classroom management aac

8/3/2019 Classroom Management AAC

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In the name of Allah, the most

beneficent and merciful


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Classroom

Management

Dr. Nawab Ali KhanProfessor, Department of Commerce

Aligarh Muslim University, Aligarh(INDIA)

Telephone: +91-571-3261457/2721457

Cell: 09897001457/09358066667

Fax: +91-571-2700831

E-mail: [email protected]

Classroom Survival
mailto:[email protected]:[email protected]


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Classroom Management

Some times it feels like we areherding cats.
http://../Desktop/Videos/Herding%20Cats.mp4


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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 . . .


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. . . Its different for

EVERYONE!!

WHY?

Teaching Styles

Personality/Attitudes

Student population

Not all management strategies areeffective for every teacher

Try different strategies to see ifthey work for you


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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


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Principles for successful

classroom management

Deal with disruptive behaviors but alsomanage to minimize off-task, non-disruptive behaviors

Teach students to manage their ownbehavior

Students learnto be on-task andengaged in the learning activities youhave planned for them

It is more natural to be off-task than on


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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 tohappen


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Classroom Control

Monitor groups of students to checkprogress

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


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Classroom Control Over plan your

lessons to ensureyou fill the periodwith learning

activities

Come to classprepared

Show confidence in

your teaching

Learn studentnames as quickly aspossible


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Transition vs. Allocated

Time

Allocated time: the time periods youintendfor your students to be engagedin learning activities

Transition time: time periods that existbetweentimes allocated for learningactivities Examples

Getting students assembled and attentive

Assigning reading and directing to begin

Getting students attention away from reading

and preparing for class discussion


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Transition vs. Allocated

Time

The Goal: Increase the variety of learning

activities but decrease transition

time.

Student engagement and on-task behaviors are dependent

on how smoothly andefficiently teachers move fromone learning activity to another


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Withitness

Withitness refers to a

teachers awareness of

what is going on in theclassroom


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A teacher has withitness if:

When discipline problems occur, theteacher consistently takes action tosuppress the misbehavior of exactlythose students who instigated the

problem When two discipline problems arise

concurrently, the teacher deals with themost serious first

The teacher decisively handlesinstances of off-task behavior beforethe behaviors either get out of hand orare modeled by others


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Withitness (continued)

When handling misbehaviormake sure all students learn whatis unacceptable about that

behavior

Getting angry or stressed does notreduce future misbehavior

Deal with misbehavior withoutdisrupting the learning activity


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Proximity and Body

Language

Eye contact, facial expressions,gestures, physical proximity tostudents, and the way you carry

yourself will communicate that youare in calm control of the classand mean to be taken seriously.

Be free to roam

Avoid turning

back to class


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Cooperation through

communication

Verbalize descriptions of behaviors andnever value judgments aboutindividuals

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


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Classroom Rules For

Conduct

Formalized statements that providestudents with general guidelines for thetypes 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 moreimportant than each rule in a large setof rules


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Necessary classroom rules

of conduct

Maximizes on-task behaviors andminimize 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,College/university personnel, andvisitors to the College/universitycampus


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Establishing a

Businesslike

Atmosphere. . . Or, Dont Smile until

Christmas


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A Businesslike Atmosphere

Take advantage of the first days ofclass

Establish an environment in whichachieving specified learning goalstakes priority over other concerns

It is much easier to establish thisenvironment from the beginningrather than later


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5 steps

1. Take advantage of the new collegeyear or term to set the stage forcooperation

2. Be particularly prepared and

organized3. Minimize transition time4. Utilize a communication style that

establishing non-threatening,

comfortable environment5. Clearly establish expectations for

conduct


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Beginning a new year

Take advantage of initialuncertainty

Ride your fences

PLAN for a favorable beginning Classroom/lab organization

Ongoing routines

Use learning activities with easy-to-follow, uncomplicated directions

Use a disclosure statement


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Disclosure Statement

Used to clearly communicateexpectations to students andparents

Refer back to the guidelinesthroughout the term

Not a legally binding document


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Components of Disclosure

Statement

Basic Course Outline

Grading Procedures

Include procedures for making up missedwork, extra credit, homework expected,

etc. Attendance Policies (should be consistent

with college/university policy)

Other class rules, policies, procedures

Safety considerations as necessary Accommodation for disabilities statement

Signature of student and parent/guardian


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Room/lab arrangement

Make sure all students can see andhear clearly (and you can see themclearly)

Arrangement is determined by learning

activity (lecture, class discussion, smallgroup work, etc.)

