Classroom Management
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Classroom Management as PDF for free.
More details
- Words: 2,226
- Pages: 51
CLASSROOM MANAGEMENT
1
COURSE DESCRIPTION Provide the students with knowledge of principles of classroom management in teaching: creating comfortable classroom atmosphere, solving students’ managerial and instructional problems, principles of teaching (opening, motivating, encouraging, closing, etc), and developing effective communication skills. 2
COURSE DESCRIPTION This course also gives students opportunity to do a classroom observation and arrange meetings with school counselor to get the experience in analyzing how to manage a class and how to identify and give solution to student’s problems in real life. 3
A good class manager
4
CONTENT
Classroom activities Instruction and Management Perspectives of CM Definition of CM CM approaches Elements of Effective CM Planning A good start (establishing rules, providing clear directions) Monitoring classroom environment Managing Interuptions Management system Teacher’s attitudes Recommendations Self discipline Maslow’s hierachy of needs
5
CLASSROOM ACTIVITIES Classroo m Activities
Instruction
Management
Instructional Problem
Managerial Problem
?
?
Instructional Solution
Managerial Solution Teacher 6
INSTRUCTION AND MANAGEMENT
INSTRUCTIONAL ACTIVITIES: Facilitating the student’s achievement of specific educational objectives. Examples: Diagnosing student needs, planning lessons, presenting information, asking questions, and evaluating student progress. MANAGERIAL ACTIVITIES: Creating and maintaining conditions in which instruction can take place effectively and efficiently. Examples: Developing teacher-student rapport, and establishing productive group norms. 7
Classroom Management in Perspective
The concept of management is broader than the notion of student discipline. It includes all the things teachers must do to foster student involvement and cooperation in classroom activities and to establish a productive working environment. The findings show that teachers who approach classroom management as a process of establishing and maintaining effective learning environment tend to be more successful than teachers who place more emphasis on their roles as authority figures or disciplinarians.
8
Definitions of Classroom Management
Classroom Management is set of activities by which the teacher establishes and maintains those classroom conditions which facilitate effective and efficient instruction.
9
CLASSROOM MANAGEMENT APPROACHES
AUTHORITARIAN CLASSROOM MANAGEMENT APPROACH INTIMIDATION APPROACH PERMISSIVE APPROACH COOKBOOK APPROACH INSTRUCTIONAL APPROACH BEHAVIOR-MODIFICATION APPROACH SOCIOEMOTIONAL-CLIMATE APPROACH GROUP-PROCESS APPROACH
10
AUTHORITARIAN APPROACH
MANAGERIAL PROCESS: Student behavior is controlled by the teacher. TEACHER’S ROLES: Establishing and maintaining order in the class through the use of controlling strategies. TEACHER’S GOAL: Controlling student behavior. TEACHER’S STRATEGIES: (1) Establishing and enforcing rules; (2) Issuing commands; (3) Utilizing mild desists (soft reprimand) ; (4) Utilizing proximity control; and (5) Utilizing isolation.
11
INTIMIDATION APPROACH
MANAGERIAL PROCESS: Process of controlling student behavior through the use of intimidating teacher behavior. TEACHER’S ROLES: Forcing students to behave according to the teacher’s dictates. Examples: Punitive, threatening, dominative, and pressuring practices. RESULTS: Temporary solutions followed by greater problems. Problem’s symptoms only. 12
PERMISSIVE APPROACH
MANAGERIAL PROCESS: The students’ freedom has to be maximized as much as possible.
TEACHER’S ROLES: To promote the
freedom of students and thereby to foster their natural development. To encourage students to express themselves freely so that they can reach their fullest potential. ATTENTION: School and classroom are social system. Students are expected to exhibit socially acceptable behavior. 13
COOKBOOK APPROACH
COOKBOOK APPROACH: Bag-of-tricks MANAGERIAL APPROACH: The form of
recommendations touted as remedies for all managerial ills.
