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Class room management iderak
This document discusses the importance of classroom management for effective teaching and learning. It provides several key points about classroom management, including that teachers should plan their lessons with students in mind and focus on engaging students. Discipline, rather than punishment, is emphasized as a better approach for changing unwanted student behaviors. Four guiding principles of classroom management are outlined: focusing on student achievement, applying a three-tiered prevention model, linking classroom management to school-wide systems, and teaching social skills like academic skills. Overall, the document stresses the significance of classroom management for student success and engagement.
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Discussion about classroom management and introduction of speaker Ayesha Aamir.
Understanding the significance of classroom management in the teaching-learning process.
Importance of classroom management in organizing groups and maintaining order.
Emphasis on the necessity of planning in classroom management to avoid chaos.
Awareness that every student's experience is unique, and the need for engagement and respect.
High expectations for mastery teaching and the significant role of classroom management.
Importance of effective time management in classroom transitions and its impact on student engagement.
Focusing on student behavior management in contemporary classrooms.
Statistics regarding youth violence and its impact on school attendance and family structures in Pakistan.
Definition of effective teachers who enhance learning while minimizing misbehavior.
Distinction between effective classroom management and mere discipline.
Introduction to differences between punishment and discipline in classroom settings.
Exploration of why punishment is often used and its immediate effects.
Comparative views on punishment and discipline and the consequences of each.
Clarifying the difference between discipline-related behaviors and classroom procedures.
Introduction to four guiding principles essential for effective classroom management.
The correlation between good teaching practices and behavior management focusing on achievement.
Application of three-tiered prevention logic to manage classroom behavior.
Overview of school-wide behavioral support systems and prevention tiers.
Connecting classroom management principles to school-wide expectations and rules.
Importance of teaching social skills as an essential part of classroom management.
Focus on continual adjustment, monitoring, and acknowledgment in classroom management.
Introducing the 4Rs: Rights, Responsibilities, Rules, and Choices in classroom management.
Strategies for reinforcing positive behavior and redirecting inappropriate actions.
Understanding that effective classroom management starts even before students enter.
Critical aspects like instruction, motivation, and discipline for effective management.
The relationship between student success and attitude, irrespective of background.
List of references and resources for understanding effective classroom management.
Concluding remarks and invitation for questions from the audience.
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Class room management iderak
- 1. Classroom Management Ayesha Aamir IDERAK…….step towards learning for contact: [email protected]
- 2. Objective • To understandthe importance of class room management in teaching learning process.
- 3. WHY CLASS ROOMMANAGEMENT groups of people live and work organization solve or chaos. BECAUSE SURVIVAL FOR FITTEST
- 4. Welcome to CLASSROOM! If you don’t plan, the student will plan for you!!
- 5. WHAT matters ? • You are not alone in class… • . . . It’s different for EVERY ONE!! • Anger shouldn't be part of the curriculum…. • Focus on what a teacher can Change? • Must make learning relevant to students’’’’ • It is more natural to be off-task – ENGAGE… • Listens, RESPECT, listens, RESPECT, listens, RESPECT……. • Design lessons for student mastery as REMEBER • Who Am I Planning For? • What Am I Supposed To Do?
- 6. Class lesson -success High Expectations 10%S Mastery teaching 25% Class room management 65%
- 7. Key - TIME Transition vs. Allocated Time 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
- 8. Understanding Our Students Dealing With Student Behavior in Today’s Classrooms
- 9. • One in six youths (age 10-17) has seen or knows someone who has been shot. • At least 160,000 students skip class each day because they fear physical harm. • More than 150,000 school age children bring a gun to school each school day. • 70% of those arrested in hate crimes are under age 19. CHANGING FAMILY STYLE IN PAKISTAN • In the last two decades, there has been a 200% growth in single parent households. • The number of moms leaving home for work each morning has risen 65% in the past 20 years. • Nearly 1 in 4 children in Pakistan are living below the poverty level.
