Ppt Classroom Management

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Classroom Management:The Basics

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OBJECTIVES

Define Classroom Management

Identify the various components involved in Classroom Management

Explore in greater detail the issues involved in managing students effectively in a classroom.

Understand and apply different techniques to effectively manage students in a classroom.

Lead InWhat do you think happened?How did you feel?

Litter the training room with papers, makers, materials etc.Chairs moved away from its original place. The training room will look messy.

All the participants to enter the room simultaneously. Thanusia (who awaits the students) to act stressed that the room is disorganized. Get students to organize the room neatly while complaining that the other trainers are not in yet for the session.The above must take place in 3 minutes.

At the 4th minute, the other 3 trainers walks in and one (from the 3) trainers to ask questions (see above for questions). Followed by a debrief.

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AnOverview

Compare this..With this..What do you see?

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What is Classroom Management?

Classroom managementrefers to the ability to plan, control and facilitate interaction in the classroom that is appropriate to the activity and promotes learning, taking into account different needs and abilities of learners.

Benefits of effective Classroom Management

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Classroom Management involves.

The physical EnvironmentSight, sound and comfortSeating arrangementsEquipmentYour Voice and Body LanguageEffective student management

Dealing with Students

However, the most difficult part of Classroom Management is indealing with the students.Effective student management involves:

Creating a Positive Environment

Handling Disciplinary Problems

Managing Student Conduct

Dealing with Confrontational Students

Creating A Positive Environment

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The Ideal Classroom Atmosphere

PositiveInspiringEnergetic

Creating a positive learning environment in your classroom will allow your students to feel comfortable, safe and engaged something that all students deserve.

Reminder: It just takes ONE student to spread negativity

In order to achieve all these11

The Formula

Bond Praise and FeedbackLiveliness

OR




Bond (Rapport)The relationship you establish with your studentsBuilt on trust and respect that leads to students feeling: - capable - competent - creative Creates positive energy in a classroom




Setting Up A ConnectionShowing interest in each studentGiving appropriate feedbackSeek students ideas & feelingsRespect what students think and sayLaughing with them & NOT at themWork with them as a team

Setting up connection:Showing interest in each stud as a personGiving feedback on each persons progressOpenly soliciting students ideas and feelingsValuing and respecting what studs think and sayLaughing with them AND Not at themWorking with them as a team and not against them

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Praise and FeedbackSet a balance between Praise and feedback Too much of either renders it to be less effective A genuine praise enables students to welcome feedback and to put it to use

Setting up connection:Showing interest in each stud as a personGiving feedback on each persons progressOpenly soliciting students ideas and feelingsValuing and respecting what studs think and sayLaughing with them AND Not at themWorking with them as a team and not against them

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Praise and FeedbackEffective PraiseIneffective PraiseShows genuine pleasure and concernImpersonal, mechanical and roboticShows verbal and nonverbal varietyRestricted to generic commentsSpecifies the particulars of an accomplishmentEqually strong for easy n difficult taskRecognition of noteworthy effort on difficult tasksAttributes success to ability, luck or external factorsFoster intrinsic motivation to continue to pursue goalsFoster extrinsic motivation to perform only to receive more praise

Jere E. Brophy Michigan State University

Adapted from Brophy 1981 (Jere E.Brophy, Jere Brophy was a distinguished professor of teacher education and educational psychology at Michigan State University and former director of the Institute for Research on Teaching at Michigan State University, East Lansing)