Descriptions: Lists of things-dos/always and don’ts/never
EXAMPLE: Seven Ways to Improve student behavior, (1) Always reprimand a student in private; (2) Always be firm and fair when dealing with students.
14
INSTRUCTIONAL APPROACH
ARGUMENT: Effective management is the result of quality instructional planning (good lessons). WAR CRY: “Make your lessons interesting.” TEACHER’S ROLES: To carefully plan good lessons; To provide students with a reasonable opportunity to be successful; To gain and hold the interest of students; To motivate students. 15
INSTRUCTIONAL APPROACH
Two central managerial goals: (1) Preventing managerial problems, and (2) Solving managerial problems. Well-designed and well-implemented instructional activities as Primary factor in preventing managerial problems. 9 Instruction managerial activities: (1) Providing interesting, relevant, and appropriate curriculum and instruction; (2) Employing effective movement management; 16
INSTRUCTIONAL APPROACH
(3) Establishing classroom routines; (4) Giving clear direction; (5) Utilizing interest boosting; (6) Providing hurdle help; (7) Planning for environmental changes; (8) Planning and modifying the classroom environment; and (9) Restructuring the situation Instructional managerial behaviors are effective in dealing with only very minor of student misbehavior. 17
BEHAVIOR-MODIFICATION APPROACH
Its major principle: Behavior is learned (appropriate or inappropriate behavior). Learning is largely influenced by events in the environment. 4 basic principles of learning as Influencing human behavior: (1) Positive reinforcement, (2) Punishment, (3) Extinction, and (4) Negative reinforcement. 18
FOUR BASIC CATEGORIES OF CONSEQUENCIES “The frequency of a particular behavior depends on the nature of the consequence following the behavior.”
When a reward is introduced Positive Reinforcement When a reward is removed – Extinction or time out When a punishment is introduced Punishment When a punishment is removed – Negative Reinforcement 19
SOCIOEMOTIONAL-CLIMATE
INTERPERSONAL RELATIONSHIPS ARE VERY IMPORTANT. EFFECTIVE CM IS A FUNCTION OF POSITIVE TEACHER-STUDENT RELATIONSHIPS. THE CENTRAL MANAGERIAL TASK OF THE TEACHER IS TO BUILD POSITIVE INTERPERSONAL RELATIONSHIPS AND TO PROMOTE A POSITIVE SOCIOEMOTIONAL CLIMATE. THE FACILITATION OF SIGNIFICANT LEARNING IS A FUNCTION OF ATTITUDINAL QUALITIES. 20
ATTITUDES FOR FACILITATING STUDENTS’ LEARNING FREEDOM TO LEARN CARL R. ROGERS (1969)
COMMUNICATING REALNESS COMMUNICATING ACCEPTANCE COMMUNICATING EMPATHIC UNDERSTANDING UTILIZING EFFECTIVE COMMUNICATION UTILIZING REALITY THERAPY DEVELOPING A DEMOCRATIC CLASSROOM EMPLOYING LOGICAL CONSEQUENCES 21
ATTITUDES FOR FACILITATING STUDENTS’ LEARNING COMMUNICATING REALNESS
REALNESS IS AN EXPRESSION OF THE TEACHER BEING HIMSELF. THE TEACHER ACCEPTS AND ACTS ON HIS FEELINGS. THE TEACHER’S BEHAVIOR IS CONGRUENT WITH HIS FEELINGS (THE TEACHER IS GENUINE). THE ESTABLISHMENT OF POSITIVE INTERPERSONAL RELATIONSHIPS AND CLIMATE IS ENHANCED BY THE TEACHER’S ABILITY TO DISPLAY REALNESS. 22
ATTITUDES FOR FACILITATING STUDENTS’ LEARNING COMMUNICATING ACCEPTANCE
ACCEPTANCE IS AN EXPRESSION OF A EBASIC TRUST THAT THE STUDENT IS TRUSTWORTHY. THE TEACHER DISPLAYS CONFIDENCE AND TRUST IN THE STUDENT’S ABILITY AND POTENTIAL. THE TEAHER CARES, PRIZES, AND TRUSTS THE STUDENT. 23
ATTITUDES FOR FACILITATING STUDENTS’ LEARNING COMMUNICATING EMPATHIC UNDERSTANDING
24
THE GOALS OF MISBEHAVIOR Student’s Faulty Belief
I belong only when I am being noticed or served.
