Scribd Logo
Upload

Welcome to Scribd!

  • 32 views

    Relia - Riona Magbutay

    Uploaded by

    RionaMarieMagbutay
    This document discusses classroom management strategies. It defines classroom management as techniques teachers use to keep students organized, focused, and productive during class. Effective classroom management minimizes disruptions and maximizes learning. The document then lists and briefly describes several specific classroom management techniques used by successful teachers, including entry routines, "Do Now" activities, tight transitions between activities, nonverbal cues, and positive and targeted feedback. It notes there is ongoing debate around the best approaches to classroom management, particularly whether the focus should be on student compliance or more collaborative development of expectations.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Relia - Riona Magbutay

    Uploaded by

    RionaMarieMagbutay
    32 views3 pages
    This document discusses classroom management strategies. It defines classroom management as techniques teachers use to keep students organized, focused, and productive during class. Effective classroom management minimizes disruptions and maximizes learning. The document then lists and briefly describes several specific classroom management techniques used by successful teachers, including entry routines, "Do Now" activities, tight transitions between activities, nonverbal cues, and positive and targeted feedback. It notes there is ongoing debate around the best approaches to classroom management, particularly whether the focus should be on student compliance or more collaborative development of expectations.

    Original Description:

    Masteral

    Original Title

    RELIA - RIONA MAGBUTAY

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses classroom management strategies. It defines classroom management as techniques teachers use to keep students organized, focused, and productive during class. Effective classroom management minimizes disruptions and maximizes learning. The document then lists and briefly describes several specific classroom management techniques used by successful teachers, including entry routines, "Do Now" activities, tight transitions between activities, nonverbal cues, and positive and targeted feedback. It notes there is ongoing debate around the best approaches to classroom management, particularly whether the focus should be on student compliance or more collaborative development of expectations.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    32 views3 pages

    Relia - Riona Magbutay

    Uploaded by

    RionaMarieMagbutay
    This document discusses classroom management strategies. It defines classroom management as techniques teachers use to keep students organized, focused, and productive during class. Effective classroom management minimizes disruptions and maximizes learning. The document then lists and briefly describes several specific classroom management techniques used by successful teachers, including entry routines, "Do Now" activities, tight transitions between activities, nonverbal cues, and positive and targeted feedback. It notes there is ongoing debate around the best approaches to classroom management, particularly whether the focus should be on student compliance or more collaborative development of expectations.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Republic of the Philippines

    SAMAR COLLEGES, INC.


    College of Graduate Studies
    Catbalogan City

    COURSE : MAED Educational Management

    SUBJECT : PRINCIPLES AND THEORIES OF MANAGEMENT


    (EM 208 11:00-3:00 p.m.)

    TERM : Summer, A.Y. 2019-2020

    PROFESSOR : MICHELLE L. MUSTACISA, MAED-Elem.Educ,Ph.D.

    REPORTER : Riona Marie Dapuran Magbutay

    TOPIC : CLASSROOM MANAGEMENT

    CLASSROOM MANAGEMENT
    Classroom management refers to the wide variety of skills and techniques that teachers
    use to keep students organized, orderly, focused, attentive, on task, and academically
    productive during a class.

    When classroom-management strategies are executed effectively, teachers minimize the


    behaviors that impede learning for both individual students and groups of students, while
    maximizing the behaviors that facilitate or enhance learning. 

    Generally speaking, effective teachers tend to display strong classroom-management


    skills, while the hallmark of the inexperienced or less effective teacher is a disorderly
    classroom filled with students who are not working or paying attention.

