Six characteristics that reflect classroom’s complexity and potentially:

Classrooms are multidimensional.

- The setting for many activities such as reading, writing, playing games etc.

Activities occur simultaneously

- A student might be writing at the desk, another might be discussing with the teacher,

one student might talking about what they are going to do after school and so on.

WHY CLASSROOMS NEED TO BE MANAGED EFFECTIVELY.

THE OLDER VIEWemphasized creating and applying rules to control students' behavior.orients students toward passivity and compliance with rigid rulesundermine students' engagement in active learning, HOT and social construction of knowledge.teacher as a director

THE NEWER VIEW

focuses more on students' needs for nurturing relationships and oppurtunities for self regulation. guiding students toward self-disciplineless on externally controlling the studentsteacher is a guide, coordinator and facilitator

ELEMENTARY SCHOOL

challenge of managing 20 - 25 children for entire day.spend more time with same students.confinement, boredom and interaction with the same people all day can create problems.

SIMILAR ISSUES

Good managers design classrooms for optimal learningcreate positive environment for learningestablish and maintain rulesget students to cooperateeffectively deal with problemsgood communication strategies.

SECONDARY SCHOOL

challenge of managing 5 or 6 different groups of 20-25 students for 50 minutes a day.spend less time seeing the students classroom lesson moving quicklydiscipline problems are frequently more severedemand more elaborate and logical explanationhallway socializing

MANAGEMENT ISSUES IN ELEMENTARY AND SECONDARY SCHOOL CLASSROOMS

THE CROWDED, COMPLEX AND POTENTIALLY CHAOTIC CLASSROOM

Things happen quickly

- Events often occur rapidly in classrooms and frequently require immediate response.

Events are often unpredictable

- Some events will occur unexpectedly. For example a fire alarm goes off, a student

gets sick, a computer won’t work and so on.

Lack of privacy

- Classrooms are public places. Students observe teacher handles discipline problems,

unexpected events and frustrating circumstances.

Classrooms have histories

- Students have memories in their classrooms. They remember how the teacher handled

the classroom.

Kounin (1970) found that good classroom managers effectively manage the group activities. Teacher who competently guide and structure classroom activities are more effective than teachers who emphasize their disciplinary role (Brophy, 1996).

Managing the complexity of the

classroom

make careful use of the 1st few days of school.to engaged in advanced planning before the school begins.

At the beginning of school

communicate your rules and procedures to the classroom.get students to engage effectively in learning activities.

Create + environment

praising children

speaking with calm voice setting clear rules

monitor seating arrangements

GETTING OFF TO THE RIGHT START

EMPHASIZING INSTRUCTION AND A POSITIVE CLASSROOM CLIMATE

Effective classroom management has two main goals:

EFFECTIVELY MANAGED

CLASSROOM

"Well-oiled machine"

focus on dicipline

"Beehive of activity"

active learning & busy

engaged in tasks

Help students spend more time on learning and less time on non-goal-directed activity

maintain activity flow and minimize

transition times

hold students accountable

Prevent students from developing problems

keep students busy with

challenging task

have motivated and absorbed

activities to learn

MANAGEMENT GOALS AND STRATEGIES

The traditional teaching model

Before we will organize the classroom’s physical space, teachers should know what type of instructional activity students will be engaged in.

Reduce congestion in high

traffic areas

separate areas (desks, groupwork,bookshelves etc) easily accessible

make sure you can see all students

must have clear line of sight between desks, instructional locations and work areas

make sure that students can easily

observe

students should not have to move their chairs or stratch their necks in the whole class presentation

make often-used teaching materials

minimize preparation and clean up time

Auditorium style.sit facing the teacherused when making a presentation

Face to face stylesit facing each otherdistraction from other students is higher

Offset stylesmall number of students. (3-4)cooperative learning activity

Seminar stylelarger number of students. (>10)when want to talk to each other.

Cluster stylesmall number of students (4-8)collaborative learning activity

DESIGNING THE PHYSICAL ENVIRONMENT OF THE CLASSROOM

PRINCIPLES OF CLASSROOM MANAGEMENT

ARRANGEMENT STYLES

refer to the seat in the front and center of the rowstudents in these seats like to interact with teacher.

"Action Zone"

move around the roomestablish eye contact and direct comment with students outside the "action zone"change seats periodically

What teacher

should do?

encourage students to be independent thinkers. Involve considareble verbale give and take with student, a caring attitude toward students and limits on student behavior when necessary

A u t h o r i t a ti v e s t y l e

Restrictive and punitive, with the focus mainly on keeping order in the classroom rather than instruction or learning. Students tend to be passive learners.

A u t h o r i t a r i a n s t y l e

Allows students considerable autonomy but provides them with little support for developing learning skills or managing their behavior .

P e r m i s s i v e s t y l e

ROW ARRANGEMENT

Post students’ photographs, artwork, written projects, charts that list birthday.

Positive expressions of students’ identities.

A bulletin board.- “Student of the week”- “Students’ best work of the

week”

Classroom library.

CREATING A POSITIVE ENVIRONMENT FOR LEARNING

GENERAL STRATEGIES

PERSONALIZING THE CLASSROOM

The increasing diversity of students make managing the classroom more complex. Too often

teachers are not knowledgeable about the cultural background of their students and as a

consequence miscommunicate with them. Cultural mismatches may especially occur in school in

which the teachers overwhelmingly non-Latino White the students are mainly from ethic minority

groups. Engaging in culturally responsive teaching and demonstrating sensitivity to cultural can

help teachers reduce discipline problems in the classroom.