Student’s Goals
Teacher’s Feeling and Reaction
Student’s Response to Teacher’s attempts at Correction
Alternatives for Teachers.
ATTENTION
Feeling: Annoyed REACTION: Tendency to Remind and coax
Temporary stops misbehavior. Later resumes same behavior or disturbs in another way
Ignore misbehavior when possible. Give attention for positive behavior when child is not making a bid of it. Avoid undue service. Realize that reminding, punishing, rewarding, coaxing, and service are undue attention. 25
THE GOALS OF MISBEHAVIOR Student’s Faulty Belief
I belong only when I am in control or I am boss or when i am proving no one can boss me!
Student’s Goals
POWER
Teacher’s Feeling and Reaction
Student’s Response to Teacher’s attempts at Correction
Alternatives for Teachers.
Feeling: Angry, provoked; as if one’s authority is threatened. REACTION: Tendency to fight or to give in.
Active- or passiveaggresive misbehaviors is intensified, or child submits with “defiant compliance.”
Withdraw from conflict. Help child see how to use power contructively by appealing for child’s help help and enlisting cooperation. Realize that fighting or giving in only increases child’s desire for power. 26
THE GOALS OF MISBEHAVIOR Student’s Faulty Belief
I belong only by hurting others as i feel hurt. I cannot beloved
Student’s Goals
REVENGE
Teacher’s Feeling and Reaction
Student’s Response to Teacher’s attempts at Correction
Alternatives for Teachers.
Feeling: Deeply hurt. REACTION: Retaliate
Seeks further revenge by intensifying misbehavior or choosing another weapon
Avoid feeling hurt. Avoid punishment and retaliation. Build trusting relataliation. Build trusting relationship; convince child that she or he is loved
27
THE GOALS OF MISBEHAVIOR Student’s Faulty Belief
I belong only by convincing others not to expect anything from me. I am unable; I am hopless.
Student’s Goals
DISPLAY INADEQUACY
Teacher’s Feeling and Reaction
Student’s Response to Teacher’s attempts at Correction
Alternatives for Teachers.
Feeling: Despair; hopelessness . “I give up”. REACTION: Tendency to agree with child that nothing can be done
Passively responds or fails to respond to whatever is done. Shows no improvement.
Stop all criticism. Encourage any positive attempt, no matter how small; focus on assets. Above all, don’t be hooked into pity, and don’t give up.
28
SEVEN KEY ELEMENTS OF EFFECTIVE CLASSROOM MANAGEMENT 1. 2. 3. 4. 5. 6. 7.
Planning Establishing Usable Rules Getting Off to a Good Start Providing Clear Directions Monitoring the Classroom Environment Keeping Records Efficiently Creating Strategies for Managing Interruptions 29
PLANNING
Effective teachers plan ahead and critique their lessons. Students’academic achievement can be promoted through teachers’ planned and communicated expectations. Well-prepared teachers keep lessons moving at a brisk pace without ignoring students’ difficulties.
30
ESTABLISHING USABLE RULES The purpose of rules is to enhance students’ academic and social achievement. Effective managers teach students how to follow rules and procedures. State rules clearly and enforce them consistently. Simplicity is the hallmark of effective rules
31
GETTING OFF TO A GOOD START Classroom procedures should be discussed with the students at the beginning of the school year. Provide opportunities for students to practice them to ensure understanding. State your expectations frequently and give students positive feedback.
32
PROVIDING CLEAR DIRECTIONS Giving directions is a clear part of a teacher function. Directions must be clear and succinct. Give the directions in a positive form. Provide the students with a constructive alternative.
