managing the classroom
DESCRIPTION
How to manage our classroom effectively.TRANSCRIPT
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 VIEWemphasized creating and applying rules to control students' behavior.orients students toward passivity and compliance with rigid rulesundermine 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-disciplineless on externally controlling the studentsteacher 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 learningcreate positive environment for learningestablish and maintain rulesget students to cooperateeffectively deal with problemsgood 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 quicklydiscipline problems are frequently more severedemand more elaborate and logical explanationhallway socializing
MANAGEMENT ISSUES IN ELEMENTARY AND SECONDARY SCHOOL CLASSROOMS
THE CROWDED, COMPLEX AND POTENTIALLY CHAOTIC CLASSROOM
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.
Create + environment
praising children
speaking with calm voice setting clear rules
monitor seating arrangements
GETTING OFF TO THE RIGHT START
EMPHASIZING INSTRUCTION AND A POSITIVE CLASSROOM CLIMATE
Effective classroom management has two main goals:
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
The traditional teaching model
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
Auditorium style.sit facing the teacherused when making a presentation
Face to face stylesit facing each otherdistraction from other students is higher
Offset stylesmall number of students. (3-4)cooperative learning activity
Seminar stylelarger number of students. (>10)when want to talk to each other.
Cluster stylesmall number of students (4-8)collaborative learning activity
DESIGNING THE PHYSICAL ENVIRONMENT OF THE CLASSROOM
PRINCIPLES OF CLASSROOM MANAGEMENT
ARRANGEMENT STYLES
refer to the seat in the front and center of the rowstudents in these seats like to interact with teacher.
"Action Zone"
move around the roomestablish eye contact and direct comment with students outside the "action zone"change seats periodically
What teacher
should do?
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
A u t h o r i t a ti v e s t y l e
Restrictive and punitive, with the focus mainly on keeping order in the classroom rather than instruction or learning. Students tend to be passive learners.
A u t h o r i t a r i a n s t y l e
Allows students considerable autonomy but provides them with little support for developing learning skills or managing their behavior .
P e r m i s s i v e s t y l e
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”
Classroom library.
CREATING A POSITIVE ENVIRONMENT FOR LEARNING
GENERAL STRATEGIES
PERSONALIZING THE CLASSROOM
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.
Reasonable and necessary
Clear and comprehensible
Consistent with instructional and learning goal
Consistent with school rules
Developing a positive relationship with students
Getting them to share and assume responsibility. Involve student in the planning and implementation of school and classroom initiativesencourage them to judge their own behavior, don’t accept excuses, and give the self-responsibility strategy time to work.
Rewarding appropriate behaviorchoose effective reinforcers, use prompts and shaping effectivelyuse rewards to provide information about mastery
CREATING, TEACHING AND MAINTAINING RULES AND PROCEDURES
CLASSROOM RULES
GETTING STUDENTS TO COOPERATE
CLASSROOM MANAGEMENT AND DIVERSITY
There are three key aspect of communication :
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
SPEAKING SKILLS
Speaking with the class and student
Barriers to Effective Verbal Communication
Giving an Effective Speech
LISTENING SKILLS Active listening
NONVERBAL
Body language
Criticizing
harsh, (-) evaluationseg: "It's your own fault you flunked the test."
Name calling & labeling
putting down other personeg: "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 personeg: "Clean up this space, right now!"
Threatening
intended to control other personeg: "If you don't listen to me, I'm going..."
Moralizing
preaching to the students about what they should doeg: "You should turned your homework on time; you ought to feel ashamed."
BEING A GOOD COMMUNICATOR
SPEAKING SKILLS
SPEAKING WITH THE CLASS AND STUDENTS
BARRIERS TO EFFECTIVE VERBAL
Knowing some good strategies for giving a speech can significantly reduce teacher
anxiety and help on deliver an effective speech.
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
connect with the audiance
state your purpose
effectively deliver the
speech
use media effectively
Pay attentionto the person who is talking
Paraphrase
Synthesize themes and patterns
Feedback in a competent manner
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
GIVING AN EFFECTIVE SPEECH
LISTENING SKILLS
NONVERBAL COMMUNICATION
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.
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
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 strategiesManagement experts distinguish between minor and moderate
interventions for problem behaviors
Minor interventionExample : Student leaves their
seats without permissionEngage in sosial talk when it is
not allowedEat candy in class
Moderate interventionExample : Students abuse
privilagesDisturpt an activity
Goof off
Effectivestrategies
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
MANAGEMENT STRATEGIES
Effectivestrategies
appendix
DESIGNING THE PHYSICAL ENVIRONMENT
OF THE CLASSROOMS.