Reasonable and necessary

Clear and comprehensible

Consistent with instructional and learning goal

Consistent with school rules

Developing a positive relationship with students

Getting them to share and assume responsibility. Involve student in the planning and implementation of school and classroom initiativesencourage them to judge their own behavior, don’t accept excuses, and give the self-responsibility strategy time to work.

Rewarding appropriate behaviorchoose effective reinforcers, use prompts and shaping effectivelyuse rewards to provide information about mastery

CREATING, TEACHING AND MAINTAINING RULES AND PROCEDURES

CLASSROOM RULES

GETTING STUDENTS TO COOPERATE

CLASSROOM MANAGEMENT AND DIVERSITY

There are three key aspect of communication :

These are some strategy for speaking with class :

Clearly communicate information and clarity

Strategy for speaking clearly (Florez, 1999):

Selecting vocabulary that understandable and appropriate for the student

Speaking at an appropriate pace.

Being precise and avoiding vagueness

Using good planning and logical thinking skills

SPEAKING SKILLS

Speaking with the class and student

Barriers to Effective Verbal Communication

Giving an Effective Speech

LISTENING SKILLS Active listening

NONVERBAL

Body language

Criticizing

harsh, (-) evaluationseg: "It's your own fault you flunked the test."

Name calling & labeling

putting down other personeg: "You are a loser."

Advising

talking down to others while giving a solution.eg: "That's so easy to solve. I can't understand why.."

Ordering

commanding other personeg: "Clean up this space, right now!"

Threatening

intended to control other personeg: "If you don't listen to me, I'm going..."

Moralizing

preaching to the students about what they should doeg: "You should turned your homework on time; you ought to feel ashamed."

BEING A GOOD COMMUNICATOR

SPEAKING SKILLS

SPEAKING WITH THE CLASS AND STUDENTS

BARRIERS TO EFFECTIVE VERBAL

Knowing some good strategies for giving a speech can significantly reduce teacher

anxiety and help on deliver an effective speech.

Listening is a critical skill for making and keeping relationships. Good listeners actively

listen. Active listening means giving full attention to the speaker, focusing on both the

intellectual and the emotional content of the message. Some good active listening

strategies are as follow:

Many communication experts stress that most interpersonal communication is

nonverbal. It’s hard to mask non-verbal communication, so a good strategy is recognize

the type of non-verbal communication.

By examining facial expression, personal space and silence we would know what

really matter to them. A smile, a frown, a puzzled look all communicate. We often act as

connect with the audiance

state your purpose

effectively deliver the

speech

use media effectively

Pay attentionto the person who is talking

Paraphrase

Synthesize themes and patterns

Feedback in a competent manner

Talk directly to the audience. Don’t read or refer to script

Keep focus throughout the talkUse eye contact, supportive

gesture and voice control

Help the audience grasp key ideas and vary the pace of the talk

GIVING AN EFFECTIVE SPEECH

LISTENING SKILLS

NONVERBAL COMMUNICATION

if there is something wrong with anyone who remains silent for more than a second or

two after something is said to them.

We indicate that after asking a question, many teachers rarely remain silent long

enough for students to think reflectively. By being silent, a good listener can observe the

speaker’ eye, facial expression, posture and gesture for communication, think about the

other person is communicating and consider what the most appropriate response is.

The Scope Aggression and School Violence

A recent national study of U.S. schools

revealed that aggression and school violence are serious

higher in middle schools than in

elementary schools or high schools.

Fighting

In elementary school teacher usually stop a

fight. If for some reason teacher can not

intervene, immediately get help from other

teachers or administration.

Let the fighters have a cooling-off period to

calm down. Later, have a conference with them.

Bullying

one of every three students said they

had experienced as a victim in bullying.

Anxious, socially withdrawn and

aggresive children are often the victims of

bullying.

Defiance or Hostility Towards the Teacher

Try to defuse the event by keeping it

private and handling the student

individually, if possible.

In extreme cases, student will be completely

uncooperative, teacher should send another student

to the office for help.

DEALING WITH PROBLEM BEHAVIORS

DEALING WITH AGGRESSION

Using Others as Resources

Peer mediation

Can be trained to help students resolve quarrels and change undesirable behaviors.

Parent-Teacher Conference

Describe the problem and say that you would appreciate any support that they can give you.

Enlist the Help of the Principal or Counselar

If teacher have tried unsuccessfully to deal with the behavior, consider asking the school’s

administration or counselor.

Find a Mentor

A mentor can provide such student with the guidance they need to reduce problem behaviors

Management strategiesManagement experts distinguish between minor and moderate

interventions for problem behaviors

Minor interventionExample : Student leaves their

seats without permissionEngage in sosial talk when it is

not allowedEat candy in class

Moderate interventionExample : Students abuse

privilagesDisturpt an activity

Goof off

Effectivestrategies

Use nonverbal cues- Make eyes contact and signal such as finger to lips, a head shake or a hand signal to issue the desist.

Keep the activities moving- start the next activity in more timely fashion

Move closer to students- moving near the student

Redirect the behavior- let them know what they are supposed to be doing

Provide needed instruction-involves carefully monitoring students’ work and providing guidance when needed

Directly and assertively tell student to stop- let them know what they are supposed to be doing

Gives the student a choice

Withhold a privilege Isolate or remove student

Impose a penalty

MANAGEMENT STRATEGIES

Effectivestrategies

appendix

DESIGNING THE PHYSICAL ENVIRONMENT

OF THE CLASSROOMS.