Downloaded 43 times
More Related Content
Similar to Classroom management
Classroom management
- 2.
- 3. CLASSROOM MANAGEMENT is describe as the process of ensuring lessons to run smoothly without disruptive behavior of students. is possibly the most difficult aspect of teaching for many teachers and indeed an experiencing problem.
- 4. Factor’s that influenceHOW WE TEACH Personal Experiences and Characteristics Context of Preparations in Teaching Teaching The Learner
- 5. Gender Personality Age and Experiences Back
- 6. How we wereteach How we prefer to be taught How we prefer to teach Our subject matter background Our teaching preparation Back
- 7. context • Nature ofthe learner • Class size • Materials and equipment • Time • Nature of the lesson • Prevailing view of teaching Back
- 9. Cultural Differences Gender Socio Economic Differences Developmental Differences Learning Style Learning Ability
- 12. Learning ability FACTORS: A.Students Aptitude- differ in intelligence or ability to learn 1. Multiple Intelligence 2. Attention Ability 3. Interest B. Classroom Instruction C. Student’s Environment
- 13. MULTIPLE INTELLIGENCE Verbal-Linguistic Intelligence has the ability to think words and use language to express ideas. Logical-Mathematical Intelligence has the ability to use numbers and reasoning to solve problems. Love to do puzzles, brain teasers, and other Math or Science related activities. Spatial Intelligence has the ability to represent the spatial world internally in one’s mind, the way the sailor or pilot navigates the large spatial world or the way a chess player or sculptor represents a circumscribed spatial world.
- 14. Naturalist Intelligence has the ability to discriminate among living things as well as sensitive to other features of the natural world. Musical-Rhythmic Intelligence has the ability to hear and use pitch, rhythm and tone. Bodily-Kinesthetic Intelligence has the ability to use hands, legs, and body to do work. Interpersonal Intelligence has the ability to understand and interact with other people in variety of ways. Intrapersonal Intelligence a person who knows oneself and can understand her/his feelings. She/he knows where she/he in the world.
- 15. KEY FACTOR TOBE AN EFFECTIVE TEACHER A.Knowledge B.Teaching Methodology/Strategies/Management C.Organization and Planning D.Public Relation E.Personality
- 17. What is bullying? •Repeated acts of aggression by individuals who have more power than their victims. • A strong preying upon the weak. This could be physical advantage or social advance. • Bullying is a destructive antisocial behavior learned through environmental influences. • Bullying is where perpetrators enjoy dominating victim and the victim feels oppressed.
- 18. Common characteristics of bullies • Antisocial behavior • Strong self-esteem • Inability to feel empathy • Need to feel power and control
- 19. 2 kinds ofbullying DIRECT • Teasing • Threatening • Hitting • Stealing INDIRECT • Intentional social exclusion • Spreading rumor
- 20. Our Responsibility asa TEACHER • Teach and model social skills and provide opportunities for practicing these skills • Take all reported instances of bullying seriously • Investigate all reported incidents of bullying • Take appropriate action, or refer matter to administration • Ensure that all students are aware of bullying is, that will be taken seriously and will not be tolerated.
- 21. • To create open, caring and safe learning environments where students feel comfortable reporting bullying • To document the incident and when necessary report it to the parents and administration • Develop classroom rules and expectations with students • Be vigilant in the classroom and observe the social relationships between students
- 22. • Provide parents with strategies and support in helping their children deal with conflict • Raise awareness of bullying through curriculum opportunities
- 23. StrategieS to holdStudent’S attention • Learning experiences should be pleasant and satisfying possible • Whenever possible, lessons should take into account the interest and needs of students • Use different sensory channels and through movement (novelty helps,. Avoid monotony) • Schedule work that requires intense concentration during the morning and work that may be more interesting and/ or requires less concentration in the afternoon • Eliminate distraction interference by students, other teachers, administration.
- 24. aried and possiblynovel nder-whelming leasant ppropriate time and length nteresting istraction free V U P A I D
- 25. Components of anEffective Approach in Classroom Management 1. Avoiding Behavior Problem Classroom management uses good group techniques that keep the group on task and functioning. Classroom management includes using certain skills to keep individual students involved in productive work. 2. Solving Behavior Problem Effective classroom management includes techniques for solving the behavior problem of students who don’t respond to techniques that generally keep the group functioning smoothly and most students involved in productive work. 3. Fostering Growth Teacher may be strict but not arbitrary and authoritarian. Classroom management includes creating a positive classroom environment that enhances student’s personal growth.
- 26. Approaches in avoidingbehavioral problem 1. Demonstrate care. Motivate students to want to behave 2. Establish procedure for handling potentially disruptive situation 3. Establish enforceable rules and enforce them 4. Communicate regularly and clearly with students 5. Be consistent and persistent 6. Confront misbehavior forcefully but positively 7. Model desirable behavior 8. Comment only on the behavior, that is, reject the behavior without rejecting the students 9. Invoke consequences in a calm, matter - of - fact manner 10.Provide ample opportunities for students to experience success and receive recognition 11.Organize learning activities to avoid boredom and wasted time 12.Teach students to make appropriate behavior choices 13.Circulate around the classroom and monitor progress to keep focused on learning.
