w7 classroom management.ppt

7/27/2019 W7 Classroom Management.ppt

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ClassroomManagement4 PISMP


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o "The ways in which student behaviour,

movement and interaction during a lesson

are organised and controlled by the teacherto enable teaching to take place most

effectively "(Richards 1990).

o Refers to the actions a teacher needs to

take in order to maintain order in theclassroom which enables learning to take

place.

Classroom Management


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Classroom Management (2)

o Encapsulates any rules, regulations,procedures, consequences and rewards

that are necessary to create a positivelearning environment for the students

o Term used to describe the process ofensuring that classroom lessons run

smoothly despite disruptive behaviour bystudents

o Closely linked to issues of motivation,

discipline and respect


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o Dependent upon several interdependent

components: (1) an engaging curriculum; (2)

working with anger, projection, and depression; (3)students as responsible citizens; (4) the teacher as

a self-knowing model; (5) classroom management

skills; (6) working with resistance, conflict, and

stress; and (7) robust instruction.o If even one of these components is neglected, the

whole process is compromised. Compromise

results in the need for discipline.

Classroom Management (3)


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Philosophy of Classroom

Management

Discipline becomes necessary when

the positive learning environment isdisrupted. Rules, regulations,

procedures and rewards should be

designed to make keeping thatenvironment in the best interest of the

students


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Prevention is better than cure. It

is important to keep the primary activity

flowing smoothly.The best teachers anticipate when

misbehaviours are likely to occur and

intervene early to prevent them. The mosteffective interventions are subtle, brief

and almost private. They do not, therefore

interfere with classroom activities.

Philosophy of Classroom

Management (2)


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Positive Learning

Environment A positive learning environment is one that

allows students to reach their full potential.

Though the students in a classroom havevaried learning styles, they can benefit

from an environment that is

a. Organized b. Quiet

c. Supportive


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Rules and Procedures

According to Harry Wong (1991), Effectiveteachers spend a good deal of time the

first weeks of the school year introducing,teaching, modelling, and practicingprocedures until they become routines(p1)

Classroom procedures are designatedmethods for completing certain classactivities or tasks.


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Classroom Procedures

A. Beginning the class

How should students enter the room?

What constitutes being late (in the room, in theseat)?

How and when will absentee slips be handled?

What type of seating arrangements will be used(assigned seats, open seating, cooperativegroup seating)?

How will the teacher get students' attention tostart class (the tardy bell, a signal such as araised hand or lights turned off and on)?


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B. Classroom Management

How and when will students leave their seats?

What do students need in order to leave the room(individual passes, room pass, teacher's permission)?

How will students get help from the teacher (raisehands, put name on board, ask other group membersfirst)?

What are acceptable noise levels for discussion, groupwork, seat work?

How should students work with other students or moveinto cooperative groups (moving desks, changing seats,noise level, handling materials)?



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B. Classroom management (2)

How will students get recognized to talk (raised

hand, teacher calls on student, talk out)?

How do students behave during presentations by

other students?

How do students get supplies they are missing?

How and when do students sharpen pencils? How will students get materials or use special

equipment?



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C. Paper Work

How will students turn in work (put in specifictray or box, pass to the front, one student

collects)? How will students turn in makeup work if they

were absent (special tray, give to teacher, put infolder, give to teacher's aide)?

How will students distribute handouts (firstperson in row, a group member gets a copy forall group members, students pick up as theyenter room)?



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Principles of Classroom

Management

Classroom organisation can be a daunting

task, especially for the new teacher. Effectivepractices must be applied to get a well-run

classroom that is positive, stimulating and

energizing.


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Principles of Classroom

Management

Consider these suggestions

The physical environment of the classroom

Voice and body language

Unplanned teaching: Midstream lesson

changes

Teaching under adverse circumstances

Teachers roles and styles

Creating a positive classroom climate


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The physical environment of

the classroom

Sight, sound and comfort

- Classroom is neat, clean and orderly in

appearance

- Use the bulletin/notice boards wisely

- Free from external noises (if possible)- Cooling systems (air-condition of fan) are

operating


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the classroom

Seating arrangements

- consider the size of the room, the class size, the

desk-chairs (movable/fixed), the activities planned

- appropriately arranged chairs and desks- think about patterns of semi-circles, U-shapes,

concentric circles or even straight lines

- Give thought to how students will do small-group

and pair work with as little chaos as possible- Think about the relationships between people when

deciding where to place them. The result is a seating

plan with good relationships together, and bad

relationships apart.


