern
“Don’t limit a child to your own learning, for he
was born in another time.”
- Rabindranath Tagore

It’s not about the tech.
It is about the teach.
mnRAJU

Current Technologies

 Internet
 Mobile Technologies
 Video Transmission
 Social Networking
 Blogs, podcasts, YouTube etc
mnRAJU

Edutainment

 Use podcasts, videos, audios,
animation (www.goanimate.com)
 Use wikipedia etc
 Create your own website

mnRAJU

Emerging Technologies
 Internet2 (100 times faster)
 Wi-fi, Bluetooth, 802.11(versatile plug-ins)
 The Tablet PC
 Nanotechnology
 Thought-controlled Computing

mnRAJU

How does it affect you?

 Accept Challenges
 Exploit Opportunities

 Don’t Stop Learning

mnRAJU

What you do
TODAY

can IMPROVE
ALL YOUR
TOMORROWS mnRAJU

This slideshow is available at
www.slideshare.net/lionnagaraju
www.authorstream.com/tag/lionnagaraju

Send your comments to

lionnagaraju@gmail.com
mnRAJU

Effective Classroom Management

1.
WORKSHOP for Degree College Lecturers EFFECTIVE CLASSROOM MANAGEMENT mnRAJU
2.
Icebreaker 1 Name & Qualifications 2 Best Teaching Experience • Speak to an 3 Favorite Subjects/Topics unknown or less known 4 Achievements & Awards colleague 5 • Use ONLY English • Do not write mnRAJU
3.
Why Do WeTeach?  Knowledge  Skills  Application  Information Literacy mnRAJU
4.
Why Do WeTeach?  Higher objectives of education  Learning to Learn  Learning to Live  Learning to be Better  Obligation to nation, college & students  Professional satisfaction and growth mnRAJU
5.
Nobler Outcomes  Imagination  Creativity  Aptitude  Attitude mnRAJU
6.
4 Types ofTeachers A mediocre teacher tells. A good teacher explains. A superior teacher demonstrates. A Great teacher inspires. mnRAJU
7.
A Great Teacheris mnRAJU
8.
Activity - 1 Recollect Who was your best teacher at school/college? How did he/she inspire you? Write Share mnRAJU
9.
Teaching – Learning Involves mnRAJU
10.
Activity - 2  Call out L - E - A - R – N  Form five groups & sit in circles  Discuss “What can a teacher change and what he cannot?”  Spokespersons make short presentations mnRAJU
11.
A Great Teacheruses Effective Classroom Management Techniques mnRAJU
12.
TTT vs STT DecreaseTeacher Centred Teaching Time Increase Student Centred Learning Time mnRAJU
13.
Instruction Patterns 1. Teacher Talk 2. Choral Response 3. Close-ended Teacher Questioning 4. Open-ended Teacher Questioning 5. Full Class Interaction 6. Student Initiated Questioning 7. Group Work 8. Pair Work (Collaboration) 9. Individual Work 10. Self Access mnRAJU
14.
Modes of Instruction Mode Participants Live Online one-to-one teacher-student conversation online chat student-teacher explanation e-mail student-student clarification discussion one-to-many teacher-students lecture streaming audio student-students demonstration streaming video bulletin board mailing list many-to-many students-students debate audio-conference GD video-conference forum blog mnRAJU
15.