Allow room and easy access forproximity control

Think through class procedures andlearning activities and arrange theroom in the best possible way


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Dealing with

misbehavior


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Students misbehave for

several reasons: They are bored.

They dont know the purpose of yourpresentation.

They dont understand how theinformation that you are deliveringapplies to them.

Instruction is uninteresting

The pace of the instruction is incorrect(too fast, or too slow).

Not enough interaction between andamong peers.


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"Listen" To The StudentsMisbehavior. Student misbehavior isn't just an

annoying disruption --- it's a secretmessage the student is

(unwittingly) trying to convey toyou.
http://rds.yahoo.com/_ylt=A0S020mQ7e9J1icAztmjzbkF/SIG=12b1ais4v/EXP=1240547088/**http%3A//us.inmagine.com/img/bananastock/bs084/lst039.jpg


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Make a good first impression.

Come in with enthusiasm andshow you are excited to be there.


Principles
http://../Desktop/Videos/First%20impressions.mp4


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Principles

Minimize the power differential ineveryday communication.

Sitting behind a desk or standing behind a

podium can send the message that youwant to create some distance betweenyourself and the students.

Get down to their level when working withthem.


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Principles

Know the power of proximity You can accomplish more through your body

language than through your voice.

Put your body next to problems.

Put your body in-between students who aredisruptive.

Know how to work one-on-one with studentswhile not turning your back on the rest of theclass.
http://images.google.com/imgres?imgurl=http://www.ucu.uu.nl/_pictures/other/teacher%2520in%2520class.jpg&imgrefurl=http://www.ucu.uu.nl/157.phtml&usg=__9fZ6omX88SHF71m1PiFrnPdRGxE=&h=640&w=427&sz=205&hl=en&start=30&tbnid=xiDnjOHV_ss_sM:&tbnh=137&tbnw=91&prev=/images%3Fq%3Dteachers%2Bteaching%26gbv%3D2%26ndsp%3D18%26hl%3Den%26sa%3DN%26start%3D18


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Functions of Behavior

Every behavior has a function

Four primary reasons for disruptivebehavior in the classroom

Power Revenge

Attention

Want to be left alone (i.e., disinterest or

feelings of inadequacy)


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Functions of Behavior

Many misbehaviors exhibited bystudents are responses to a behaviorexhibited by the teacher

Do not tolerate undesirable behaviorsno matter what the excuse

Understanding why a person exhibits abehavior is no reason to tolerate it

Understanding the function of abehavior will help in knowing how todeal with that behavior


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Dealing with off-task

behaviors

Avoid playing detective

Utilize alternative lesson plans

Utilize the help of colleagues

Utilize the help of guardians DO NOT USE CORPORAL

PUNISHMENT A form of contrived punishment in which

physical pain or discomfort is intentionallyinflicted upon an individual for the purposeof trying to get that individual to be sorry heor she displayed a particular behavior


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Modifying off-task behavior

patterns

Use the principle of Extinction Whenever the positive rein forcers for a

persons voluntary behavior pattern areremoved or cease to exist, the person willbegin to discontinue that behavior

Specify the exact behavior pattern toextinguish

Identify positive reinforcers for thebehavior

Plan to eliminate positive reinforcement Establish a realistic time schedule Implement the plan Evaluate the effectiveness by

observing behavior


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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 previousactions are reinforced Subsequent actions that are less like the

behavior to be learned than previousactions are not positively reinforced


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Attention Seeking Behavior

Attention-seeking students preferbeing punished, admonished, orcriticized to being ignored

Give attention to this student whenhe or she is on-task andcooperating

Catch them being good! and letthem know you caught them


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Power Seeking Behavior

Power-seeking students attempt toprovoke teachers into a struggle ofwills

In most cases, the teacher shoulddirect attention to other membersof the class


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Behavior: Rambling -- wandering aroundand off the subject. Using far-fetched

examples or analogies.