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the classroom

Whiteboard use

- gives students added visual input

- use the in a neat and orderly manner,erasing as often as appropriate

Equipment

- the room has power outlets

- the equipment actually works

- teacher knows how to operate it

- use of equipment is practical and necessary for

the lesson


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Voice and body language

Body posture exhibit confidence

Face reflects optimism, brightness and warmth

Use facial and hand gestures to enhancemeanings

Make frequent eye contact with all students

Move around the classroom, but not to distraction

Dress appropriately

Follow conventional rules of proxemics (distance)

and kinesthetics (touching) that apply for the

cultures of students


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Unplanned teaching: Midstream

lesson changes

What would you do when

you or your students digress and throw off theplan for the day

an unexpected but pertinent question comes up

some technicality prevents you from doing anactivity (e.g. machine breaks down, T forgets to

bring handouts) you are asked a question that you dont know

the answer

a student is disruptive in class

there isnt enough time to finish an activity


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Teaching under adverse

circumstances

Teaching Large Classes

- Try to make each student feel important (not just a

number, learn names or use name tags)- Assign students as much interactive work as

possible

- Optimize the use of pair and small-group work

for maximum practise of language- Use peer-editing, feedback, and evaluation in

written work whenever appropriate

- Set up small learning centres

- Organize informal conversation groups and study groups


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circumstances

Teaching Multiple Proficiency Levels in the same class

- Do not over generalise assessment of students

proficiency levels into the good students and

the bad students- Competencies vary among the four skills, within

each skill

- offer choices in individual techniques according

to needs and challenges- Take advantage of learning centres and laboratories that

are available


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circumstances

Compromising with the institution

- physical conditions in the classroom are

onerous- constraints on how you should teach (a

specific methodology that you disagree is

required)- courses that are test-focused rather than

language-focused


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circumstances

Discipline

- Learn to be comfortable with you position of authority

- gain respect of your students by treating them with equal

fairness- state clearly and explicitly to your students your

expectations regarding their behaviour, attendance and

other obligations

- be firm but warm in dealing with variances to these

expectations- in resolving disciplinary problem, try to find source of the

problem

- contact the schools counsellor if you cannot resolve a

recurring disciplinary problem


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Roles

- play multiple roles e.g. authority figure,

knower, director, manager, counsellor,

guide, friend, confidante and parent

- know yourself, your limitations, your

strengths, your likes and dislikes

- accept the fact that you are called upon to be

many things to many different people


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Teaching styles

- will almost always be consistent with personality style,

vary greatly between individuals

Consider the teaching styles, each represents a

continuum of possibilities:shy gregarious

formal informal

reserved open/transparent

understated dramaticrational emotional

steady moody

serious humorous

restrictive permissive


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Cultural expectations (Listed below are a

number of cultural expectations of roles and

styles as they relate to teachers and

students and schools - adapted from

Hofstede 1986)

-Teachers are expected to

have all the answers- Teachers are expected to

suppress emotions (and so

are students)

-Teachers are allowed to say

I dont know- Teachers are allowed to

express emotions (and so

are students)


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-Teachersinterpret intellectual

disagreementas personal disloyalty

-Teachers reward students for

accuracy in problem solving

-Students admire brilliance in

teachers

-Students should speak in class

only when called on by the teacher

-Teachers should never lose face;to do so loses the respect of

students

- Students expect the teacher to

show them the way

-Teachers interpret intellectual

disagreement as a stimulatingexercise

-Teachers reward students for

innovative approaches to problem

solving

-Students admire friendliness in

teachers

-Students are encouraged to

volunteer their thoughts

-Teachers can admit when they are

wrong and still maintain students

respect

- Teachers expect students to find

their own way


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Creating a positive classroom

climate Establish rapport

- important concept in creating positive energy in

the classroom

- show interest in each student as a person- give feedback on each students progress

- openly solicit students ideas and feelings

- value and respect what students think and say

- laugh with them and not at them

- work with them as a team, and not against them

- develop a genuine sense of vicarious joy when

they learn something or otherwise succeed


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climate

Effective Praise

-Shows genuine pleasure and

concern

-Shows verbal and nonverbal

variety

-Specifies the particulars of an

accomplishment, so students know

exactly what was performed well

-Is offered in recognition of

noteworthy effort on difficult tasks

Ineffective Praise

-Is impersonal, mechanical, and

robotic

-Shows bland uniformity

-Is restricted to global comments,

so students are not sure what was

performed well

- Is offered equally strongly for easy

and difficult tasks

Balance praise and criticism


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climate

-Attributes success to effort,

implying that similar success

can be expected in the future

-Fosters intrinsic motivation to

continue to pursue goals

-Is delivered without disrupting

the communicative flow of

ongoing interaction

-Attributes success to ability, luck,

or other external factors

-Fosters extrinsic motivation to

only to receive more praise

-Disrupts the communicative flow

of ongoing interaction

Adapted from Brophy 1981 in Brown (2001)


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Generate Energy

- a force that is unleashed in a classroom, perceivable only

through a sixth sense, acquired in the experience of

teaching itself

- energy is what you react to when you walk out of a class

period and say to yourself, Wow! That was a great class!

- Energy is the electricity of many minds caught up in a

circuit of thinking and talking and writing

- Energy is an aura of creativity parked by the interaction ofstudents

- Energy drives students towards higher attainment

- students and teachers take energy with them when they

leave the classroom and bringit back the next day


climate

w7 classroom management.ppt

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