- 27. Classroom Environment thatMotivates Students (Creating environments that match students’ needs) Interpersonal Relationship Set up the classroom environment such that the student- student/teacher-student relationship is similar to that at home. Structure In school, the teacher should be a little flexible and democratic, like at home, in assigning work to do. Task Make lessons easier and motivating like doing it in the form of academic games, simulation, magic, drama, presentation, etc.
- 28. 4 steps forBetter Classroom Management Step 1: REMINDER This is a reminder and not a reprimand. Step 2: WARNING This is a reprimand. The student is approached. It may be either verbal or written. Step 3: INFRACTION SLIP The warning slip will be turned to the office. Step 4: SEND TO OFFICE the students is removed from the class. A special time out slip or referral form is filled out and sent with the student.
- 29. Techniques That Backfire •Raising one's voice • Making unsubstantiated accusations • Yelling • Mimicking the student • Using physical force • Throwing a temper tantrum • Using tense body • Commanding, demanding , • Using degrading, insulting, dominating embarrassing words • Rewarding the student • Insisting on having the last word • Holding a grudge • Having a double standard (do what I • Saying “I am the boss” say, not what I do) • Using sarcasm • Attacking the student’s character • Acting superior • Preaching • Backing a student’s into a corner
- 30. Questions to Askin Resolving Most Behavior Problems Whose Problem? 1. Evaluate your perception • Most teachers assume that the causes of the behavioral problems are the students. • Teacher intolerance could be the culprit. This depends on one’s background. • Teacher’s perception could be wrong. Get a second opinion. • Consult student’s parents.
- 31. When to intervene? 1. Immediate Action when… • Dangerous and harmful behavior • Destructive behavior • Behavior that can get worse • Self-perpetuating 2. Delayed action when • One do not have all the facts • Timing is wrong a. Insufficient time b. Disruptive effect of intervening c. The student is too upset to deal with their behavior. d. When sensitive to expose themselves publicly and getting embarrass. • Weighing the choices
- 32. Difficult Behaviors inthe Classroom Rambling - wandering around and off subject. Using far fetched examples or analogues. Possible Responses • Refocus attention by restating relevant point • Ask how topic relates to current topic being discussed • Use visual aids, begin to write on board, turn on overhead projector • Say. “Would you summarize your main point please?” or “Are you asking…”? Shyness or silence -lack of appreciation Possible Reponses • Change teaching strategies • Give strong positive reinforcement for any contribution • Involve by directly asking him/her a question • Make eye contact • Appoint to be small group leader
- 33. Sharp Shooting - trying to shoot you down or trip you Possible responses • Admit that you do not know answer and redirect the question the group or the individual who asked it • Acknowledge that this is a joint learning experience • Ignore the behavior Talkativeness - knowing everything, whining Possible responses • Acknowledge comments made • Give limited time to express viewpoint or feelings and move on • Make eye contact with another person beside him/her and move towards that person • Say “That is interesting”. Now let us see what other think Side conversation - maybe related to subject or personal Possible responses • Don’t embarrass talker • Ask talker if they want to share ideas • Casually move towards those talking • As a last resort, stop and wait
- 34. Heckling/Arguing - disagreeingwith everything you say Possible responses • Redirect question to group or supportive individuals • Acknowledge positive points • Say “I appreciate your comments, but I’d like to hear from others” • Role playing. Putting in someone's shoes Over Hostility - angry, belligerent Possible responses • Remain calm and polite • Don’t disagree, but build on what has been said • Move closer to the hostile person, maintain eye contact • Say “ you seem really angry. Doe anyone else feel this way? Solicit peer pressure • Ignore behavior but talk to him/her privately • Last resort let him leave for the benefit of everybody
- 35. Using Consequences foeStudent to Behave Appropriately A. Positive Consequence: Reward Rewarding a desirable behavior Excessive may improve behavior for a moment but may not change they students attitude Reward students because they deserve it but not because they seek it B. Negative Consequence : Punishment Unpleasant and disgraceful acts Advisable to young students who are still in the first stage of moral development and for older ones who think they can do away with things
- 36. Innovative teaching strategies 1. Academic games 8. Brainstorming 2. Field work or field trips 9. Case study 3. Role play 10.Center of interest 4. Debate 11.Cooperative learning 5. Experiment 12.Drill and practice 6. Story telling 13.Discovery 7. Decoding messages 14.Individual study
- 37. 15.Modules 21. Peer tutorial 16.Discussion 22.Contest 17.Oral reports 23.Project 18.Computer Aided Instructional 24.Recitation Materials (CAI) 25.Magic 19.Simulation 26.Demonstration 20.Simulation Games