classroom management. outline outline definition classroom management components: conduct management...

CLASSROOM MANAGEMENT

OUTLINEOUTLINE

•Definition•Classroom management

components:Conduct managementCovenant managementContent management

CLASSROOM MANAGEMENTCLASSROOM MANAGEMENT

It aims at encouraging and establishing student self

control through a process of promoting positive student achievement and behavior. Thus

academic achievement, teacher efficacy, and teacher and

student behavior are directly linked with the concept

of school and classroom management.

Classroom management focuses on three major components

• conduct management:: attempts to address and resolve discipline problems in the classroom.

• covenant management: classroom group as a social system that has its own features that teachers have to take into account when managing interpersonal relationships in the classroom.

• content management: space, materials, equipment, the movement of people, and lessons that are part of a curriculum or program of studies".

CONDUCT MANAGEMENTCONDUCT MANAGEMENT

• Set the rules

• Be fair

• Deal with disruptions with little

interruption • Avoid confrontations • Stop disruptions with a little humor • Overplan

• Be consistent

COVENANT MANAGEMENTCOVENANT MANAGEMENT1. 1. Appropriate teacher behavior and good relationship Appropriate teacher behavior and good relationship

with the studentswith the students• Enthusiasm• Acceptance• Ability to listen and pay attention to them• Availability

2. 2. Pleasant and supportive classroom atmospherePleasant and supportive classroom atmosphere• Establish a norm of tolerance • Encourage risk-taking and have mistakes accepted as a natural part of learning• Bring in and encourage humor• Encourage learners to personalize the classroom

environment according to their taste

3. 3. A cohesive learner group with appropriate group A cohesive learner group with appropriate group norms norms

• Try and promote interaction, cooperation and the sharing of genuine personal information among the learners.

• Use ice-breakers at the beginning of a course • Regularly use small-group tasks where students can

mix• Encourage and if possible organize extracurricular

activities and outings• Try and prevent the emergence of rigid sitting

patterns.• Avoid face-threatening acts such as humiliating

criticism or putting students in the spotlight unexpectedly

CONTENT MANAGEMENTCONTENT MANAGEMENT

What if students are all at different levelsWhat if students are all at different levels??

• Use different materials.• Use the students.• Do different tasks with the same material.

What if the class is very big?What if the class is very big?

• Use worksheets.

• Use pair work and group work.

• Use group leaders.

What if students keep using their own language?

• Talk to them about the issues.

• Encourage them to use English appropriately.

• Create an English environment.

What if students are What if students are uncooperative?uncooperative?

• Talk to individuals

• Promote Cooperative Learning

• Implement team work activities

What if some students in- groups What if some students in- groups finish before everybody else ?finish before everybody else ?

• Use additional material• Finish the activity when the 90 % of

the group have finished.

What if teachers do not plan What if teachers do not plan the lesson?the lesson?

• Why plan at all• What and when should we plan • Sequence of a lessons

REFERENCESREFERENCES

• Zoltán Dörneyi (2005) Motivational Strategies in the Language Classroom. Cambridge University Press. UK

• http://712educators.about.com/od/discipline/tp/disciplinetips.htm

• http://www.intime.uni.edu/model/teacher/teac3summary.html

• Froyen, L. A., & Iverson, A. M. (1999). Schoolwide and classroom management: The reflective educator-leader (3rd ed.). Upper Saddle River, J: Prentice-Hall.

• Harmer, J. (1999) How to Teach English. Longman

Thank youThank you