33
MONITORING THE CLASSROOM ENVIRONMENT Effective teachers monitor student behavior in the classroom. Room arrangement is an important part of a monitoring strategy. Two critical aspects of room arrangement: (1) your ability to see all students, (2) the circulation patterns you established Questioning for monitoring strategies
34
MONITORING THE CLASSROOM ENVIRONMENT
Monitor students’ seatwork and make needed adjustment. (Arrange the classroom for efficient movement). Monitor seatwork by moving around the room systematically. Keep contact with individual students relatively short. Have students work together during seatwork. 35
CONDUSSIVE SEATING ARRANGEMENT
36
CONDUSSIVE SEATING ARRANGEMENT
37
CONDUSSIVE SEATING ARRANGEMENT
38
Creating Strategies for Managing Interruptions 30% of instructional day is lost to anticipated and unanticipated interruptions. Lost time has a negative impact on student academic achievement and creates the conditions for student behavior problems.
39
Anticipated and Unanticipated Interruptions. Anticipated
Transitions b/w and during instructional episodes Equipment setup Materials distribution/collection Changing from teacher-to-student centered activity Beginning/end of class
Unanticipated
Student illness Visitors Announcements Student behavioral problems Equipment malfunctions Materials shortages Invitation, etc
40
A Continuum of Management Systems
Self-Discipline with a focus on Reality Therapy The basic human’s need is identity-the feelings of distinctiveness and worthiness. Developing social responsibility and feelings of self-worth are needed for a success identity. They are the result of the student developing a good relationship with others. 41
TEACHER’S MOST IMPORTANT ATTITUDES IN FACILITATING LEARNING
Significant learning is largely a function of certain attitudinal qualities in the interpersonal relationship b/w the teacher and the student. Effective Teacher-Student and StudentStudent Relationship Teacher needs to adopt the following attitudes: Realness,Genuineness, Empathy toward the students, Acceptance and Trust of the students 42
TEACHER’S MOST IMPORTANT ATTITUDES IN FACILITATING LEARNING
Realness (Genuineness) : an expression of the teacher being himself or herself The teacher’s behavior is congruent with his or her feelings. Acceptance: an expression of basic trust-a belief that the student is trustworthy.
43
TEACHER’S MOST IMPORTANT ATTITUDES IN FACILITATING LEARNING
Empathic understanding: an expression of the teacher’s ability to understand the students from the student’s point of view. It is a sensitive awareness of the student’s feelings. Realness, Acceptance, and Empathy are crucial to the rapport-building process. 44
SUMMARY OF THE RECOMMENDATIONS
Address the student’s situation. Express your feelings about the situation. Express authentic and genuine feelings that promote student understanding. Diminish hostility by inviting cooperation. Recognize, accept, and respect the student’s ideas and feelings Provide guidence, NOT criticism. Avoid questions and comments that are likely to incite resentment. Listen to the students and encourage them to express their ideas and feelings. 45
SELF-DISCIPLINE Positive perspective and positive expectations Through positive regard, selfdiscipline is expected and achieved by students.
46
Maslow’s Hierarchy of Needs Maslow’s humanistic approach is known “Hierarchy of Needs.” Individual behavior is determined by his or her needs. Using Maslow’s ideas, you must truly believe in your student.
47
Maslow’s Hierarchy of Needs 1. 2. 3. 4. 5.
Physiological Needs Safety and Security Love and Belonging Self-Esteem Self-Actualization
48
Examples of Maslow’s Hierarchy of Needs A hungry student will have a hard time focusing on learning skills. A student feels free to ask his teacher questions. A student likes the teacher. A student feels involved in the class. A student can use what he learns in school.