Interactive classes use 1.Pair work 2. Group work 3. Good instructions 4. Eliciting 5. Thought provoking questions 6. Activities, Games & Technology mnRAJU
16.
mnRAJU
17.
Pair Work  Recallthe Icebreaker  Think of advantages of pair work  Form pairs  Share your ideas with partner  Share with class mnRAJU
18.
Pair Work -Advantages  Greater opportunity for Application  Learners gain confidence/overcome fear  Real time feedback/response  Peer learning  Cooperation – a life skill mnRAJU
19.
Pair Work -Review  THINK – make notes  form PAIRS  SHARE with Partner  SHARE with Class mnRAJU
20.
mnRAJU
21.
Group Work  RecallActivity -2  Form groups  Discuss advantages of group work  Arrive at consensus  Share with class mnRAJU
22.
Group Work -Advantages  More student participation time  More listening time  More fun  Exchange of ideas  Seeing others’ points of view  Improved social skills  Improved problem solving skills mnRAJU
23.
Group Work -Review  Explain the activity  Arrange the groups  Set time limit  Give example/demonstration  Move & Monitor  Follow up  Discuss the activity mnRAJU
24.
mnRAJU
25.
Good Instructions are. . . Short Simple Precise Easy to follow Repeated Demonstrated mnRAJU
26.
Activity - 3 Followthe instructions in the handout. mnRAJU
27.
mnRAJU
28.
Ask, Don’t Tell mnRAJU
29.
Activity - 4 Elicita specific response mnRAJU
30.
mnRAJU
31.
Question Types Yes/No Information Close-ended Open-ended Teacher initiated Student initiated Factual Inferential/ Experiential LOT HOT Rhetorical/ Thought-provoking Leading mnRAJU
32.
Responding to Questions  Let students think and formulate  Do not interrupt  Show interest in answers  Involve other students  Ask follow-up questions  Do not discourage students mnRAJU
33.
Evaluation  Include variety – HOT/LOT/FIVE  Avoid routine questions  Test application of learning  Encourage imagination  Encourage creativity  Promote further learning mnRAJU
34.
Effective Evaluation  Validity  Reliability  Washback  Practicality mnRAJU
35.
mnRAJU
36.
Visual Aids  Realia Models  Photographs, Charts  Transparencies  Slideshows  Video Clips, Multimedia mnRAJU
37.
Go Modern “Don’t limita child to your own learning, for he was born in another time.” - Rabindranath Tagore It’s not about the tech. It is about the teach. mnRAJU
38.
Current Technologies  Internet  Mobile Technologies  Video Transmission  Social Networking  Blogs, podcasts, YouTube etc mnRAJU
39.
Teach the BasicTools mnRAJU
40.
Edutainment  Use podcasts, videos, audios, animation (www.goanimate.com)  Use wikipedia etc  Create your own website mnRAJU
41.
Emerging Technologies  Internet2 (100 times faster)  Wi-fi, Bluetooth, 802.11(versatile plug-ins)  The Tablet PC  Nanotechnology  Thought-controlled Computing mnRAJU
42.
How does itaffect you?  Accept Challenges  Exploit Opportunities  Don’t Stop Learning mnRAJU
43.
What you do TODAY can IMPROVE ALL YOUR TOMORROWS mnRAJU
44.
This slideshow isavailable at www.slideshare.net/lionnagaraju www.authorstream.com/tag/lionnagaraju Send your comments to lionnagaraju@gmail.com mnRAJU

