The document discusses several key aspects of effective classroom management:
1. Classrooms are complex environments with many simultaneous activities occurring. They require careful planning and organization.
2. There are two main approaches to classroom management - an older view focused on control through rules, and a newer view emphasizing nurturing relationships and self-regulation.
3. Effective classroom managers create positive learning environments, establish clear rules and procedures, get students to cooperate, and address problems constructively. They make the most of the start of the school year to set expectations.
Classroom management involves organizing the classroom to minimize behaviour problems and maximize learning. Well-managed classrooms have student engagement, clear expectations, effective time management, and positive environments with firm discipline. Classrooms are complex places with many simultaneous and unpredictable events. Overcrowded classrooms with more than 30 students can increase discipline issues and noise while decreasing personal connections and struggling students' performance. Teachers must cope with unexpected events, unmotivated students, disrespect, lack of parental involvement, technology misuse, and unmet student needs through excellent planning, engagement, structure, humor, and asking for help when needed.
A learning environment includes the physical space of the classroom as well as the social dynamics and classroom management procedures. It should have clear rules for organization, participation, and interaction. Creating an effective learning environment requires an understanding of classroom management and how to meet the needs of diverse students. Teachers should build relationships with students, have high expectations, use non-verbal cues, be consistent, be assertive, utilize resources, use restorative justice approaches, and ensure school-wide consistency in behavior expectations. They should also observe their classroom interactions closely to ensure all students can participate and avoid stereotyping students.
This document presents a research proposal that aims to survey strategies adopted by teachers for managing crowded classrooms in secondary schools in Punjab, Pakistan. The study will focus on male public schools in the Hafizabad district. A literature review establishes the importance of effective classroom management strategies. The objectives, research questions, and methodology are outlined. Stratified sampling will be used to select 19 schools for the study. Questionnaires, checklists, and interviews will collect data from school heads, teachers, and students to analyze classroom management strategies. The significance of the study is to help teachers, school administrators, and educational departments.
This document discusses classroom management for teachers. It defines classroom management as the methods teachers use to maintain an orderly learning environment and control behaviors that impede learning. It identifies key elements of effective classroom management like classroom design, rules, discipline, scheduling, organization, instructional techniques, and communication. It provides strategies for classroom management such as having a positive attitude, setting clear expectations, building rapport with students, defining consequences, and remaining consistent. The conclusion emphasizes that effective classroom management establishes order, increases learning, and decreases negative behaviors.
The document discusses teaching skills and their importance in applying educational methods and managing classroom activities. It defines teaching skills as instructional techniques used by teachers to facilitate learning and bring about changes in students. Some basic teaching skills mentioned are introducing a lesson, explaining concepts, asking probing questions, encouraging student participation, maintaining attention, and writing on the blackboard. Effective classroom management is also highlighted as an important teaching skill that helps create a positive learning environment through discipline, empathy, and strong student-teacher relationships.
A Teacher has various roles to perform in the classroom. The role usually implies the relationship between the teacher and the learner in the classroom. Such a role is facilitator.
The document discusses the role of the teacher in language learning and different teaching methods. It lists several teaching approaches including individual work, choral responses, open-ended questioning, teacher talk, full class interaction, group work, and self-access. It emphasizes that the teacher's role is to facilitate learning, manage the classroom, instruct language, and advise students. The goal is to promote meaningful communication and self-reflection through engaging learners with texts and resources that reflect language and culture.
This document discusses that children are not carbon copies of each other and defines individual differences. It explains that individual differences refer to variations among group members in characteristics like temperament, energy levels, and relationships. The document then lists and describes different types of individual differences people can have, including physical, intellectual, motor, achievement, emotional, interests, aptitudes, and social adjustments. It notes that heredity and environment both contribute to individual differences. In conclusion, it states that as teachers it is important to be aware of students' individual differences in order to enhance learning and accommodate different needs.
Classroom management involves organizing the classroom to minimize behaviour problems and maximize learning. Well-managed classrooms have student engagement, clear expectations, effective time management, and positive environments with firm discipline. Classrooms are complex places with many simultaneous and unpredictable events. Overcrowded classrooms with more than 30 students can increase discipline issues and noise while decreasing personal connections and struggling students' performance. Teachers must cope with unexpected events, unmotivated students, disrespect, lack of parental involvement, technology misuse, and unmet student needs through excellent planning, engagement, structure, humor, and asking for help when needed.
A learning environment includes the physical space of the classroom as well as the social dynamics and classroom management procedures. It should have clear rules for organization, participation, and interaction. Creating an effective learning environment requires an understanding of classroom management and how to meet the needs of diverse students. Teachers should build relationships with students, have high expectations, use non-verbal cues, be consistent, be assertive, utilize resources, use restorative justice approaches, and ensure school-wide consistency in behavior expectations. They should also observe their classroom interactions closely to ensure all students can participate and avoid stereotyping students.
This document presents a research proposal that aims to survey strategies adopted by teachers for managing crowded classrooms in secondary schools in Punjab, Pakistan. The study will focus on male public schools in the Hafizabad district. A literature review establishes the importance of effective classroom management strategies. The objectives, research questions, and methodology are outlined. Stratified sampling will be used to select 19 schools for the study. Questionnaires, checklists, and interviews will collect data from school heads, teachers, and students to analyze classroom management strategies. The significance of the study is to help teachers, school administrators, and educational departments.