POSSIBLE RESPONSES:

Refocus attention by restating relevantpoint.

Direct questions to group that is back on thesubject

Ask how topic relates to current topic beingdiscussed.

Use visual aids, begin to write on board,turn on overhead projector.

Say: "Would you summarize your main pointplease?" or "Are you asking...?"


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Behavior: Shyness or Silence -- lack ofparticipation

POSSIBLE RESPONSES:

o Change teaching strategies from groupdiscussion to individual written exercisesor a videotape

o Give strong positive reinforcement forany contribution.

o Involve by directly asking him/her a

question.o Make eye contact.

o Appoint to be small group leader.


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Behavior: Talkativeness -- knowingeverything, manipulation, chronic whining.

POSSIBLE RESPONSES:

o Acknowledge comments made.

o Give limited time to express viewpoint orfeelings, and then move on.

o Make eye contact with another participant andmove toward that person.

o Give the person individual attention duringbreaks.

o Say: "That's an interesting point. Now let's seewhat other other people think."


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Behavior: Sharpshooting -- trying to shootyou down or trip you up.

POSSIBLE RESPONSES:

o Admit that you do not know the answerand redirect the question the group or

the individual who asked it.o Acknowledge that this is a joint learning

experience.

o Ignore the behavior.


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Behavior: Heckling/Arguing -- disagreeingwith everything you say; making personal

attacks.

POSSIBLE RESPONSES:

Redirect question to group or

supportive individuals.Recognize participant's feelings and

move one.

Acknowledge positive points.

Say: "I appreciate your comments,but I'd like to hear from others," or "Itlooks like we disagree."


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Behavior: Grandstanding -- getting caughtup in one's own agenda or thoughts to the

detriment of other learners.

POSSIBLE RESPONSES:

o Say: "You are entitled to your opinion,

belief or feelings, but now it's time wemoved on to the next subject," or

o "Can you restate that as a question?" or

o "We'd like to hear more about that ifthere is time after the presentation."


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Behavior: Overt Hostility/Resistance --angry, belligerent, combative behavior.

POSSIBLE RESPONSES:

o Hostility can be a mask for fear. Reframehostility as fear to depersonalize it.

o Respond to fear, not hostility.

o Remain calm and polite. Keep your temper incheck.

o Don't disagree, but build on or around whathas been said.

o Move closer to the hostile person, maintaineye contact.

o Always allow him or her a way to gracefullyretreat from the confrontation.


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Behavior: Overt Hostility/Resistance -- angry,belligerent, combative behavior (continued)

POSSIBLE RESPONSES:

Say: "You seem really angry. Does anyoneelse feel this way?" Solicit peer pressure.

Do not accept the premise or underlying

assumption, if it is false or prejudicial, e.g., "Ifby "queer" you mean homosexual..."

Allow individual to solve the problem beingaddressed. He or she may not be able to offersolutions and will sometimes undermine his or

her own position. Ignore behavior.

Talk to him or her privately during a break.

As a last resort, privately ask the individual to

leave class for the good of the group.


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Behavior: Griping -- maybe legitimatecomplaining.

POSSIBLE RESPONSES:

o Point out that we can't change policyhere.

o Validate his/her point.o Indicate you'll discuss the problem with

the participant privately.

o Indicate time pressure.


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Behavior: Side Conversations -- may be related tosubject or personal. Distracts group members and

you.

POSSIBLE RESPONSES:

Don't embarrass talkers.

Ask their opinion on topic beingdiscussed.

Ask talkers if they would like to share theirideas.

Casually move toward those talking.

Make eye contact with them.

