CLASS ROOM MANAGEMENT :
It’s effective discipline
It’s being prepared for class
It’s motivating your students
It’s providing a safe, comfortable learning environment
It’s building your students’ self esteem
It’s being creative and imaginative in daily lessons
Avoiding Power Struggles And Setting LimitsBeth Martin
Objectives:
Identify situations that could potentially turn into power struggles.
Apply strategies that prevent power struggles from occurring.
Utilize additional strategies for students who do not respond to intervention strategies.
Learn techniques and strategies for effect limit setting.
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
FACILITATING TEACHER PARTNERSHIPS FOR CROSS-CLASSROOM COLLABORATIONBen Hazzard
Collaboration between classrooms, in a digital environment, was explored using the self-identifiers of connectivity, constructivism, and collaborative comforts to partner teachers. The research question investigated was, how might emerging research on connectivity, constructivism and collaboration within the digital environment inform the design of an interactive website that enhances the ways in which teachers are able to collaborate with colleagues around the world based on the development of a more complex partnering system? The Design as Education Research Framework was used to implement the ‘design as research’ method and resulted in the design of the research object, an interactive website, TeachersConnecting.com. Multiple data sources that informed the design process were: the research object, a development journal, feedback from a development panel, and academic literature in the field. Reflection via a virtual convener, practical applications of connectivism and constructivism, as well as the impact of a development panel on ‘design as research’ were described. Cross-classroom collaboration projects were organized into a matrix that was developed based on the comforts.
CLASS ROOM MANAGEMENT :
It’s effective discipline
It’s being prepared for class
It’s motivating your students
It’s providing a safe, comfortable learning environment
It’s building your students’ self esteem
It’s being creative and imaginative in daily lessons
Avoiding Power Struggles And Setting LimitsBeth Martin
Objectives:
Identify situations that could potentially turn into power struggles.
Apply strategies that prevent power struggles from occurring.
Utilize additional strategies for students who do not respond to intervention strategies.
Learn techniques and strategies for effect limit setting.
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
FACILITATING TEACHER PARTNERSHIPS FOR CROSS-CLASSROOM COLLABORATIONBen Hazzard
Collaboration between classrooms, in a digital environment, was explored using the self-identifiers of connectivity, constructivism, and collaborative comforts to partner teachers. The research question investigated was, how might emerging research on connectivity, constructivism and collaboration within the digital environment inform the design of an interactive website that enhances the ways in which teachers are able to collaborate with colleagues around the world based on the development of a more complex partnering system? The Design as Education Research Framework was used to implement the ‘design as research’ method and resulted in the design of the research object, an interactive website, TeachersConnecting.com. Multiple data sources that informed the design process were: the research object, a development journal, feedback from a development panel, and academic literature in the field. Reflection via a virtual convener, practical applications of connectivism and constructivism, as well as the impact of a development panel on ‘design as research’ were described. Cross-classroom collaboration projects were organized into a matrix that was developed based on the comforts.
Managing the class is a great concern for teachers, especially the novice ones. This presentation provides an overview on important dimensions of classroom management.
Giving feedback to students is often mutually unsatisfactory: it requires a great deal of time, yet it isn't always accessed. Can we do something better? This presentation was used to kick off a practitioner workshop back in 2014.
The second in a four part series on Classroom Management for trainees and novice English teachers. Check out other videos and a 'Grammar for language teachers' course at elt-training.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
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Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Week 6 m.fowler classroom management tutorial
1. Michael L. Fowler
AET 545
13 July 2015
Dr. Christine Nortz
Classroom
Management
The Key to Teaching Successfully
2. 1.) to clarify the meaning and significance of classroom
management
2.) to establish the provisions that must be taken care of in
providing the proper learning situation
3.) to explain how to maintain desirable classroom discipline; and
4.) to present some strategies and guidelines in good classroom
management and discipline.
This Tutorial is designed:
3. Think about the following classroom scenarios and write down the
procedures you would use to deal with them. Compare you responses
with peers at your school. Are there differences? Are there similarities?