This document discusses classroom management for teachers. It defines classroom management as the methods teachers use to maintain an orderly learning environment and control behaviors that impede learning. It identifies key elements of effective classroom management like classroom design, rules, discipline, scheduling, organization, instructional techniques, and communication. It provides strategies for classroom management such as having a positive attitude, setting clear expectations, building rapport with students, defining consequences, and remaining consistent. The conclusion emphasizes that effective classroom management establishes order, increases learning, and decreases negative behaviors.
The document discusses teaching skills and their importance in applying educational methods and managing classroom activities. It defines teaching skills as instructional techniques used by teachers to facilitate learning and bring about changes in students. Some basic teaching skills mentioned are introducing a lesson, explaining concepts, asking probing questions, encouraging student participation, maintaining attention, and writing on the blackboard. Effective classroom management is also highlighted as an important teaching skill that helps create a positive learning environment through discipline, empathy, and strong student-teacher relationships.
A Teacher has various roles to perform in the classroom. The role usually implies the relationship between the teacher and the learner in the classroom. Such a role is facilitator.
The document discusses the role of the teacher in language learning and different teaching methods. It lists several teaching approaches including individual work, choral responses, open-ended questioning, teacher talk, full class interaction, group work, and self-access. It emphasizes that the teacher's role is to facilitate learning, manage the classroom, instruct language, and advise students. The goal is to promote meaningful communication and self-reflection through engaging learners with texts and resources that reflect language and culture.
This document discusses that children are not carbon copies of each other and defines individual differences. It explains that individual differences refer to variations among group members in characteristics like temperament, energy levels, and relationships. The document then lists and describes different types of individual differences people can have, including physical, intellectual, motor, achievement, emotional, interests, aptitudes, and social adjustments. It notes that heredity and environment both contribute to individual differences. In conclusion, it states that as teachers it is important to be aware of students' individual differences in order to enhance learning and accommodate different needs.
The document outlines the qualities of a good textbook. It discusses that a textbook should have content that is appropriate for the age and experience level of students, organized in a logical, psychological sequence. Illustrations should be clear and related to the content, while teaching aids should be simple, brief, and related to the objectives. The textbook should also have a good mechanical makeup with an artistic cover and good quality paper for readability. The authorship, content organization, illustrations, teaching aids, and mechanical makeup are all important factors in creating an effective textbook.
The document discusses the flipped classroom approach to education. It defines a flipped classroom as one where students receive direct instruction at home via videos or readings and apply the concepts in class under the guidance of the teacher. It was pioneered by Jonathan Bergmann and Aaron Sams who discovered software to record narrated PowerPoint presentations. Students may watch lectures, read, discuss, or research at home and do activities like practice, projects, or labs in class with teacher support.
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 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 discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
The document discusses H.C. Morrison's model of teaching at the understanding level. Morrison believed students learned best by responding to situations. His five-step instructional pattern includes exploration, presentation, assimilation, organization, and recitation. Teachers present content in small units, test understanding, and repeat as needed. Students then work independently to thoroughly learn the content before writing and presenting what they learned. The teacher guides students and evaluates their mastery through various tests. The goal is for students to develop problem-solving skills, critical thinking, and independent learning.
Critical pedagogy is a teaching approach that encourages students to question dominant beliefs and practices in order to become critically conscious. It was developed by Brazilian educator Paulo Freire based on the idea of "problem-posing education," where students engage in critical thinking to liberate themselves. Key concepts in critical pedagogy include praxis, the process of enacting ideas; hegemony, the cultural domination of one group by another; and problem-posing education, which emphasizes critical thinking as an alternative to the "banking" model of education. The objective of critical pedagogy is to empower students by developing their social skills and understanding of power structures so they can actively participate in an inclusive democratic society.
The document discusses techniques for modifying teacher behavior, including interaction analysis, transactional analysis, action research, and microteaching. It specifically focuses on Flanders' system of interaction analysis, which involves encoding 10 categories of classroom interactions between teachers and students to analyze teaching styles. The categories are coded into a matrix that can be interpreted to determine the proportion of teacher/student talk, levels of direct/indirect teacher influence, and participation ratios. The matrix provides insights to help modify problematic teacher behaviors.
This document discusses cooperative or co-teaching between two teachers in a classroom. It states that for co-teaching to be successful, the teachers must (1) share a common goal for student success, (2) have a strong personal belief in the co-teaching model, and (3) respect each other and their different strengths. It also identifies key factors for effective co-teaching such as planning time, shared philosophies, and evaluating student outcomes. Barriers like lack of time, uncoordinated grading, and teacher/student readiness must also be addressed.
This document discusses the skill of stimulus variation, which involves deliberately changing teaching behaviors and activities to maintain student attention. It describes several techniques for stimulus variation, including movement within the classroom, gestures, modulated voice, different interaction styles, pausing, focusing on key points, and encouraging physical participation from students. The objectives of stimulus variation are to enhance student thinking, involvement, understanding, liveliness, and minimize boredom. Specific examples provided include moving around the classroom, using body language, varying the volume and tone of voice, and allowing students to participate at the board.