Editor's Notes

#2 Welcome to this induction programme for the recently promoted lecturers. I am RAJU, retired lecturer – your facilitator for this session. This 90 minute presentation aims at giving you an idea of what goes into the teaching-learning process, both inside the classroom and beyond the classroom. It touches upon the curricular and co-curricular activities that make the process of teaching-learning more effective. This presentation also aims at giving you an idea of factors relating to student evaluation.
#3 Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
#4 Teaching-Learning should foresee the practical scope for giving students opportunities to know more, comprehend better, acquire both physical and mental skills. It should not just stop there. It should also aim at strengthening the application skills of the learners. This is particularly important because our system usually stops with the imparting of information. Information literacy is a student’s ability to distinguish, classify and tell apart what is what and what belongs where. This ability to discriminate is a basic educational objective.
#6 Expanding the horizons of imagination, inculcating a creative bent of mind and building the right aptitude and attitude are the responsibility of teachers, irrespective of the subject they teach, especially the humanities teachers. Teachers have a very significant responsibility to build right aptitudes and mold positive attitudes. Imagination and creativity need yo be infused into the young minds of our students at every opportunity.
#10 Teaching-Learning process is the next important concept that we need to understand clearly. Teaching-Learning is a comprehensive and all-encompassing term. It includes everything that happens in the sphere of educatoin, starting with the needs analysis and statement of expected outcomes, goes on to a detailed description of objectives for the course, then deals with the choice of educational experiences, teaching-learning content, appropriate materials, effective methodology of delivery and goes on to evaluation and beyond. It may also include thrust areas, value additions etc. Take a few minutes and discuss with your partner which aspects of curriculum does the teacher have a command over and which ones he does not.
#11 Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
#17 What is it? How is it done? Have you ever used it?
#21 By splitting the students up into small groups, you will instantly increase communication, interaction and engagement because they will have to work with each other to complete the task. Once they have finished their group work, they may feel more comfortable sharing with the entire class because the spotlight will be distributed to three or four of them, instead of resting solely on the shoulders of one student.
#34 Keep these guidelines in mind when you administer any kind of evaluation. A good evaluation includes questions of various kinds – questions that promote both high order thinking and low order thinking. Questions may test the factual, inferential or experiential knowledge of students. Language teachers should include questions on vocabulary and subject teachers should test the knowledge of basic concepts and definitions. Where is this induction training happening? What is the most important objective of this induction? Can you define ‘induction’? How have you benefited from this induction so fare? These are four different kinds of questions. There should be at least a few questions included to test the student’s application, creativity and imagination in the target subject. Keep your students’ entry level behavior and expected exit level behavior in mind while designing evaluation. The answer sheet is a mirror report of the student’s mind.
#35 These four factors should be kept in mind while designing your evaluation tools. Validity refers to whether a test measures what it is supposed to measure. Reliability deals with the trustworthiness of the test results. Washback means the effect of testing on teaching and learning. Negative effects include teaching only to the test and memorizing possible test questions. Positive effects, if the test is valid, include focusing teaching upon what is important. Practicality is a matter of the extent to which the demands of the particular test can be met within the limits of existing resources including time, staff and test administration.
#37 Use of appropriately designed teaching aids makes the teaching-learning process highly effective. Each teacher may make a wise choice of the aids depending on factors such as availability of infrastructure, cost effectiveness, reusability, student achievement levels etc. The web is a very rich resource for ready-to-use teaching aids. However, be warned that it is a dense jungle where you may easily get lost, if you do not predetermine your exact needs. Activity: Which ones do you prefer and why?

