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Instructional Supervision
The document discusses various techniques and principles for effective classroom management, including clearly establishing and consistently enforcing rules, presenting material in a clear and organized manner, promoting student responsibility, and treating students with respect to build positive relationships and engagement. Effective instructional management requires planning classroom activities, monitoring student behavior, and maintaining student attention.
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List of video resources related to teaching effectiveness and student expectations.
Defines instructional management as related to classroom management, focusing on procedural and curricular components.
Explains classroom management, procedural components (discipline and organization), and curricular components (content/topics).
Discusses classroom management's role in discipline, system integration, and factors influencing classroom management development.
Outlines key principles guiding classroom management, focusing on content mastery, student involvement, democratic behavior, and teacher actions.
Identifies various factors, including personality, environment, student characteristics, and policies that affect classroom management.
Describes behavior modification techniques and the importance of student responsibility and self-discipline.
Focus on group activities for peer influence and skills for maintaining students' attention in dynamic classrooms.
Strategies for clear rules, compliance monitoring, efficient transitions, and environments conducive to learning.
Methods to create stimulating environments, use diverse strategies, and build respectful relationships with students.
Key secrets from McNeil and Wiles on nurturing student relationships, positivity, classroom preparation, and activity variation.
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Instructional Supervision
- 1. • ..DownloadsTeachers Makea Difference.flv • ..VideosWhat do students expect from teachers_.flv • ..VideosWhat Does It Take 2 Be An Effective Teacher_.flv
- 2. Instructional Management Cecilia C. Manago Advance Administration and Supervision Date
- 3. What is instructionalmanagement? • Instructional management is essentially equated with classroom management. • It deals with both procedural and curricular components.
- 4. • Classroom managementmeans you have the expertise to organize teaching and learning situations in order to enhance maximum learning experiences for the students.
- 5. What are proceduralcomponents? • Procedural components are non-content but are processes that are determined to enhance learning, such as classroom order and discipline, and the like.
- 6. What are curricularcomponents? Curricular components refer to content or the topics to be learned.
- 8. CLASSROOM MANAGEMENT ASDISCIPLINE • Teacher is responsible for maintaining classroom control • Discipline comes first before instruction CLASSROOM MANAGEMENT AS A SYSTEM • Management and instruction are interwoven. • Planning is essential in building learning communities. CLASSROOM MANAGEMENT AS INSTRUCTION • Establishing prosocial skills and habits of peacemaking are the focus. • Teaching the students to make ethical judgments and decisions.
- 9. FACTORS TO CONSIDERIN DEVELOPING CLASSROOM MANAGMENT School • Personality Environment • Personal Experiences • Personal Values • Knowledge of • Teaching Styles • Age and grade level of • models of classroom students management • Students’ characteristics • Knowledge of research on • School Policy effective practices • Parental Support Teacher Traits Knowledge and Experiences
- 11. Principle No. 1. •Principle of Clarity and Mastery of Content.
- 12. Principle No. 2 •Principle of Involvement.
- 13. Principle No. 3 •Principle of Democratic Behavior.
- 14. Principle No. 4 •Principle of Teacher Behavior.
- 15. Principle No. 4 •Principle of Democratic Behavior.
- 16. Principle No. 5 •Principle of Self-Control.
- 17. Principle No. 6 •Principle of flexibility.
- 18. Principle No. 7 •Principle of Personal Attributes.
- 19. Factors Influencing Classroom Management
- 26. Behavior Modification Technique. • The most fundamental assumption behind behavior modification among students is that student behavior is directly influenced by teacher behavior. Your job as teacher is to identify desirable undesirable student behavior, and reward those demonstrating desirable behavior while ignoring if not punishing those demonstrating undesirable behavior. Over time, this would lead to effective management of instruction.
- 27. Student Responsibility • Us teachers feel that students should be responsible for their behavior, a logical expectation but has to be enhanced. To do so, we must make the students aware that they have to respond positively to expectations of others and that they must be responsible for their shortcomings. This technique advocates self-discipline among students, which implies that as teachers we understand their problems and concerns and that we can provide help whenever this becomes necessary. Another concern of ours is to provide opportunities for open lines of communication with the students. Students respond more positively to teachers who demonstrate willingness to give students opportunities to assume more responsibility toward improving their performance.
- 28. Group Activities • Groupperformance is influenced by peers, and students working together would demonstrate better cooperation in order to gain recognition for their group rather than for an individual. Your responsibility as a teacher under this condition is to provide group activities that would enhance a more friendly and competitive learning environment for groups of students.
- 29. Skill in MaintainingStudents’ Attention. • As teachers, you always monitor the classroom actuations of your students. The main reason for this is to show that you’re sensitive to your students’ needs. How do you monitor such activities? Some traditional techniques include seating arrangements, variation of voice, movements in the classroom, refocusing attention during teaching, and a host of other practices. Always guard against creating monotonous environment. When a monotonous situation happens, inject humour to break the monotony create a lively environment. Humour is much more desirable if it is related to the lesson being learned.
- 31. 1. An effectiveteacher describes rules more completely and implement them more systematically. Therefore, be more explicit about the desirable behaviour that you expect. You can do this by giving specific do’s and don’ts.
- 32. 2. Monitor studentcompliance with rules consistently. When needed, intervene and correct inappropriate behaviour by providing appropriate feedback.
- 33. • 3. Present information clearly, give directions, state objectives, and break down complex tasks into smaller and more easily manageable parts. Give precise and clear instructions as to what the students should do.
- 34. 4. Waste littletime in organizing and transition to the next activity. An activity should be appropriately related to the next lesson.
- 35. Ways to PromotePositive Classroom Management
- 36. • 1. Providestimulating and appropriate learning environment taking into account students’ personal interests and learning styles.
- 37. 2. Use avariety of instructional strategies in the classroom and use novelty to break the monotony.
- 38. 3. Allow studentsto generate needed guidelines for proper classroom conduct. This should build self-confidence among students and would also increase their ability to learn autonomously. The guidelines that students come up with normally would enable them to become more responsible for their work.
- 39. • Treat studentswith respect and kindness. Express concern for students’ welfare, and provide opportunities for them to succeed in class activities.
- 40. Secrets of Classroom Management By: McNeil and Wiles (1990)
- 41. • 1. Showa caring attitude towards the students. • 2. Listen to the students when they tell you their concerns and viewpoints. • 3. Use as many first names as you can. • 4. Try to be positive in your attitude and approach. • 5. Cultivate a friendly but respectful relationship with the students.
- 42. • 5. Cultivatea friendly but respectful relationship with the students. • 6. Know your students properly. • 7. Be on time and start the class immediately. Have something for students to do. • 8. Have a lesson plan and inform the students the way the lesson will progress. • 9. Apply the rules consistently. • 10. Vary the types of classroom activities. • 11. Prepare assignments that are appropriate for your students.