The document discusses the importance and types of textbooks in education. There are three main types of textbooks: reference books, main textbooks, and supplementary books. A good social science textbook provides utility for teachers, students, and maintaining uniform standards. It presents material according to the latest syllabus, is written by experienced teachers, and contains revision problems. Overall, textbooks should serve as tools for teachers to impart education to students on various topics, themes, and problems.
Classroom management for presentation.
Conducted on 14, July, 2016
Academic 2016-2017 Year 4 Semester1
Contact us on Facebook
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This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Deficit theory - Language Across the CurriculumSuresh Babu
The deficit theory suggests that students from lower socioeconomic environments enter school without the necessary linguistic resources for success. It explains that disadvantaged students often show high failure rates because they come from homes lacking verbal stimulation. The deficit theory is problematic because teachers' expectations, which can be influenced by this theory, have a large impact on how students perform. If teachers believe only certain types of students can succeed, they will teach in a way that self-fulfills that belief. Believing in the deficit theory can lead to poor student performance, increased delinquency, feelings of helplessness, and lack of interest in school.
The document discusses the flipped classroom model of education. It defines flipped classroom as a model where traditional lectures are done as homework via online video lectures, while class time is spent on exercises, projects, and discussions. The key idea is that video lectures allow students to learn foundational content on their own time, while class time can focus on application and higher-order thinking. The document traces the origins of this concept and discusses benefits like increased student engagement and preparation. It also notes that flipped learning continues evolving due to research, innovation, and new technologies.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
Learning experiences are activities planned by teachers to produce desired changes in student behavior and responses to stimuli. There are two types of learning experiences: direct experiences that involve firsthand interaction, such as seeing, hearing, or manipulating objects, and indirect experiences, such as reading or listening to lectures without direct interaction. While direct experiences are more reliable and long-lasting, indirect experiences are useful for developing imagination and are more time and cost efficient when firsthand experiences are not possible. The goal of any learning experience selected by the teacher should be to effectively meet the learning objectives.
The document discusses different levels of teaching - memory, understanding, and reflective.
At the memory level, teaching focuses on rote learning of facts through repetition. Herbart's model of this level involves steps like preparation, presentation, comparison, and application.
The understanding level aims to help students comprehend principles and think intellectually. Morrison's model includes exploration, presentation, assimilation, organization, and recitation.
The reflective level centers around problem-solving and developing independent thinking. Hunt's model has students formulate hypotheses to solve problems presented by the teacher, through collecting data and testing their ideas. Evaluation focuses on attitudes, beliefs, and competencies rather than objective tests.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and valuing diversity. This includes recognizing different cultures, learning styles through multiple intelligences, and engaging students in organizing the classroom. The first day of school is important for setting expectations and stimulating interest in learning.
A teacher was busy decorating their classroom for the students' first semester and was almost finished preparing. Once ready, the fun activities for the students would begin. The first semester was a great success with both the students and parents enjoying themselves.
The document outlines the qualities of a good textbook. It discusses that a textbook should have content that is appropriate for the age and experience level of students, organized in a logical, psychological sequence. Illustrations should be clear and related to the content, while teaching aids should be simple, brief, and related to the objectives. The textbook should also have a good mechanical makeup with an artistic cover and good quality paper for readability. The authorship, content organization, illustrations, teaching aids, and mechanical makeup are all important factors in creating an effective textbook.
The document discusses the flipped classroom approach to education. It defines a flipped classroom as one where students receive direct instruction at home via videos or readings and apply the concepts in class under the guidance of the teacher. It was pioneered by Jonathan Bergmann and Aaron Sams who discovered software to record narrated PowerPoint presentations. Students may watch lectures, read, discuss, or research at home and do activities like practice, projects, or labs in class with teacher support.
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 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 discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
The document discusses H.C. Morrison's model of teaching at the understanding level. Morrison believed students learned best by responding to situations. His five-step instructional pattern includes exploration, presentation, assimilation, organization, and recitation. Teachers present content in small units, test understanding, and repeat as needed. Students then work independently to thoroughly learn the content before writing and presenting what they learned. The teacher guides students and evaluates their mastery through various tests. The goal is for students to develop problem-solving skills, critical thinking, and independent learning.
Critical pedagogy is a teaching approach that encourages students to question dominant beliefs and practices in order to become critically conscious. It was developed by Brazilian educator Paulo Freire based on the idea of "problem-posing education," where students engage in critical thinking to liberate themselves. Key concepts in critical pedagogy include praxis, the process of enacting ideas; hegemony, the cultural domination of one group by another; and problem-posing education, which emphasizes critical thinking as an alternative to the "banking" model of education. The objective of critical pedagogy is to empower students by developing their social skills and understanding of power structures so they can actively participate in an inclusive democratic society.
The document discusses techniques for modifying teacher behavior, including interaction analysis, transactional analysis, action research, and microteaching. It specifically focuses on Flanders' system of interaction analysis, which involves encoding 10 categories of classroom interactions between teachers and students to analyze teaching styles. The categories are coded into a matrix that can be interpreted to determine the proportion of teacher/student talk, levels of direct/indirect teacher influence, and participation ratios. The matrix provides insights to help modify problematic teacher behaviors.
