classroom arrangement strategies
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8/13/2019 Classroom Arrangement Strategies
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CLASSROOMARRANGEMENT
STRATEGIESNIK NORHASNIZA
SITI AISHAH
RITCHEL
AMIRA IZZATI
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CLASSROM ARRANGEMENT
“A good classroom seating arrangement
is the cheapest form of classroom
management. It’s discipline for free”
(Fred Jones)• Teachers assigned seating for students
to facilitate discipline and instruction.
• Students normally will choose a seatthat places the teacher at the greatest
disadvantages.
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RULES TO GUIDE CLASSROOM
ARRANGEMENT
• Students should be seated where their attention
is directed toward the teacher.
• High traffic areas should be free from congestion.
• Students should be able to clearly see chalk
board, screens, and teacher.
• Students should be seated facing the front of the
room and away from the windows.
• Classroom arrangements should be flexible to
accommodate a variety of teaching activities.
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ESTABLISHING RULES OF CONDUCT
•Students should actively participate in the creation ofguidelines concerning classroom behaviour.
• Best practices recommend minimizing the number of
rules.
• Teacher should:
– Provide limited structural input so that the rules
are direct, clear, consistent, and encourage
positive behaviour. – Make sure that rules are designed to support a
concept of consequences for inappropriate
behaviour rather than punishment.
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CONSEQUENCES
VERSUS PUNISHMENT
CONSEQUENCES PUNISHMENT
• Viewed as an end result of a
child’s inappropriate act.
• Should not be viewed as
something imposed but
rather as an appropriate
outcome for an inappropriate
act.
• Should make sense, be alogical ending for an action.
• Should be viewed as the
effect of behaving
inappropriately.
• Does not necessarily serve a
learning purpose, but rather
“gets even”.
• It sends the wrong message.
• A threatening way of
correcting students
inappropriate behaviour.
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• Inappropriate behaviour should be followed
by consequences rather than punishment.
• The approach used should have its major waysin which the students might learn from the
mistake.• Schools should and must be environments
where mistakes are made and students areprovided caring opportunities to learn fromthem.
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PREVENTING DISRUPTIONS
•The ability of preventing disruptions fromoccurring in classroom is defined as an effective
classroom management. (J.S.Kounin)
• Approaches to keep students focused on learning
and reduce the classroom disruption :
a) Withitness
– Communicating that you know what the students are
doing and what is going on in the classroom.b) Overlapping
– Attending to different events simultaneously, without
being totally diverted by a disruption or other activity.
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c) Smoothness and momentum in lesson – Maintaining a brisk pace and giving continuous
activity signals or cues.d) Group alerting
– Involving all the children in recitation tasks andkeeping all the students “alerted” to the task at
hand.e) Stimulating seatwork
– Providing seatwork activities that offer varietyand challenge.
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CLASSROOM MANAGEMENT
STRATEGIES
• Hold and communicate high behavioural
expectation.
• Establish clear rules and procedures, and
instruct students in how to follow them.
• Make clear to students the consequences of
misbehaviour.
• Enforce classroom rules promptly,
consistently, and equitably from the very first
day of school.
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• Work to instil a sense of self-discipline in
students; devote time to teaching self-monitoring
skills.
• Maintain a brisk instructional pace and make
smooth transition between activities.
• Monitor classroom activities; give studentsfeedback and reinforcement regarding their
behaviour.
•Create opportunities for students (particularlythose with behavioural problems) to experience
success in their learning and social behaviour.
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• Identify students who seem to lack a sense of
personal efficacy and work to help them
achieve an internal locus of control.
• Make use of cooperative learning groups.
• Make use of humour to stimulate students’
interest or reduce classroom tensions.
• Remove distracting materials from view when
instruction is in progress.
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