49
A good teacher is a good manager
50
Thank you so much
51
1
COURSE DESCRIPTION Provide the students with knowledge of principles of classroom management in teaching: creating comfortable classroom atmosphere, solving students’ managerial and instructional problems, principles of teaching (opening, motivating, encouraging, closing, etc), and developing effective communication skills. 2
COURSE DESCRIPTION This course also gives students opportunity to do a classroom observation and arrange meetings with school counselor to get the experience in analyzing how to manage a class and how to identify and give solution to student’s problems in real life. 3
A good class manager
4
CONTENT
Classroom activities Instruction and Management Perspectives of CM Definition of CM CM approaches Elements of Effective CM Planning A good start (establishing rules, providing clear directions) Monitoring classroom environment Managing Interuptions Management system Teacher’s attitudes Recommendations Self discipline Maslow’s hierachy of needs
5
CLASSROOM ACTIVITIES Classroo m Activities
Instruction
Management
Instructional Problem
Managerial Problem
?
?
Instructional Solution
Managerial Solution Teacher 6
INSTRUCTION AND MANAGEMENT
INSTRUCTIONAL ACTIVITIES: Facilitating the student’s achievement of specific educational objectives. Examples: Diagnosing student needs, planning lessons, presenting information, asking questions, and evaluating student progress. MANAGERIAL ACTIVITIES: Creating and maintaining conditions in which instruction can take place effectively and efficiently. Examples: Developing teacher-student rapport, and establishing productive group norms. 7
Classroom Management in Perspective
The concept of management is broader than the notion of student discipline. It includes all the things teachers must do to foster student involvement and cooperation in classroom activities and to establish a productive working environment. The findings show that teachers who approach classroom management as a process of establishing and maintaining effective learning environment tend to be more successful than teachers who place more emphasis on their roles as authority figures or disciplinarians.
8
Definitions of Classroom Management
Classroom Management is set of activities by which the teacher establishes and maintains those classroom conditions which facilitate effective and efficient instruction.
9
CLASSROOM MANAGEMENT APPROACHES
AUTHORITARIAN CLASSROOM MANAGEMENT APPROACH INTIMIDATION APPROACH PERMISSIVE APPROACH COOKBOOK APPROACH INSTRUCTIONAL APPROACH BEHAVIOR-MODIFICATION APPROACH SOCIOEMOTIONAL-CLIMATE APPROACH GROUP-PROCESS APPROACH
10
AUTHORITARIAN APPROACH
MANAGERIAL PROCESS: Student behavior is controlled by the teacher. TEACHER’S ROLES: Establishing and maintaining order in the class through the use of controlling strategies. TEACHER’S GOAL: Controlling student behavior. TEACHER’S STRATEGIES: (1) Establishing and enforcing rules; (2) Issuing commands; (3) Utilizing mild desists (soft reprimand) ; (4) Utilizing proximity control; and (5) Utilizing isolation.
11
INTIMIDATION APPROACH
MANAGERIAL PROCESS: Process of controlling student behavior through the use of intimidating teacher behavior. TEACHER’S ROLES: Forcing students to behave according to the teacher’s dictates. Examples: Punitive, threatening, dominative, and pressuring practices. RESULTS: Temporary solutions followed by greater problems. Problem’s symptoms only. 12
PERMISSIVE APPROACH
MANAGERIAL PROCESS: The students’ freedom has to be maximized as much as possible.
TEACHER’S ROLES: To promote the
freedom of students and thereby to foster their natural development. To encourage students to express themselves freely so that they can reach their fullest potential. ATTENTION: School and classroom are social system. Students are expected to exhibit socially acceptable behavior. 13
COOKBOOK APPROACH
COOKBOOK APPROACH: Bag-of-tricks MANAGERIAL APPROACH: The form of
recommendations touted as remedies for all managerial ills.
Descriptions: Lists of things-dos/always and don’ts/never
EXAMPLE: Seven Ways to Improve student behavior, (1) Always reprimand a student in private; (2) Always be firm and fair when dealing with students.