This document discusses cooperative or co-teaching between two teachers in a classroom. It states that for co-teaching to be successful, the teachers must (1) share a common goal for student success, (2) have a strong personal belief in the co-teaching model, and (3) respect each other and their different strengths. It also identifies key factors for effective co-teaching such as planning time, shared philosophies, and evaluating student outcomes. Barriers like lack of time, uncoordinated grading, and teacher/student readiness must also be addressed.
This document discusses the skill of stimulus variation, which involves deliberately changing teaching behaviors and activities to maintain student attention. It describes several techniques for stimulus variation, including movement within the classroom, gestures, modulated voice, different interaction styles, pausing, focusing on key points, and encouraging physical participation from students. The objectives of stimulus variation are to enhance student thinking, involvement, understanding, liveliness, and minimize boredom. Specific examples provided include moving around the classroom, using body language, varying the volume and tone of voice, and allowing students to participate at the board.
The document discusses the importance and types of textbooks in education. There are three main types of textbooks: reference books, main textbooks, and supplementary books. A good social science textbook provides utility for teachers, students, and maintaining uniform standards. It presents material according to the latest syllabus, is written by experienced teachers, and contains revision problems. Overall, textbooks should serve as tools for teachers to impart education to students on various topics, themes, and problems.
Classroom management for presentation.
Conducted on 14, July, 2016
Academic 2016-2017 Year 4 Semester1
Contact us on Facebook
http://www.facebook.com/asvadekcambodia
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Deficit theory - Language Across the CurriculumSuresh Babu
The deficit theory suggests that students from lower socioeconomic environments enter school without the necessary linguistic resources for success. It explains that disadvantaged students often show high failure rates because they come from homes lacking verbal stimulation. The deficit theory is problematic because teachers' expectations, which can be influenced by this theory, have a large impact on how students perform. If teachers believe only certain types of students can succeed, they will teach in a way that self-fulfills that belief. Believing in the deficit theory can lead to poor student performance, increased delinquency, feelings of helplessness, and lack of interest in school.
The document discusses the flipped classroom model of education. It defines flipped classroom as a model where traditional lectures are done as homework via online video lectures, while class time is spent on exercises, projects, and discussions. The key idea is that video lectures allow students to learn foundational content on their own time, while class time can focus on application and higher-order thinking. The document traces the origins of this concept and discusses benefits like increased student engagement and preparation. It also notes that flipped learning continues evolving due to research, innovation, and new technologies.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
Learning experiences are activities planned by teachers to produce desired changes in student behavior and responses to stimuli. There are two types of learning experiences: direct experiences that involve firsthand interaction, such as seeing, hearing, or manipulating objects, and indirect experiences, such as reading or listening to lectures without direct interaction. While direct experiences are more reliable and long-lasting, indirect experiences are useful for developing imagination and are more time and cost efficient when firsthand experiences are not possible. The goal of any learning experience selected by the teacher should be to effectively meet the learning objectives.
The document discusses different levels of teaching - memory, understanding, and reflective.
At the memory level, teaching focuses on rote learning of facts through repetition. Herbart's model of this level involves steps like preparation, presentation, comparison, and application.
The understanding level aims to help students comprehend principles and think intellectually. Morrison's model includes exploration, presentation, assimilation, organization, and recitation.
The reflective level centers around problem-solving and developing independent thinking. Hunt's model has students formulate hypotheses to solve problems presented by the teacher, through collecting data and testing their ideas. Evaluation focuses on attitudes, beliefs, and competencies rather than objective tests.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and valuing diversity. This includes recognizing different cultures, learning styles through multiple intelligences, and engaging students in organizing the classroom. The first day of school is important for setting expectations and stimulating interest in learning.
A teacher was busy decorating their classroom for the students' first semester and was almost finished preparing. Once ready, the fun activities for the students would begin. The first semester was a great success with both the students and parents enjoying themselves.
Evernote is a tool to remember everything. Learn how to use Evernote to manage your classroom from students, to projects, to lessons, to your career.
During this presentation, learn how you can use Evernote to manage your classroom. Evernote is a great place to store your to do lists, meeting and training notes, lesson plans. With Evernote, you can easily track your career accomplishments. Reduce paperwork by loading it to Evernote and yet have it available when needed from wherever you are. Use Evernote to document student progress by capturing work samples making parent teacher meetings more robust. Learn:
How to capture images, audio, video, and text resources to support a project, lesson, or student.
How to create to do lists and checklists.
How to share notebooks with colleagues.
How to use a tool like IFTTT to automatically send information to Evernote.
Best practices for getting the most out of Evernote in the classroom.
This presentation will provide valuable tips and best practice for adding, finding, managing, and retrieving valuable information using Evernote. Stop wasting time looking for information; use Evernote to organize your life.
This document discusses qualities of effective language teachers. It explains that while some teachers are naturally gifted, good teachers develop their skills through personality, knowledge, experience and reflection. It emphasizes that teachers should be adaptable to unexpected events, take on different roles like controller and prompter, build rapport with students, and respect students by treating them evenly and listening to them. Good teachers prepare well, keep records to evaluate their teaching, and manage classes effectively through clear instructions and procedures.
