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    Classroom Management/Teaching: Westmed College

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    Sheila Tolentino-Belanio
    This document discusses various aspects of effective classroom management for teachers. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management is important for teacher and student satisfaction. Principles include dealing with disruptive behaviors while minimizing off-task behaviors and teaching students to manage their own conduct. Techniques include moving around the room, engaging students, coming prepared, and over-planning lessons to maximize learning time. The document also discusses establishing rules, room arrangement, dealing with misbehaviors, and being familiar with school policies.

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    Classroom Management/Teaching: Westmed College

    Uploaded by

    Sheila Tolentino-Belanio
    104 views38 pages
    This document discusses various aspects of effective classroom management for teachers. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management is important for teacher and student satisfaction. Principles include dealing with disruptive behaviors while minimizing off-task behaviors and teaching students to manage their own conduct. Techniques include moving around the room, engaging students, coming prepared, and over-planning lessons to maximize learning time. The document also discusses establishing rules, room arrangement, dealing with misbehaviors, and being familiar with school policies.

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    Classroom Management

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    This document discusses various aspects of effective classroom management for teachers. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management is important for teacher and student satisfaction. Principles include dealing with disruptive behaviors while minimizing off-task behaviors and teaching students to manage their own conduct. Techniques include moving around the room, engaging students, coming prepared, and over-planning lessons to maximize learning time. The document also discusses establishing rules, room arrangement, dealing with misbehaviors, and being familiar with school policies.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    104 views38 pages

    Classroom Management/Teaching: Westmed College

    Uploaded by

    Sheila Tolentino-Belanio
    This document discusses various aspects of effective classroom management for teachers. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management is important for teacher and student satisfaction. Principles include dealing with disruptive behaviors while minimizing off-task behaviors and teaching students to manage their own conduct. Techniques include moving around the room, engaging students, coming prepared, and over-planning lessons to maximize learning time. The document also discusses establishing rules, room arrangement, dealing with misbehaviors, and being familiar with school policies.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 38

    Classroom Management/Teaching

    WestMed College

    What is Classroom Management?


    Its effective discipline Its being prepared for class Its motivating your students Its providing a safe, comfortable learning environment Its building your students self esteem Its being creative and imaginative in daily lessons And . . .

    . . . Its different for EVERYONE!!


    WHY?
    Teaching Styles Personality/Attitudes Student population

    Why 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

    Principles for successful classroom management


    Deal with disruptive behaviors but also manage to minimize off-task, nondisruptive 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

    Techniques for Better Classroom Control


    Focus attention on entire class Dont talk over student chatter Silence can be effective Use softer voice so students really have to listen to what youre saying Direct your instruction so that students know what is going to happen

    Techniques 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

    Techniques 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

    Transition 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

    Transition vs. Allocated Time The Goal:


    Increase the variety of learning activities but decrease transition time.

    Student engagement and ontask behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another

    Withitness Withitness refers to a Instructors awareness of what is going on in the classroom

    A teacher has withitness if:


    When discipline problems occur, the instructor 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 instructor decisively handles instances of off-task behavior before the behaviors either get out of hand or are modeled by others

    Withitness (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

    Jones study of off-task behaviors


    99% of off-task behaviors take one of several forms
    Talking out of turn Clowning Daydreaming

    Proximity 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

    Cooperation 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

    Classroom 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

    Necessary 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

    Establishing a Businesslike Atmosphere

    A 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

    5 steps
    1. Set the stage for cooperation 2. Be particularly prepared and organized 3. Minimize transition time 4. Utilize a communication style that establishing non-threatening, comfortable environment 5. Clearly establish expectations for conduct

    Components of Disclosure Statement


    Basic Course Outline Grading Procedures Include procedures for making up missed work, extra credit, homework expected, etc. Attendance Policies (should be consistent with school policy) Other class rules, policies, procedures Safety considerations as necessary

    Room/lab arrangement
    Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.) Allow room and easy access for proximity control Think through class procedures and learning activities and arrange the room in the best possible way

    Dealing with misbehavior

    Functions of Behavior
    Every behavior has a function Four primary reasons for disruptive behavior in the classroom
    Power Revenge Attention Want to be left alone (i.e., disinterest or feelings of inadequacy)

    Functions of Behavior
    Many misbehaviors exhibited by students are responses to a behavior exhibited by the instructor Do not tolerate undesirable behaviors no matter what the excuse Understanding why a person exhibits a behavior is no reason to tolerate it Understanding the function of a behavior will help in knowing how to deal with that behavior

    Dealing with off-task behaviors


    Remain focused and calm; organize thoughts Either respond decisively or ignore it all together Distinguish between off-task behaviors and off-task behavior patterns Control the time and place for dealing with off-task behavior Provide students with dignified ways to terminate off-task behaviors

    Dealing with off-task behaviors


    Avoid playing detective Utilize alternative lesson plans Utilize the help of colleagues Utilize the help of Program Director/Director of Education

    Modifying off-task behavior patterns


    Use the principle of Extinction
    Whenever the positive rein forcers for a persons voluntary behavior pattern are removed or cease to exist, the person will begin to discontinue that behavior

    Specify the exact behavior pattern to extinguish Identify positive reinforcers for the behavior Plan to eliminate positive reinforcement Establish a realistic time schedule Implement the plan

    Modifying off-task behavior patterns


    Use the principle of Shaping
    Reinforce behaviors that are similar to the behavior to be learned Subsequent actions that are more like the behavior to be learned than previous actions are reinforced Subsequent actions that are less like the behavior to be learned than previous actions are not positively reinforced

    Attention Seeking Behavior


    Attention-seeking students prefer being punished, admonished, or criticized to being ignored Give attention to this student when he or she is on-task and cooperating Catch them being good! and let them know you caught them

    Behavior: Shyness or Silence -- lack of participation


    POSSIBLE RESPONSES: o Change teaching strategies from group discussion to individual written exercises or a videotape o Give strong positive reinforcement for any contribution. o Involve by directly asking him/her a question. o Make eye contact. o Appoint to be small group leader.

    Behavior: Talkativeness -- knowing everything, manipulation, chronic whining.


    POSSIBLE RESPONSES: o Acknowledge comments made. o Give limited time to express viewpoint or feelings, and then move on. o Make eye contact with another participant and move toward that person. o Give the person individual attention during breaks. o Say: "That's an interesting point. Now let's see what other other people think."

    Behavior: Heckling/Arguing -- disagreeing with everything you say; making personal attacks.

    POSSIBLE RESPONSES: Redirect question to group or supportive individuals. o Recognize participant's feelings and move one. o Acknowledge positive points. o Say: "I appreciate your comments, but I'd like to hear from others," or "It looks like we disagree."

    Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you.
    POSSIBLE RESPONSES: o Don't embarrass talkers. o Ask their opinion on topic being discussed. o Ask talkers if they would like to share their ideas. o Casually move toward those talking. o Make eye contact with them. o Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers. As a last resort, stop and wait.

    WestMed Policies

    Be familiar with school policies from the start!


    Policies relating directly to students: Attendance/Tardy Policy Academic/Grading Policies Telephone use (school phones, cell, pagers) Student Dress and Grooming Policies Safe School Policies See Catalog

    References

    http://policyconsortium.co.uk/wpcontent/uploads/2012/01/110052RP_effective-VET_final-report1.pdf http://www.ic.arizona.edu/ic/edtech/strategy.html

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