14
INSTRUCTIONAL APPROACH
ARGUMENT: Effective management is the result of quality instructional planning (good lessons). WAR CRY: “Make your lessons interesting.” TEACHER’S ROLES: To carefully plan good lessons; To provide students with a reasonable opportunity to be successful; To gain and hold the interest of students; To motivate students. 15
INSTRUCTIONAL APPROACH
Two central managerial goals: (1) Preventing managerial problems, and (2) Solving managerial problems. Well-designed and well-implemented instructional activities as Primary factor in preventing managerial problems. 9 Instruction managerial activities: (1) Providing interesting, relevant, and appropriate curriculum and instruction; (2) Employing effective movement management; 16
INSTRUCTIONAL APPROACH
(3) Establishing classroom routines; (4) Giving clear direction; (5) Utilizing interest boosting; (6) Providing hurdle help; (7) Planning for environmental changes; (8) Planning and modifying the classroom environment; and (9) Restructuring the situation Instructional managerial behaviors are effective in dealing with only very minor of student misbehavior. 17
BEHAVIOR-MODIFICATION APPROACH
Its major principle: Behavior is learned (appropriate or inappropriate behavior). Learning is largely influenced by events in the environment. 4 basic principles of learning as Influencing human behavior: (1) Positive reinforcement, (2) Punishment, (3) Extinction, and (4) Negative reinforcement. 18
FOUR BASIC CATEGORIES OF CONSEQUENCIES “The frequency of a particular behavior depends on the nature of the consequence following the behavior.”
When a reward is introduced Positive Reinforcement When a reward is removed – Extinction or time out When a punishment is introduced Punishment When a punishment is removed – Negative Reinforcement 19
SOCIOEMOTIONAL-CLIMATE
INTERPERSONAL RELATIONSHIPS ARE VERY IMPORTANT. EFFECTIVE CM IS A FUNCTION OF POSITIVE TEACHER-STUDENT RELATIONSHIPS. THE CENTRAL MANAGERIAL TASK OF THE TEACHER IS TO BUILD POSITIVE INTERPERSONAL RELATIONSHIPS AND TO PROMOTE A POSITIVE SOCIOEMOTIONAL CLIMATE. THE FACILITATION OF SIGNIFICANT LEARNING IS A FUNCTION OF ATTITUDINAL QUALITIES. 20
ATTITUDES FOR FACILITATING STUDENTS’ LEARNING FREEDOM TO LEARN CARL R. ROGERS (1969)
COMMUNICATING REALNESS COMMUNICATING ACCEPTANCE COMMUNICATING EMPATHIC UNDERSTANDING UTILIZING EFFECTIVE COMMUNICATION UTILIZING REALITY THERAPY DEVELOPING A DEMOCRATIC CLASSROOM EMPLOYING LOGICAL CONSEQUENCES 21
ATTITUDES FOR FACILITATING STUDENTS’ LEARNING COMMUNICATING REALNESS
REALNESS IS AN EXPRESSION OF THE TEACHER BEING HIMSELF. THE TEACHER ACCEPTS AND ACTS ON HIS FEELINGS. THE TEACHER’S BEHAVIOR IS CONGRUENT WITH HIS FEELINGS (THE TEACHER IS GENUINE). THE ESTABLISHMENT OF POSITIVE INTERPERSONAL RELATIONSHIPS AND CLIMATE IS ENHANCED BY THE TEACHER’S ABILITY TO DISPLAY REALNESS. 22
ATTITUDES FOR FACILITATING STUDENTS’ LEARNING COMMUNICATING ACCEPTANCE
ACCEPTANCE IS AN EXPRESSION OF A EBASIC TRUST THAT THE STUDENT IS TRUSTWORTHY. THE TEACHER DISPLAYS CONFIDENCE AND TRUST IN THE STUDENT’S ABILITY AND POTENTIAL. THE TEAHER CARES, PRIZES, AND TRUSTS THE STUDENT. 23
ATTITUDES FOR FACILITATING STUDENTS’ LEARNING COMMUNICATING EMPATHIC UNDERSTANDING
24
THE GOALS OF MISBEHAVIOR Student’s Faulty Belief
I belong only when I am being noticed or served.