The document discusses arranging a classroom to meet pedagogical goals. It outlines basic principles for classroom arrangement such as reducing congestion, ensuring the teacher can see all students, and making materials accessible. It also describes common classroom arrangement styles like auditorium, face-to-face, off-set, and cluster styles. Examples of effective elementary and secondary school classroom arrangements are provided.
Teacher effectiveness is vital for student success. An effective teacher inspires students through well-developed lesson plans, vibrant classroom activities, and a positive attitude. This encouragement helps students engage with learning and attend school regularly. As an effective teacher, one can act as a role model to help students reach their full potential. However, teacher effectiveness faces challenges such as engaging parents and understanding cultural diversity. Historically, 19th century teachers lacked training and autonomy compared to modern teachers who receive qualifications, focus on individual students, and understand today's multicultural societies.
1) The document discusses competencies four and five of differentiating instruction, which focus on managing a differentiated classroom.
2) It provides learning outcomes related to identifying and solving management issues, developing routines and procedures, and reflecting on professional growth in addressing student diversity.
3) The document also includes quotes from teachers about the benefits and challenges of differentiating instruction.
This document discusses effective classroom management strategies. It begins by defining classroom management as creating a learning environment that supports student engagement in academic and social-emotional learning. This involves developing caring relationships with students, organizing instruction to facilitate deep learning, and promoting self-regulation skills. The document then discusses principles of effective classroom management like establishing clear expectations and rules. It also discusses strategies like "flipping the classroom" to make better use of class time, and tips for preventing and handling discipline issues. The keys to classroom management are highlighted as developing high-quality teacher-student relationships based on appropriate levels of dominance, cooperation, and awareness of student needs.
This document provides vocabulary, questions, and expressions for describing places. It includes terms for locations, atmospheres, activities, areas within towns, types of buildings and places, shops, houses, and links to additional resources. The purpose is to equip the reader with language for discussing different locations, what they are like, and what there is to see and do.
Effective classroom management is directly linked to student achievement and behavior, while ineffective management can lead to teacher burnout. Proper planning through clearly established rules and procedures, as well as an organized physical space, can help control disruptions. In contrast, a lack of planning and loss of control in the classroom negatively impacts the teacher's effectiveness and student learning. This research aims to determine what makes classroom management successful or unsuccessful.
This document discusses classroom management strategies and techniques. It begins by explaining that classroom management is one of the biggest challenges for teachers and a common reason for burnout. It then provides objectives and principles for effective classroom management, such as establishing consistent routines and procedures, maximizing instructional time, and using positive reinforcement. The document also discusses strategies for handling disciplinary issues, creating an organized physical environment, and developing self-discipline in students. Overall, it provides guidance on creating an efficient and productive learning environment through classroom organization and behavior management.
This document discusses discipline and classroom management. It addresses several causes of disciplinary problems such as overcrowded classrooms, poor lighting and ventilation, and inappropriate seating arrangements. Preventative measures are suggested, including cooperative learning strategies and ensuring the teacher is sensitive to possible issues. Tips for being a good disciplinarian are provided, such as knowing your students, showing concern for their welfare, and being calm and consistent. Both acceptable and unacceptable ways of dealing with disciplinary problems are outlined. The importance of establishing routines is discussed as it helps accomplish plans and guides student behavior.
The document discusses strategies for effective classroom management in a multi-grade classroom. It identifies several key components of classroom management that are important to implement from the start: [1] classroom design, [2] establishing clear rules and discipline procedures, and [3] thoughtful scheduling and organization. It also emphasizes using different instructional techniques tailored to how different grades of students learn best. Classroom management is important as it creates an orderly learning environment, improves academic learning and social-emotional growth, and increases student engagement while decreasing negative behaviors.
This document discusses classroom management for Spanish language teachers. It begins with an introduction noting the transition from theoretical training to practical teaching challenges teachers face. It then presents definitions and challenges of classroom management, including disruptive student behaviors. The document develops models and strategies for classroom management, including establishing rules and authority types. It provides general and specific tips, such as varying activities, monitoring students, and using attention grabbers. It concludes that reflecting on experiences is important for new teachers to effectively manage their classrooms.
Classroom management involves establishing procedures, rules, and reducing discipline problems. Effective classroom management includes monitoring student behavior, responding appropriately to issues, and maintaining a positive environment. It is the teacher's responsibility to meet students' basic needs for safety, belonging, and self-esteem through inclusive lessons, feedback, and a comfortable classroom. Proactive teaching that addresses problems immediately and models positive behaviors can help motivate students to learn.
This document discusses classroom management, which refers to the variety of skills and techniques teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive. Effective classroom management directly impacts students' ability to learn and a teacher's ability to teach. It creates an environment conducive to learning by influencing student behavior to minimize misbehavior and maximize appropriate conduct. The primary goals are to support a safe classroom community where students can stay focused and on task to reduce distractions from learning.
This document discusses effective classroom management and student motivation. It provides guidance on creating lesson plans that consider different learning styles and effective classroom management strategies. Some key points discussed include the importance of clear expectations and consistency, engaging all students, and focusing attention on the entire class. Motivation is identified as a major challenge, and strategies to motivate students include using pair/group work, competition, catering to skills/talents, integrating technology, seating arrangements, role-plays, songs, and realia. The document emphasizes understanding motivation, variety, and focusing on students' goals.