    While a limited or more traditional interpretation of effective classroom management


    may focus largely on “compliance”—rules and strategies that teachers may use to make
    sure students are sitting in their seats, following directions, listening attentively, etc.—a
    more encompassing or updated view of classroom management extends to everything
    that teachers may do to facilitate or improve student learning, which would include such
    factors as 
     behavior (a positive attitude, happy facial expressions, encouraging statements,
    the respectful and fair treatment of students, etc.), 
     environment (for example, a welcoming, well-lit classroom filled with
    intellectually stimulating learning materials that’s organized to support specific
    learning activities), 
     expectations (the quality of work that teachers expect students to produce, the
    ways that teachers expect students to behave toward other students, the
    agreements that teachers make with students), 
     materials (the types of texts, equipment, and other learning resources that teachers
    use), or activities (the kinds of learning experiences that teachers design
    to engage student interests, passions, and intellectual curiosity). 
    While the specific techniques used to manage classrooms and facilitate learning can vary
    widely in terminology, purpose, and execution, the following representative examples—
    taken from Teach Like a Champion: 49 Techniques that Put Students on the Path to
    College by Doug Lemov—will provide a brief introduction to a few basic classroom-
    management techniques 
     Entry Routine is a technique in which teachers establish a consistent, daily
    routine that begins as soon as students enter the classroom—preparing learning
    materials, making seat assignments, passing in homework, or doing a brief physical
    “warm-up” activity would all be examples of entry routines. This technique can
    avoid the disorder and squandered time that can characterize the beginning of a class
    period.
     Do Now is a brief written activity that students are given as soon as they arrive in
    the classroom. This technique is intended to get students settled, focused, productive,
    and prepared for instruction as quickly as possible.
     Tight Transitions is a technique in which teachers establish transition routines
    that students learn and can execute quickly and repeatedly without much direction
    from a teacher. For example, a teacher might say “reading time,” and students will
    know that they are expected to stop what they are working on, put away their
    materials, get their books, and begin reading silently on their own. This technique
    helps to maximize instructional time by reducing the disarray and delay that might
    accompany transitions between activities.
     Seat Signals is a technique in which students use nonverbal signals while seated
    to indicate that they need something, such as a new pencil, a restroom break, or help
    with a problem. This technique establishes expectations for appropriate
    communication and helps to minimize disruptions during class. 
     Props is the act of publicly recognizing and praising students who have done
    something good, such as answering a difficult question or helping a peer. Props is
    done by the entire class and is typically a short movement or spoken phrase. The
    technique is intended to establish a group culture in which learning accomplishments
    and positive actions are socially valued and rewarded.
     Nonverbal Intervention is when teachers establish eye contact or make gestures
    that let students know they are off-task, not paying attention, or misbehaving. The
    technique helps teachers efficiently and silently manage student behavior without
    disrupting a lesson.
     Positive Group Correction is a quick, affirming verbal reminder that lets a group
    of students know what they should be doing. Related techniques are Anonymous
    Individual Correction, a verbal reminder that is directed at an anonymous
    student; Private Individual Correction, a reminder given to an individual student
    as discretely as possible; and Lightning-Quick Public Correction, a quick, positive
    reminder that tells an individual student what to do instead of what not to do.
     Do It Again is used when students do not perform a basic task correctly, and the
    teacher asks them to do it again the correct way. This technique establishes and
    reinforces consistent expectations for quality work.

    REFORM
    In recent years, classroom management has received an increasing amount of attention
    from education leaders, reformers, and researchers, who have begun to investigate,
    analyze, and document the effective strategies used by successful teachers. The growing
    emphasis on classroom management is based on the general recognition that effective
    instruction requires effective classroom management, and that strong management skills
    are the foundation of strong teaching.

    DEBATE
    While there is widespread agreement in education that effective classroom management
    is essential to good teaching, there is often debate about which strategies are most
    effective, or what is the best way to approach the management of a classroom or
    other learning environment. 

     Some educators might argue that effective classroom management begins with
    student compliance and classroom orderliness, since learning cannot happen when
    students are not listening, when they are disobeying the teacher, or when they are
    disrupting other students in the class. In this case, the teacher needs to establish
    the behavioral and academic expectations for a class and ensure that students
    comply with those expectations. Other educators, however, would argue that
    teachers should approach classroom management by actively involving students
    in the process. 

     some teachers create common classroom expectations and agreements in


    collaboration with students. In this case, students play a role in developing the
    expectations, thereby taking “ownership” over the process, and the teacher then
    helps the students live up to those expectations by reminding them of the previous
    agreements they made or by asking the class to reflect on their work and behavior
    as a group in relation to the agreed-upon expectations—i.e., to identify the areas
    in which the class is doing well and the areas in which it can improve.

    You might also like