Principles of classroom management ppt

approaches to classroom management ppt and classroom management and discipline ppt
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Dr.DouglasPatton,United States,Teacher
Published Date:26-07-2017
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Classroom Management www.ThesisScientist.comWhat is Classroom 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 – And . . . www.ThesisScientist.com. . . It’s different for EVERYONE WHY? – Teaching Styles – Personality/Attitudes – Student population – Not all management strategies are effective for every teacher • Try different strategies to see if they work for you www.ThesisScientist.comWhy is Classroom Management Important? • Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate • Classroom management issues are of highest concern for beginning teachers www.ThesisScientist.comPrinciples for successful classroom management • Deal with disruptive behaviors but also manage to minimize off-task, non- disruptive behaviors • Teach students to manage their own behavior • Students learn to be on-task and engaged in the learning activities you have planned for them – It is more natural to be off-task than on www.ThesisScientist.comTechniques for Better Classroom Control • Focus attention on entire class • Don’t talk over student chatter • Silence can be effective • Use softer voice so students really have to listen to what you’re saying • Direct your instruction so that students know what is going to happen www.ThesisScientist.comTechniques for Better Classroom Control • Monitor groups of students to check progress • Move around the room so students have to pay attention more readily • Give students non-verbal cues • Engage in low profile intervention of disruptions • Make sure classroom is comfortable and safe www.ThesisScientist.comTechniques for Better Classroom Control • Over plan your lessons to ensure you fill the period with learning activities • Come to class prepared • Show confidence in your teaching • Learn student names as quickly as possible www.ThesisScientist.comTransition vs. Allocated Time • Allocated time: the time periods you intend for your students to be engaged in learning activities • Transition time: time periods that exist between times allocated for learning activities – Examples • Getting students assembled and attentive • Assigning reading and directing to begin • Getting students’ attention away from reading and preparing for class discussion www.ThesisScientist.comTransition vs. Allocated Time • The Goal: – Increase the variety of learning activities but decrease transition time. • Student engagement and on- task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another www.ThesisScientist.comWithitness • Withitness refers to a teacher’s awareness of what is going on in the classroom www.ThesisScientist.comA teacher has “withitness” if: • When discipline problems occur, the teacher consistently takes action to suppress the misbehavior of exactly those students who instigated the problem • When two discipline problems arise concurrently, the teacher deals with the most serious first • The teacher decisively handles instances of off-task behavior before the behaviors either get out of hand or are modeled by others www.ThesisScientist.comWithitness (continued) • When handling misbehavior – make sure all students learn what is unacceptable about that behavior • Getting angry or stressed does not reduce future misbehavior • Deal with misbehavior without disrupting the learning activity www.ThesisScientist.comJones’ study of off-task behaviors • 99% of off-task behaviors take one of several forms – Talking out of turn – Clowning – Daydreaming – Moving about without permission • Antisocial, dangerous behaviors make up a fraction of the time students spend off-task www.ThesisScientist.comProximity and Body Language • Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously. • Be free to roam • Avoid turning back to class www.ThesisScientist.comCooperation through communication • Verbalize descriptions of behaviors and never value judgments about individuals • Verbalize feelings but remain in control • DO NOT USE SARCASM • Do not place labels (good or bad) • Do not get students hooked on praise – Praise the work and behavior – not the students themselves • Speak only to people when they are ready to listen www.ThesisScientist.comClassroom Rules For Conduct • Formalized statements that provide students with general guidelines for the types of behaviors that are required and the types that are prohibited • A few rules are easier to remember than many rules • Each rule in a small set of rules is more important than each rule in a large set of rules www.ThesisScientist.comNecessary classroom rules of conduct • Maximizes on-task behaviors and minimize off-task (esp. disruptive) behaviors • Secures the safety and comfort of the learning environment • Prevents the activities of the class from disturbing other classes • Maintains acceptable standards of decorum among students, school personnel, and visitors to the school campus www.ThesisScientist.comEstablishing a “Businesslike” Atmosphere . . . Or, “Don’t Smile until Christmas” www.ThesisScientist.comA Businesslike Atmosphere • Take advantage of the first days of class • Establish an environment in which achieving specified learning goals takes priority over other concerns • It is much easier to establish this environment from the beginning rather than later www.ThesisScientist.com

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