Are these issues you encounter at your school.
• A student continues to use his cell phone to send text messages during class
time.
• A student is disrespectful to her peers, rolls her eyes when they speak, and
mocks her classmate’s language.
• A student is obviously depressed. He is unclean, has no interest, and even
though he comes to class regularly, he is rarely present mentally.
• You have found out that several students submitted identical homework
assignments.
Activity
5. • Four areas where teachers can take action as they shape the
classroom environment:
– Discipline and control.
– The physical classroom and our involvement in its design as we try to
shape the learning environment.
– Designing the syllabus as an organizational tool which allows both careful
planning and improvisation.
– Building cultural sensitivity into our curriculum as a component in our quest
for social and moral growth of both instructors and students.
Areas For Classroom Management
6. • What undesirable student behaviors have you encountered in
your class?
• Strategies for addressing discipline issues:
– Define expectations and policies early.
– Be careful not to embarrass a student in front of his peers .
– Consider possible causes of discipline issues.
– Encourage appropriate behavior, discourage disruption.
– Stay cool, but make sure to draw lines.
– Document disruptive behaviors.
Discipline
7. Take a moment and visualize the best teacher you have
encountered.
Think of all the positive attributes that teacher displayed.
Write down the traits and characteristics you feel that’s important
to be a successful teacher.
Do you possess any of the attributes, traits, and characteristics that
wrote down?
What is an effective teacher?
8. Excellent Communicators They make
Flexible Mistakes and have bad days.
Organized
Positive Sometime they feel:
Patient Stressed
Honest Helpless
Fair Overwhelmed and not appreciated
Consistent
Caring
Effective Teachers are:
9. • Think about resources that can help with classroom management.
How does your school address absenteeism, cheating, unsatisfactory
performance, bullying, and harassment.
• Write down 5 possible techniques that you can use to address the
above concerns.
• 1.
• 2.
• 3.
• 4.
• 5.
Thinking & Writing Activity
10. • Classroom types
Normal classroom
Science Lab
Computer Lab
Auditorium
Lecture classroom
The Classroom
11. • Is there a design that is ideal for the classroom?
• What does it look like?
• Do you teach in an ideal classroom?
• What are other items you feel make up and ideal classroom?
– 1.
– 2.
– 3.
– 4.
– 5.
The ideal classroom
12. • What is the optimum number of students in a classroom?
– Most experts agree that classes containing less than 20 students yield the
best results for student learning and retention.
– What would be the best class size for you? Why?
– What is the average class size at your school?
– At what point does a class become to big or to small? What are the
implications?
– Write down your responses and discuss them with peers at work.
Number of students
13. • Positive attitude
– They haven’t learned the
appropriate behavior.
– They want to know the
classroom structured and safe.
– They are signaling the teacher
to teacher behavior differently.
Being Positive
Negative attitude
They are bad students
They don’t want to learn
They are trying to hurt the teacher.
14. • Always greet students at the classroom door
• Use proximity control
• Pause
• Maintain eye contact
• Always use the students name
• Use a firm yet soft voice
• Never yell
• Hold up a hand
• Have full silence before you continue
Classroom Management list
15. From The first 60 days of teaching by Robert L. DeBryun
“We must always
choose to respond
professionally, rather
than react personally”
16. Breaux, A., & Whitaker, T. (2006). Seven Simple Secrets. Larchmont, NY: Eye on Education.
DeBruyn, R. L. (2001). The First 60 Days of Teaching. Manhattan, KS: The Master Teacher, Inc.
Fisher, J., Hoover, G., & McLeod, J. (2003). The Key Elements of Classroom Management. Alexandria,
VA: Association for Supervision and Curriculum Development.
Rutherford, P. (2002). Why Didn’t I Learn This in College? Alexandria, VA: Just ASK Publications.
Smith, R. (2004). Conscious Classroom Management.
San Rafael, CA: Conscious Teaching Publications.
Resources for this tutorial