class room management iderak

Classroom Manageme

ntAyesha Aamir

IDERAK…….step towards learningfor contact: ash_planti@hotmail.com

Objective

• To understand the importance of class room management in teaching learning process.

groups of people

live and work

organization

solve or chaos.

SURVIVAL FOR FITTEST

WHY CLASS ROOM MANAGEMENT

BECAUSE

Welcome to CLASS ROOM!

If you don’t plan, the student will plan for you!!

WHAT matters ?

• You are not alone in class…• . . . It’s different for EVERY ONE!!• Anger shouldn't be part of the

curriculum….• Focus on what a teacher can Change?• Must make learning relevant to

students’’’’• It is more natural to be off-task –

ENGAGE…• Listens, RESPECT, listens, RESPECT, listens,

RESPECT…….• Design lessons for student mastery as

REMEBER• Who Am I Planning For?

• What Am I Supposed To Do?

Class lesson - success

Mastery teaching25%

HighExpectations

10%S

Class room management

65%

Key - TIME

Transition vs. Allocated

TimeIncrease the variety of learning activities

but decrease transition time

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

another

Understanding Our Students

Dealing With Student Behavior in Today’s Classrooms

CHANGING FAMILY STYLE IN PAKISTAN

• One in six youths (age 10-17) has seen or knows someone who has been shot.

• At least 160,000 students skip class each day because they fear physical harm.

• More than 150,000 school age children bring a gun to school each school day.

• 70% of those arrested in hate crimes are under age 19.

• In the last two decades, there has been a 200% growth in single parent households.

• The number of moms leaving home for work each morning has risen 65% in the past 20 years.

• Nearly 1 in 4 children in Pakistan are living below the poverty level.

EFFECTIVE TEACHER

Teachers who are ready maximize student learning

and minimize student

misbehavior are called

“Effective teachers MANAGE their classrooms.Ineffective teachers DISCIPLINE their classrooms.”

PUNISHMENT VS.

DISCIPLINE

Why Do We Punish?

– Because it works• Punishment is effective for

approximately 95% of our students– It’s quick

• Punishment produces a rapid (but often temporary) suppression of behavior

– It requires lower level thinking skills.

My views• D: strives to replace an unwanted behavior with a desirable behavior• P: takes away a behavior by force, but replaces it with nothing

• D: Is firm and consistent, but peaceful• P: inflicts harm in the name of good

• D: Positive behavioral change is expected• P: The worst is expected, and the worst is often received

• D: Takes time and energy but consequences are logical and encourage restitution

• P: Is immediate and high-impact but is hardly ever logical

• D: Is not threatening, dangerous or abusive• P: Can be physically and emotionally dangerous

• D: is caring but takes time and planning• P: is often “off the cuff” and emotionally charged

If you agree???• Discipline: Concerns how students BEHAVE• Procedures: Concerns how things are DONE

• Discipline: HAS penalties and rewards• Procedures: Have NO penalties or rewards

A procedure is simply a method or process for how things are

to be done in a classroom.

Four Guiding Principles

of

Classroom Management

Guiding Principle # 1

Remember that good teaching is one of our best behavior management tools

– Active engagement– Positive reinforcement

STUDENT ACHIEVEMENT

Good Teaching Behavior Management

Guiding Principle # 2

Apply the three tiered prevention logic to the

classroom setting

Primary for allSecondary for some

Tertiary for a few

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for Students

with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Guiding Principle # 3

Link classroom to school-wide

–School-wide expectations–Classroom v. office managed

rule violations

Nonclassr

oom

Setting Syste

ms

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Guiding Principle # 4

Teach social skills like academic skills

– Tell/model/explain– Guided practice– Monitor & assess– Give positive feedback– Adjust & enhance

The 4Rs in CLASS ROOM MANAGEMENT

Rights Responsibilities

Rules Choices

Routines

Positive consequences

Negative consequences

Inevitability

5TH R is RELATION SHIP

Reinforce Positive Behavior/ Redirect

Inappropriate Behavior

OUTSIDE

Effective classroom management begins

_________ the classroom

door.

Elements of Classroom Management

InstructionCreating In-dependentLearners

Motiva-tion

Creating GoodWork Ethics

Discipline“Meaning Business”

Elementsof ClassroomManagement

“There is absolutely no research correlation

between success and family background, race,

national origin, financial status, or even educational

accomplishments. There is but one correlation with

success, and that is ATTITUDE.”

Harry K. Wong

(2)

References

• Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.

• Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.

• Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.

• Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.

• Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.

• Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.

• Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30.

• Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.

• Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press

Thank youAny queries….

PLZ