Standing near the talkers, ask a near-byparticipant a question so that the newdiscussion is near the talkers.

As a last resort, stop and wait.


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College/University

Policies

How to stay out oftrouble


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Be familiar with College/university

policies from the start!

Policies relating directly to students: Attendance Policy Academic/Grading Policies Telephone use (College/university

phones, cell, pagers) Student Dress and Grooming Policies Safe College/university Policies

Weapons, fighting, intimidation, verbal

abuse, etc. Alcohol, Tobacco, and Drug Policies Sexual Harassment Policy


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Policies youll need to be

aware of as a teacher

Internet/Email use policies Policies regarding the reporting of abuse,

neglect, suicide threats, etc. Emergency procedures

Fire, earthquake, bomb threat, intruder, etc.

Field Trip policies Accident reporting procedures Reporting academic progress Purchasing guidelines

Substitute teachers Requests for, planning, etc.

Use of videos, movies, and instructionalmaterials


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If you advise a student

group

Be familiar with:

Travel policies

Fundraising policies

Activity absence policies

Student organization finance policies


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Traits of a Good

Teacher

ALWAYS err in favor of the


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ALWAYS err in favor of the

student. Be a little

understanding:Even if 50students have told you the

same story, give the 51st

student the same wide-eyedlook you gave the first. Be a

little forgetful: When a

student asks you the samequestion you just heard 30

seconds ago, forget you

already answered it.

It is necessary to invest in student interests


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It is necessary to invest in student interests

as they relate not only to the classroom, but

also to their dreams and future endeavors.

You must practice not only to learn the

names of your students, but also to inquire

about what motivates them.


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Be Unsatisfied

As a teacher you must . . .

Be a good learner

Be a life-long learner

Life-long learners produce Life-longLearners

The best teacher is always a student.

Be unsatisfied with what you know . . .

Always desire to learn more!


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Have High Expectations

Encourage exploration

Encourage safe risk-taking andaccept errors

High standards are not impossiblestandards . . . They simplychallenge students.

Always expect their best!


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Create Independence

Encourage children to askquestions

Direct children in the direction

where they can seek out answersto their questions

Encourage them to explore

Provide an environment wherethey can be independent


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Humor

Be entertaining

Bring joy

Do not be afraid to laugh with yourstudents


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Knowledgeable

It is so important to beknowledgeable on the topic beingdiscussed

This also includes being certain ofusing correct spelling and grammar.

It is also imperative to be

knowledgeable of your students!


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Insightful

Pay attention!

Watch for changes or deficienciesin development

Watch for changes in behaviorand/or emotion

To meet the childrens needs, we

must be alert and insightful


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Flexible

Take advantage of teachablemoments.

Take advantage of childrens

interests

Adapt and meet the needs of yourstudents.


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Be Diverse

Learn new methods andtechniques

This world is constantly changing,

we have to be ready

Our students interests areconstantly developing . . . We

need to be aware of that diversity.

The world we live in is diverse.


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Unaccepting

Even though it has a negativeconnotation to it. . . We asteachers must be unaccepting of .

. . Unacceptable behaviors

Apathy

Intolerance


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Unconforming

Be creative

Try new things

Just because other teachers aredoing it one way . . . That doesnt

mean that method will work foryou, or your students!


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Communicator

It is imperative to communicatewith others . . .

Other staff (your peers)

Parents

Children

A childs parent is their #1 teacher

. . . You, as a teacher, mustpartner with parents to create apositive educational experience.


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Teachers are good at . . .

Explaining things, and arecomfortable in doing so.

Keeping their cool

Love children

Have common sense

Have self-confidence Are prepared

Listening

The mediocre teacher tells The


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The mediocre teacher tells. The

good teacher explains. The

superior teacher demonstrates. Thegreat teacher inspires.

l h h d


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Believing in what you teach and

teaching what you believe creates apowerful role model for our

students.


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Any

Questions?


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Thank you for attendingIf you have any further questions,

e-mail [email protected]

classroom management aac

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