Effective Classroom Management Strategies for South Sudanese Teachers is an Excellence Foundation for South Sudan (EFSS) presentation for a one-day workshop prepared by Emmanuel Bida Thomas
English meth. act.2.2 Classroom management and Classroom interacciónCristypi Pilataxi
Classroom management and interaction are two important elements for organizing and managing a classroom. Classroom management involves the strategies teachers use to create a learning environment where students can achieve success, while classroom interaction refers to the social behaviors between the teacher, students, and students. Effective classroom management establishes clear expectations and rules to promote learning, while classroom interaction encourages collaboration, discussions, and building relationships between all parties. Together, strong management and positive interaction can improve the classroom climate and student outcomes.
MANAGING LEARNING ENVIRONMENT in the K-12 CURRICULUM.pptxNORACANARIA1
This document discusses strategies for creating a positive learning environment in K-12 classrooms. It emphasizes establishing safe, secure, and fair learning environments through consistent policies and procedures. It also stresses maintaining environments that promote respect, care, collaboration, and motivation. Specific strategies mentioned include arranging furniture appropriately, keeping the classroom clean and orderly, having clear expectations, engaging activities, minimizing distractions, getting to know different student types, and using positive discipline. The overall goal is to nurture students and inspire continued learning.
The document discusses effective classroom management strategies. It identifies the "Big Five" strategies as rules, routines, praise, consequences for misbehavior, and engagement. Rules should be clearly established and taught to students. Routines help structure classroom activities and situations. Praise should be specific and used to reinforce positive behavior. Consequences for misbehavior must be consistently enforced. Engagement is important for preventing misbehavior and fostering learning. A tiered system of intervention is recommended to support the varying needs of students.
This document provides an overview of classroom organization and management for primary school teachers. It discusses the importance of classroom management, different classroom settings, strategies for effective management including developing positive teacher-student relationships, and guidelines for designing class rules and procedures. The document also covers defining classroom management, approaches to management, goals of management, the nature of classrooms, characteristics of good managers, starting off right with rules and routines, the classroom environment, and strategies for managing problem behaviors.
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.
Facilitating 21st century learning by leilani c. avilaLeilani Avila
The document discusses issues related to 21st century learning and learner-centered teaching, including the shift to a more student-centered approach that integrates technology, focuses on developing 21st century skills, and allows for new environments, content, and types of learning. It also examines the role of the teacher as a facilitator who guides students in project-based, collaborative learning and effectively manages the classroom environment.
The Teacher, The Learner, and The Learning Process _MA203 (Rañola).pptxDenMarkTuazonRaola2
The document discusses the roles of teachers and learners in the learning process. It defines a teacher as someone who facilitates learning and guides students, while a learner is an active participant willing to gain new knowledge. The learning process is described as active, building on prior knowledge through social environments, authentic contexts, and requiring motivation. Key aspects of the teacher's role include creating a caring environment, establishing rules, maintaining accountability, and managing problems. Characteristics of good learners are that they lead their own learning and engage with the world. The document outlines various learning theories and models.
The document discusses six aspects of effective classroom management: consequences, motivation, supply teaching, classroom design, classroom routines, and positive recognition. It provides details on establishing clear rules and consequences, types of motivation, preparation and expectations for supply teaching, using classroom design to enhance management, implementing consistent routines, and employing group positive reinforcement strategies.
This document discusses the importance of classroom management for teachers. It provides several reasons why teachers need to manage their classrooms effectively, including that the classroom is where teaching and learning occurs. It also discusses strategies and principles for good classroom management according to research, such as maintaining student attention, having clear rules and procedures, building relationships, and engaging students in learning. Overall, the document emphasizes that classroom management is key to promoting an efficient and productive learning environment.
This document discusses principles and styles of teaching and learning. It defines teaching as a process of interacting and engaging students to acquire knowledge, skills, and values. Teaching methods discussed include lectures, seminars, group discussions, and role plays. The document also discusses learning styles such as visual, auditory, and tactile learners. Characteristics of good teachers are identified as having clear objectives, engaging personality, high expectations, and subject knowledge. Factors that influence learning include motivation, prior experience, and health status. Characteristics of adult learners are described as being independent, goal-oriented, and experience-driven.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Managing the classroom
1. Six characteristics that reflect classroom’s complexity and potentially:
Classrooms are multidimensional.
- The setting for many activities such as reading, writing, playing games etc.
Activities occur simultaneously
- A student might be writing at the desk, another might be discussing with the teacher,
one student might talking about what they are going to do after school and so on.
WHY CLASSROOMS NEED TO BE MANAGED EFFECTIVELY.
THE OLDER VIEW
•emphasized creating and applying rules to
control students' behavior.
•orients students toward passivity and
compliance with rigid rules
•undermine students' engagement in active
learning, HOT and social construction of
knowledge.
•teacher as a director
THE NEWER VIEW
• focuses more on students' needs for
nurturing relationships and oppurtunities
for self regulation.
• guiding students toward self-discipline
• less on externally controlling the students
• teacher is a guide, coordinator and
facilitator
ELEMENTARY SCHOOL
•challenge of managing 20 - 25
children for entire day.
•spend more time with same
students.