Student’s Goals
Teacher’s Feeling and Reaction
Student’s Response to Teacher’s attempts at Correction
Alternatives for Teachers.
ATTENTION
Feeling: Annoyed REACTION: Tendency to Remind and coax
Temporary stops misbehavior. Later resumes same behavior or disturbs in another way
Ignore misbehavior when possible. Give attention for positive behavior when child is not making a bid of it. Avoid undue service. Realize that reminding, punishing, rewarding, coaxing, and service are undue attention. 25
THE GOALS OF MISBEHAVIOR Student’s Faulty Belief
I belong only when I am in control or I am boss or when i am proving no one can boss me!
Student’s Goals
POWER
Teacher’s Feeling and Reaction
Student’s Response to Teacher’s attempts at Correction
Alternatives for Teachers.
Feeling: Angry, provoked; as if one’s authority is threatened. REACTION: Tendency to fight or to give in.
Active- or passiveaggresive misbehaviors is intensified, or child submits with “defiant compliance.”
Withdraw from conflict. Help child see how to use power contructively by appealing for child’s help help and enlisting cooperation. Realize that fighting or giving in only increases child’s desire for power. 26
THE GOALS OF MISBEHAVIOR Student’s Faulty Belief
I belong only by hurting others as i feel hurt. I cannot beloved
Student’s Goals
REVENGE
Teacher’s Feeling and Reaction
Student’s Response to Teacher’s attempts at Correction
Alternatives for Teachers.
Feeling: Deeply hurt. REACTION: Retaliate
Seeks further revenge by intensifying misbehavior or choosing another weapon
Avoid feeling hurt. Avoid punishment and retaliation. Build trusting relataliation. Build trusting relationship; convince child that she or he is loved
27
THE GOALS OF MISBEHAVIOR Student’s Faulty Belief
I belong only by convincing others not to expect anything from me. I am unable; I am hopless.
Student’s Goals
DISPLAY INADEQUACY
Teacher’s Feeling and Reaction
Student’s Response to Teacher’s attempts at Correction
Alternatives for Teachers.
Feeling: Despair; hopelessness . “I give up”. REACTION: Tendency to agree with child that nothing can be done
Passively responds or fails to respond to whatever is done. Shows no improvement.
Stop all criticism. Encourage any positive attempt, no matter how small; focus on assets. Above all, don’t be hooked into pity, and don’t give up.
28
SEVEN KEY ELEMENTS OF EFFECTIVE CLASSROOM MANAGEMENT 1. 2. 3. 4. 5. 6. 7.
Planning Establishing Usable Rules Getting Off to a Good Start Providing Clear Directions Monitoring the Classroom Environment Keeping Records Efficiently Creating Strategies for Managing Interruptions 29
PLANNING
Effective teachers plan ahead and critique their lessons. Students’academic achievement can be promoted through teachers’ planned and communicated expectations. Well-prepared teachers keep lessons moving at a brisk pace without ignoring students’ difficulties.
30
ESTABLISHING USABLE RULES The purpose of rules is to enhance students’ academic and social achievement. Effective managers teach students how to follow rules and procedures. State rules clearly and enforce them consistently. Simplicity is the hallmark of effective rules
31
GETTING OFF TO A GOOD START Classroom procedures should be discussed with the students at the beginning of the school year. Provide opportunities for students to practice them to ensure understanding. State your expectations frequently and give students positive feedback.
32
PROVIDING CLEAR DIRECTIONS Giving directions is a clear part of a teacher function. Directions must be clear and succinct. Give the directions in a positive form. Provide the students with a constructive alternative.