- 10. Teachers who areready maximize student learning and minimize student misbehavior are called EFFECTIVE TEACHER
- 11. “Effective teachers MANAGE theirclassrooms. Ineffective teachers DISCIPLINE their classrooms.”
- 12. PUNISHMENT VS. DISCIPLINE
- 13. Why Do WePunish? – Because it works • Punishment is effective for approximately 95% of our students – It’s quick • Punishment produces a rapid (but often temporary) suppression of behavior – It requires lower level thinking skills.
- 14. My views • D: strives to replace an unwanted behavior with a desirable behavior • P: takes away a behavior by force, but replaces it with nothing • D: Is firm and consistent, but peaceful • P: inflicts harm in the name of good • D: Positive behavioral change is expected • P: The worst is expected, and the worst is often received • D: Takes time and energy but consequences are logical and encourage restitution • P: Is immediate and high-impact but is hardly ever logical • D: Is not threatening, dangerous or abusive • P: Can be physically and emotionally dangerous • D: is caring but takes time and planning • P: is often “off the cuff” and emotionally charged
- 15. If you agree??? • Discipline: Concerns how students BEHAVE • Procedures: Concerns how things are DONE • Discipline: HAS penalties and rewards • Procedures: Have NO penalties or rewards A procedure is simply a method or process for how things are to be done in a classroom.
- 16. Four Guiding Principles of Classroom Management
- 17. Guiding Principle #1 STUDENT ACHIEVEMENT Good Teaching Behavior Management Remember that good teaching is one of our best behavior management tools – Active engagement – Positive reinforcement
- 18. Guiding Principle #2 Apply the three tiered prevention logic to the classroom setting Primary for all Secondary for some Tertiary for a few
- 19. CONTINUUM OF Tertiary Prevention: Specialized SCHOOL-WIDE ~5% Individualized INSTRUCTIONAL & Systems for Students with POSITIVE BEHAVIOR High-Risk Behavior SUPPORT ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Primary Prevention: Behavior School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students
- 20. Guiding Principle #3 Link classroom to school- wide – School-wide expectations – Classroom v. office managed rule violations
- 21. School-wide Positive Behavior Support Classroom Systems Setting Systems School-wide Systems
- 22. Guiding Principle #4 Teach social skills like academic skills – Tell/model/explain – Guided practice – Monitor & assess – Give positive feedback – Adjust & enhance
- 23. ADJUST for DEFINE Efficiency Simply MONITOR & ACKNOWLEDGE MODEL Continuously PRACTICE In Setting
- 24. 5TH R is RELATION SHIP The 4Rs in CLASS ROOM MANAGEMENT Rights Responsibilities Rules Choices Negative Positive consequences consequences Routines Inevitability
- 25. Reinforce Positive Behavior/ Redirect Inappropriate Behavior
- 26. OUTSIDE Effective classroom management begins _________ the classroom door.
- 27. Elements of Classroom Management Instruction Motivation Creating Creating Independent Good Elements of Classroom Management Discipline “Meaning
- 28. “There is absolutelyno research correlation between success and family background, race, national origin, financial status, or even educational accomplishments. There is but one correlation with success, and that is ATTITUDE.” Harry K. Wong (2)
- 29. References •Colvin, G., &Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. •Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150. •Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman. •Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. •Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. •Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. •Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30. •Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. •Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press
- 30.
Editor's Notes
- #6 Its about learner not fr teacherEvery one is different teacher so strategies work different for all… so try different not sameAnger of student is most important part of class and be readyBeing a teacher we cannt change students back grouds and all but there is we can change that is behaviour towards ur courseTherefore, we must make learning relevant to students’ present interests and provide effective connections between learning and the reinforcement method we choose. Students learn to be on-task and engaged in the learning activities you have planned for them….
- #8 Allocated time: the time periods you intend for your students to be engaged in learning activitiesTransition time: time periods that exist between times allocated for learning activitiesThe 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