•confinement, boredom and
interaction with the same people
all day can create problems.
SIMILAR ISSUES
•Good managers design
classrooms for optimal learning
•create positive environment for
learning
•establish and maintain rules
•get students to cooperate
•effectively deal with problems
•good communication strategies.
SECONDARY SCHOOL
•challenge of managing 5 or 6
different groups of 20-25
students for 50 minutes a day.
•spend less time seeing the
students
•classroom lesson moving quickly
•discipline problems are
frequently more severe
•demand more elaborate and
logical explanation
•hallway socializing
MANAGEMENT ISSUES IN ELEMENTARY AND SECONDARY
SCHOOL CLASSROOMS
THE CROWDED, COMPLEX AND POTENTIALLY CHAOTIC
CLASSROOM
2. Things happen quickly
- Events often occur rapidly in classrooms and frequently require immediate response.
Events are often unpredictable
- Some events will occur unexpectedly. For example a fire alarm goes off, a student
gets sick, a computer won’t work and so on.
Lack of privacy
- Classrooms are public places. Students observe teacher handles discipline problems,
unexpected events and frustrating circumstances.
Classrooms have histories
- Students have memories in their classrooms. They remember how the teacher handled
the classroom.
Kounin (1970) found that good classroom managers effectively manage the group activities.
Teacher who competently guide and structure classroom activities are more effective than
teachers who emphasize their disciplinary role (Brophy, 1996).
Managing the
complexity of the
classroom
•make careful use of the 1st few days of school.
•to engaged in advanced planning before the school begins.
At the beginning of
school
•communicate your rules and procedures to the classroom.
•get students to engage effectively in learning activities.
GETTING OFF TO THE RIGHT START
EMPHASIZING INSTRUCTION AND A POSITIVE CLASSROOM
CLIMATE
3. Effective classroom management has two main goals:
Create +
environment
praising children
speaking with calm voice setting clear rules
monitor seating
arrangements
EFFECTIVELY
MANAGED
CLASSROOM
"Well-
oiled
machine"
focus on
dicipline
"Beehive
of
activity"
active
learning
& busy
engaged
in tasks
Help students spend
more time on learning
and less time on non-
goal-directed activity
maintain activity
flow and
minimize
transition times
hold students
accountable
Prevent students from
developing problems
keep students
busy with
challenging task
have motivated
and absorbed
activities to learn
MANAGEMENT GOALS AND STRATEGIES
4. Before we will organize the classroom’s physical space, teachers should know what type
of instructional activity students will be engaged in.
Reduce
congestion
in high
traffic areas
• separate areas (desks,
groupwork,bookshelves
etc)
• easily accessible
make sure
you can see
all students
• must have clear line of
sight between desks,
instructional locations and
work areas
make sure
that students
can easily
observe
• students should not have to
move their chairs or stratch
their necks in the whole
class presentation
make often-
used teaching
materials
• minimize preparation and
clean up time
The traditional teaching
model DESIGNING THE PHYSICAL ENVIRONMENT OF THE CLASSROOM
PRINCIPLES OF CLASSROOM MANAGEMENT
ARRANGEMENT STYLES
5. Auditorium
style.
•sit facing the
teacher
•used when
making a
presentation
Face to
face style
•sit facing
each other
•distraction
from other
students is
higher
Offset style
•small number
of students.
(3-4)
•cooperative
learning
activity
Seminar
style
•larger
number of
students.
(>10)
•when want to
talk to each
other.
Cluster
style
•small number
of students
(4-8)
•collaborative
learning
activity
•refer to the seat in the front and
center of the row
•students in these seats like to
interact with teacher.
"Action
Zone"
•move around the room
•establish eye contact and direct
comment with students outside the
"action zone"
•change seats periodically
What
teacher
should do?
ROW ARRANGEMENT
Post students’ photographs,
artwork, written projects, charts
that list birthday.
Positive expressions of students’
identities.
A bulletin board.
- “Student of the week”
- “Students’ best work of the
week”
PERSONALIZING THE CLASSROOM
6. •encourage students to be independent thinkers. Involve considareble verbale
give and take with student, a caring attitude toward students and limits on
student behavior when necessary
Authoritative style
•Restrictive and punitive, with the focus mainly on keeping order in the classroom
rather than instruction or learning. Students tend to be passive learners.
Authoritarian style
•Allows students considerable autonomy but provides them with little support
for developing learning skills or managing their behavior .
Permissive style
Reasonable and necessary
Clear and comprehensible
Consistent with instructional
and learning goal
Consistent with school rules
Classroom library.
CREATING A POSITIVE ENVIRONMENT FOR LEARNING
GENERAL STRATEGIES
CREATING, TEACHING AND MAINTAINING RULES AND PROCEDURES
CLASSROOM RULES
Classroom rules
should be:
GETTING STUDENTS TO COOPERATE
7. The increasing diversity of students make managing the classroom more complex. Too often
teachers are not knowledgeable about the cultural background of their students and as a
consequence miscommunicate with them. Cultural mismatches may especially occur in school in
which the teachers overwhelmingly non-Latino White the students are mainly from ethic minority
groups. Engaging in culturally responsive teaching and demonstrating sensitivity to cultural can
help teachers reduce discipline problems in the classroom.