Effective Classroom Management

1.
WORKSHOP for Degree College Lecturers EFFECTIVE CLASSROOM MANAGEMENT mnRAJU
2.
Icebreaker 1 Name & Qualifications 2 Best Teaching Experience • Speak to an 3 Favorite Subjects/Topics unknown or less known 4 Achievements & Awards colleague 5 • Use ONLY English • Do not write mnRAJU
3.
Why Do WeTeach?  Knowledge  Skills  Application  Information Literacy mnRAJU
4.
Why Do WeTeach?  Higher objectives of education  Learning to Learn  Learning to Live  Learning to be Better  Obligation to nation, college & students  Professional satisfaction and growth mnRAJU
5.
Nobler Outcomes  Imagination  Creativity  Aptitude  Attitude mnRAJU
6.
4 Types ofTeachers A mediocre teacher tells. A good teacher explains. A superior teacher demonstrates. A Great teacher inspires. mnRAJU
7.
A Great Teacheris mnRAJU
8.
Activity - 1 Recollect Who was your best teacher at school/college? How did he/she inspire you? Write Share mnRAJU
9.
Teaching – Learning Involves mnRAJU
10.
Activity - 2  Call out L - E - A - R – N  Form five groups & sit in circles  Discuss “What can a teacher change and what he cannot?”  Spokespersons make short presentations mnRAJU
11.
A Great Teacheruses Effective Classroom Management Techniques mnRAJU
12.
TTT vs STT DecreaseTeacher Centred Teaching Time Increase Student Centred Learning Time mnRAJU
13.
Instruction Patterns 1. Teacher Talk 2. Choral Response 3. Close-ended Teacher Questioning 4. Open-ended Teacher Questioning 5. Full Class Interaction 6. Student Initiated Questioning 7. Group Work 8. Pair Work (Collaboration) 9. Individual Work 10. Self Access mnRAJU
14.
Modes of Instruction Mode Participants Live Online one-to-one teacher-student conversation online chat student-teacher explanation e-mail student-student clarification discussion one-to-many teacher-students lecture streaming audio student-students demonstration streaming video bulletin board mailing list many-to-many students-students debate audio-conference GD video-conference forum blog mnRAJU
15.
Interactive classes use 1.Pair work 2. Group work 3. Good instructions 4. Eliciting 5. Thought provoking questions 6. Activities, Games & Technology mnRAJU
16.
mnRAJU
17.
Pair Work  Recallthe Icebreaker  Think of advantages of pair work  Form pairs  Share your ideas with partner  Share with class mnRAJU
18.
Pair Work -Advantages  Greater opportunity for Application  Learners gain confidence/overcome fear  Real time feedback/response  Peer learning  Cooperation – a life skill mnRAJU
19.
Pair Work -Review  THINK – make notes  form PAIRS  SHARE with Partner  SHARE with Class mnRAJU
20.
mnRAJU
21.
Group Work  RecallActivity -2  Form groups  Discuss advantages of group work  Arrive at consensus  Share with class mnRAJU
22.
Group Work -Advantages  More student participation time  More listening time  More fun  Exchange of ideas  Seeing others’ points of view  Improved social skills  Improved problem solving skills mnRAJU
23.
Group Work -Review  Explain the activity  Arrange the groups  Set time limit  Give example/demonstration  Move & Monitor  Follow up  Discuss the activity mnRAJU
24.
mnRAJU
25.
Good Instructions are. . . Short Simple Precise Easy to follow Repeated Demonstrated mnRAJU
26.
Activity - 3 Followthe instructions in the handout. mnRAJU
27.
mnRAJU
28.
Ask, Don’t Tell mnRAJU
29.
Activity - 4 Elicita specific response mnRAJU
30.
mnRAJU
31.
Question Types Yes/No Information Close-ended Open-ended Teacher initiated Student initiated Factual Inferential/ Experiential LOT HOT Rhetorical/ Thought-provoking Leading mnRAJU
32.
Responding to Questions  Let students think and formulate  Do not interrupt  Show interest in answers  Involve other students  Ask follow-up questions  Do not discourage students mnRAJU
33.
Evaluation  Include variety – HOT/LOT/FIVE  Avoid routine questions  Test application of learning  Encourage imagination  Encourage creativity  Promote further learning mnRAJU
34.
Effective Evaluation  Validity  Reliability  Washback  Practicality mnRAJU
35.
mnRAJU
36.
Visual Aids  Realia Models  Photographs, Charts  Transparencies  Slideshows  Video Clips, Multimedia mnRAJU
37.
Go Modern “Don’t limita child to your own learning, for he was born in another time.” - Rabindranath Tagore It’s not about the tech. It is about the teach. mnRAJU
38.
Current Technologies  Internet  Mobile Technologies  Video Transmission  Social Networking  Blogs, podcasts, YouTube etc mnRAJU
39.
Teach the BasicTools mnRAJU
40.
Edutainment  Use podcasts, videos, audios, animation (www.goanimate.com)  Use wikipedia etc  Create your own website mnRAJU
41.
Emerging Technologies  Internet2 (100 times faster)  Wi-fi, Bluetooth, 802.11(versatile plug-ins)  The Tablet PC  Nanotechnology  Thought-controlled Computing mnRAJU
42.
How does itaffect you?  Accept Challenges  Exploit Opportunities  Don’t Stop Learning mnRAJU
43.
What you do TODAY can IMPROVE ALL YOUR TOMORROWS mnRAJU
44.
This slideshow isavailable at www.slideshare.net/lionnagaraju www.authorstream.com/tag/lionnagaraju Send your comments to lionnagaraju@gmail.com mnRAJU