33
MONITORING THE CLASSROOM ENVIRONMENT Effective teachers monitor student behavior in the classroom. Room arrangement is an important part of a monitoring strategy. Two critical aspects of room arrangement: (1) your ability to see all students, (2) the circulation patterns you established Questioning for monitoring strategies
34
MONITORING THE CLASSROOM ENVIRONMENT
Monitor students’ seatwork and make needed adjustment. (Arrange the classroom for efficient movement). Monitor seatwork by moving around the room systematically. Keep contact with individual students relatively short. Have students work together during seatwork. 35
CONDUSSIVE SEATING ARRANGEMENT
36
CONDUSSIVE SEATING ARRANGEMENT
37
CONDUSSIVE SEATING ARRANGEMENT
38
Creating Strategies for Managing Interruptions 30% of instructional day is lost to anticipated and unanticipated interruptions. Lost time has a negative impact on student academic achievement and creates the conditions for student behavior problems.
39
Anticipated and Unanticipated Interruptions. Anticipated
Transitions b/w and during instructional episodes Equipment setup Materials distribution/collection Changing from teacher-to-student centered activity Beginning/end of class
Unanticipated
Student illness Visitors Announcements Student behavioral problems Equipment malfunctions Materials shortages Invitation, etc
40
A Continuum of Management Systems
Self-Discipline with a focus on Reality Therapy The basic human’s need is identity-the feelings of distinctiveness and worthiness. Developing social responsibility and feelings of self-worth are needed for a success identity. They are the result of the student developing a good relationship with others. 41
TEACHER’S MOST IMPORTANT ATTITUDES IN FACILITATING LEARNING
Significant learning is largely a function of certain attitudinal qualities in the interpersonal relationship b/w the teacher and the student. Effective Teacher-Student and StudentStudent Relationship Teacher needs to adopt the following attitudes: Realness,Genuineness, Empathy toward the students, Acceptance and Trust of the students 42
TEACHER’S MOST IMPORTANT ATTITUDES IN FACILITATING LEARNING
Realness (Genuineness) : an expression of the teacher being himself or herself The teacher’s behavior is congruent with his or her feelings. Acceptance: an expression of basic trust-a belief that the student is trustworthy.
43
TEACHER’S MOST IMPORTANT ATTITUDES IN FACILITATING LEARNING
Empathic understanding: an expression of the teacher’s ability to understand the students from the student’s point of view. It is a sensitive awareness of the student’s feelings. Realness, Acceptance, and Empathy are crucial to the rapport-building process. 44
SUMMARY OF THE RECOMMENDATIONS
Address the student’s situation. Express your feelings about the situation. Express authentic and genuine feelings that promote student understanding. Diminish hostility by inviting cooperation. Recognize, accept, and respect the student’s ideas and feelings Provide guidence, NOT criticism. Avoid questions and comments that are likely to incite resentment. Listen to the students and encourage them to express their ideas and feelings. 45
SELF-DISCIPLINE Positive perspective and positive expectations Through positive regard, selfdiscipline is expected and achieved by students.
46
Maslow’s Hierarchy of Needs Maslow’s humanistic approach is known “Hierarchy of Needs.” Individual behavior is determined by his or her needs. Using Maslow’s ideas, you must truly believe in your student.
47
Maslow’s Hierarchy of Needs 1. 2. 3. 4. 5.
Physiological Needs Safety and Security Love and Belonging Self-Esteem Self-Actualization
48
Examples of Maslow’s Hierarchy of Needs A hungry student will have a hard time focusing on learning skills. A student feels free to ask his teacher questions. A student likes the teacher. A student feels involved in the class. A student can use what he learns in school.
49
A good teacher is a good manager
50
Thank you so much
51
Related Documents
Classroom Management
May 2020 28
Classroom Management
April 2020 29
Classroom Management
May 2020 25
Classroom Management
May 2020 34
Classroom Management
May 2020 33
Classroom Management
May 2020 27More Documents from "I Gede Jaya Nadi"
Language Assessment
May 2020 32
5 Qualification Of Good Writing
May 2020 27
Classroom Management
May 2020 33
Sap 10 & 11.docx
May 2020 29
Kompensasi Dan Kinerja 1.pdf
October 2019 34