There are three key aspect of communication :
Developing a positive relationship with students
Getting them to share and assume responsibility.
•Involve student in the planning and implementation of school and classroom
initiatives
•encourage them to judge their own behavior, don’t accept excuses, and give the
self-responsibility strategy time to work.
Rewarding appropriate behavior
•choose effective reinforcers,
•use prompts and shaping effectively
•use rewards to provide information about mastery
CLASSROOM MANAGEMENT AND DIVERSITY
BEING A GOOD COMMUNICATOR
SPEAKING SKILLS
8. These are some strategy for speaking with class :
Clearly communicate information and clarity
Strategy for speaking clearly (Florez, 1999):
Selecting vocabulary that understandable and appropriate for the student
Speaking at an appropriate pace.
Being precise and avoiding vagueness
Using good planning and logical thinking skills
Knowing some good strategies for giving a speech can significantly reduce teacher
anxiety and help on deliver an effective speech.
Criticizing
•harsh, (-)
evaluations
•eg: "It's your
own fault you
flunked the
test."
Name calling &
labeling
•putting down
other person
•eg: "You are a
loser."
Advising
•talking down to
others while
giving a
solution.
•eg: "That's so
easy to solve. I
can't
understand
why.."
Ordering
•commanding
other person
•eg: "Clean up
this space, right
now!"
Threatening
•intended to
control other
person
•eg: "If you don't
listen to me, I'm
going..."
Moralizing
•preaching to
the students
about what
they should do
•eg: "You should
turned your
homework on
time; you ought
to feel
ashamed."
connect with
the audiance
state your
purpose
effectively
deliver the
speech
use media
effectively
Talk directly to the
audience. Don’t read or
refer to script
Keep focus throughout
the talkUse eye contact,
supportive gesture and
voice control
Help the audience grasp
key ideas and vary the pace
of the talk
SPEAKING WITH THE CLASS AND STUDENTS
BARRIERS TO EFFECTIVE VERBAL COMMUNICATION
GIVING AN EFFECTIVE SPEECH
LISTENING SKILLS
9. Listening is a critical skill for making and keeping relationships. Good listeners actively
listen. Active listening means giving full attention to the speaker, focusing on both the
intellectual and the emotional content of the message. Some good active listening
strategies are as follow:
Many communication experts stress that most interpersonal communication is
nonverbal. It’s hard to mask non-verbal communication, so a good strategy is recognize
the type of non-verbal communication.
By examining facial expression, personal space and silence we would know what
really matter to them. A smile, a frown, a puzzled look all communicate. We often act as
if there is something wrong with anyone who remains silent for more than a second or
two after something is said to them.
We indicate that after asking a question, many teachers rarely remain silent long
enough for students to think reflectively. By being silent, a good listener can observe the
speaker’ eye, facial expression, posture and gesture for communication, think about the
other person is communicating and consider what the most appropriate response is.
Pay attentionto the person who is talking
Paraphrase
Synthesize themes and patterns
Feedback in a competent manner
NONVERBAL COMMUNICATION
10. The Scope Aggression
and School Violence
A recent national
study of U.S. schools
revealed that
aggression and
school violence are
serious
higher in middle
schools than in
elementary schools
or high schools.
Fighting
In elementary school
teacher usually stop a
fight. If for some
reason teacher can not
intervene, immediately
get help from other
teachers or
administration.
Let the fighters have a
cooling-off period to
calm down. Later, have
a conference with
them.
Bullying
one of every three
students said they
had experienced as a
victim in bullying.
Anxious, socially
withdrawn and
aggresive children
are often the victims
of bullying.
Defiance or Hostility
Towards the Teacher
Try to defuse the
event by keeping it
private and handling
the student
individually, if
possible.
In extreme cases, student
will be completely
uncooperative, teacher
should send another
student to the office for
help.
DEALING WITH PROBLEM BEHAVIORS
DEALING WITH AGGRESSION
MANAGEMENT STRATEGIES
11. Using Others as Resources
Peer mediation
Can be trained to help students resolve quarrels and change undesirable behaviors.
Parent-Teacher Conference
Describe the problem and say that you would appreciate any support that they can give you.
Enlist the Help of the Principal or Counselar
If teacher have tried unsuccessfully to deal with the behavior, consider asking the school’s
administration or counselor.
Find a Mentor
A mentor can provide such student with the guidance they need to reduce problem behaviors
Management strategies
Management experts distinguish between minor and moderate
interventions for problem behaviors
Minor intervention
Example : Student leaves their
seats without permission
Engage in sosial talk when it is
not allowed
Eat candy in class
Moderate intervention
Example : Students abuse
privilages
Disturpt an activity
Goof off
Effective
strategies
Use nonverbal cues- Make eyes contact and signal such as
finger to lips, a head shake or a hand signal to issue the desist.
Keep the activities moving- start the next activity in more
timely fashion
Move closer to students- moving near the student
Redirect the behavior- let them know what they are
supposed to be doing
Provide needed instruction-involves carefully monitoring
students’ work and providing guidance when needed
Directly and assertively tell student to stop- let them know
what they are supposed to be doing
Gives the student a choice
Withhold a privilege Isolate or remove student
Impose a penalty
Effective
strategies