Editor's Notes

#2 Welcome to this induction programme for the recently promoted lecturers. I am RAJU, retired lecturer – your facilitator for this session. This 90 minute presentation aims at giving you an idea of what goes into the teaching-learning process, both inside the classroom and beyond the classroom. It touches upon the curricular and co-curricular activities that make the process of teaching-learning more effective. This presentation also aims at giving you an idea of factors relating to student evaluation.
#3 Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
#4 Teaching-Learning should foresee the practical scope for giving students opportunities to know more, comprehend better, acquire both physical and mental skills. It should not just stop there. It should also aim at strengthening the application skills of the learners. This is particularly important because our system usually stops with the imparting of information. Information literacy is a student’s ability to distinguish, classify and tell apart what is what and what belongs where. This ability to discriminate is a basic educational objective.
#6 Expanding the horizons of imagination, inculcating a creative bent of mind and building the right aptitude and attitude are the responsibility of teachers, irrespective of the subject they teach, especially the humanities teachers. Teachers have a very significant responsibility to build right aptitudes and mold positive attitudes. Imagination and creativity need yo be infused into the young minds of our students at every opportunity.
#10 Teaching-Learning process is the next important concept that we need to understand clearly. Teaching-Learning is a comprehensive and all-encompassing term. It includes everything that happens in the sphere of educatoin, starting with the needs analysis and statement of expected outcomes, goes on to a detailed description of objectives for the course, then deals with the choice of educational experiences, teaching-learning content, appropriate materials, effective methodology of delivery and goes on to evaluation and beyond. It may also include thrust areas, value additions etc. Take a few minutes and discuss with your partner which aspects of curriculum does the teacher have a command over and which ones he does not.
#11 Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
#17 What is it? How is it done? Have you ever used it?
#21 By splitting the students up into small groups, you will instantly increase communication, interaction and engagement because they will have to work with each other to complete the task. Once they have finished their group work, they may feel more comfortable sharing with the entire class because the spotlight will be distributed to three or four of them, instead of resting solely on the shoulders of one student.
#34 Keep these guidelines in mind when you administer any kind of evaluation. A good evaluation includes questions of various kinds – questions that promote both high order thinking and low order thinking. Questions may test the factual, inferential or experiential knowledge of students. Language teachers should include questions on vocabulary and subject teachers should test the knowledge of basic concepts and definitions. Where is this induction training happening? What is the most important objective of this induction? Can you define ‘induction’? How have you benefited from this induction so fare? These are four different kinds of questions. There should be at least a few questions included to test the student’s application, creativity and imagination in the target subject. Keep your students’ entry level behavior and expected exit level behavior in mind while designing evaluation. The answer sheet is a mirror report of the student’s mind.
#35 These four factors should be kept in mind while designing your evaluation tools. Validity refers to whether a test measures what it is supposed to measure. Reliability deals with the trustworthiness of the test results. Washback means the effect of testing on teaching and learning. Negative effects include teaching only to the test and memorizing possible test questions. Positive effects, if the test is valid, include focusing teaching upon what is important. Practicality is a matter of the extent to which the demands of the particular test can be met within the limits of existing resources including time, staff and test administration.
#37 Use of appropriately designed teaching aids makes the teaching-learning process highly effective. Each teacher may make a wise choice of the aids depending on factors such as availability of infrastructure, cost effectiveness, reusability, student achievement levels etc. The web is a very rich resource for ready-to-use teaching aids. However, be warned that it is a dense jungle where you may easily get lost, if you do not predetermine your exact needs. Activity: Which ones do you prefer and why?

Effective Classroom Management

Effective Classroom Management

Editor's Notes

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