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ActivityFind the Ball

TIME FRAME:15 MinutesPROPS: one golf ballINSTRUCTIONS:Ask for 4 volunteers from the group. Copy their names onto a flipchart or white board, then inform them that they will be called back into the room one at a time to search for a golf ball. Ask them to leave the room.Coach the remaining participants about the process and their roles at each stage:Silent Feedback: when volunteer #1 enters the room, the participants are to remain completely silent and motionless.Negative Feedback: when volunteer #2 enters the room, all participants should give negative feedback, no matter how close or far away the searcher is from the ball. Be sensitive to your group, but instruct them to give the kind of negative feedback that they might hear back in the workplace when someone is dissatisfied with their performance (and with certain audiences - rig hands, for example - this gets kind of raw ... make sure you know your group). Participants should NOT respond to any requests for direction or assistance (except with derision).Positive Feedback: when volunteer #3 enters the room, all participants should give positive but non-specific feedback (e.g., "attaboy," "way to go," "I really like how you get after it," etc.), no matter how close or far away the searcher is from the ball. Participants should NOT respond to any requests for direction or assistance (except with further exclamations of "you can do it" or "we have faith in you").Specific Feedback: when volunteer #4 enters the room, participants should provide specific hints and suggestions for finding the ball, without giving it away. They should respond to yes/no questions.Ask the group to help you choose which of the volunteers will receive the different types of feedback. Note that some individuals get upset with the negative feedback, even though it is a simulation. Ask your group which of the volunteers would have the least difficulty with the ribbing involved.Hide the golf ball. Invite the participants in one at a time. Each volunteer receives the prescribed feedback noted above.Silent: Hide the golf ball in a not-too-difficult location within the room. Allow 2-3 minutes for the search.Negative: choose a more difficult spot. Allow 2-3 minutes for the search.Positive but General: choose a more difficult spot. Allow 2-3 minutes for the search.Specific: choose a more difficult spot. Allow 2-3 minutes for the search.Debrief. Suggested process: ask the volunteers, one person at a time, in the order in which they came into the room ...How did you feel while looking for the ball?What did you think/feel as a result of the feedback you received?How did the feedback you received affect your performance?What did the feedback you received prompt you to think/feel about the other folk in the room who were giving it?If this was the type of feedback that you received every day, how do you think it would impact your desire and/or ability to keep yourself and your teammates safe.

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Liveliness (Energy)Unleashed the moment you enter the classroomElectricity of many minds caught up in a circuit of thinking and talking and writingDrive students towards higher attainmentStudents take energy with them when they leave the classroom

Point 1: U are the main source. Its either negative or positive energyPoint 2: You are the key. Students initially look to you for leadership and guidanceYou are the one to begin to get the creative sparks flyingYou do so through solid preparation, confidence in your ability to teach,A genuinely positive belief in your students ability to learn, sense of joy in doing what you do

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HandlingDisciplinary Issues

DiscussionWhy do we face discipline problems?

They are bored.They dont know the purpose of your presentation.They dont understand how the information that you are delivering applies to them.Instruction is uninterestingThe pace of the instruction is incorrect (too fast, or too slow).Not enough interaction between and among peers.

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Discussion

Symptoms of disciplinary issues

Late ComersLow concentration levelPoor focusFidgety in classDisruptive in classNot participative

Discuss and cluster them in to three groups

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Causes of Disciplinary Issues

Different students needs different approaches.

Video record and show and

Motivation, EncouragementOrganisers, leadersOne to One coaching (Counselling)

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Discussion

What are the action plans for specific behaviours?

Break class into 3 groups and assign each group with one type of behaviour

Motivation, EncouragementOrganisers, leadersOne to One coaching, Counselling

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Avoiding/Minimizing Non-conforming Behaviours

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Managing StudentConduct

Lead InRole Play

Role Play

The scenario focuses on 2 students who in the class and one of them is unable to focus while the tutor is teaching in the classThe first student is able to focus and student number 2 is having issue such coming late for class and always absent for classes Participants has to provide suggestion on to eliminate this issue for student number 2

DebriefBase on the lead in role play it has shown how should a trainer handle student conduct in a classroom situation

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Student conduct is influence by

Its different for EVERYONE!!Not all management strategies are effective for every teacherTry different strategies to see if they work for you

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Causes of Misbehaviour

Its different for EVERYONE!!28

Dealing with Disruptive Behaviour


Managing student conduct


Dealing with Confrontational students

Video http://www.youtube.com/watch?v=g0zNyxOJuY

Confrontational Students

The term Confrontational Students refers to students who challenge teachers face-to-face in classrooms, be it verbally or physically.

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What are the consequences?


Diffusing the situation


The ultimate goal of classroom management should not be on simple obedience, but on having students behave appropriately because they know its the right thing to do and because they can understand how their actions affect other peopleC.J Hardin

Ppt Classroom Management

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