student centered classroom management

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  1. 1. Student Centered Classroom Management Techniques Ian Stone English Language Fellow QQ: 2100701627
  2. 2. Overview Student Centered Discipline Setting Rules Transparency Consequences Student Centered Learning Group Dynamic Group Regulation Group Structure TheTeachers Role TeacherTalkTime (TTT) Modeling Handling Mistakes The Role of Feedback Forms of Feedback Survey Structure & Use Online Feedback
  3. 3. Setting Rules Predetermined Student Centered Simple, Clear & Far Reaching Supportive of Learning Achievable & Enforceable Followed by All
  4. 4. Establishing Consequences When/how should we introduce new rules & consequences? What would happen if students chose the consequences? Some techniques for dealing with an infraction. Confront the behavior, not the person The quiet confrontation (never in front of the class) The power of peer pressure
  5. 5. How Do Students Learn Best? Learning Pyramid (NationalTraining Laboratories in 1960) Conclusion: students learn better and retain more when Not passive learners listening to a lecture, reading, using audiovisual content Actively involved teaching others, practicing doing, discussing
  6. 6. Groups Why groups? When should group work be implemented? What activities can be done in groups?
  7. 7. Simultaneous Interaction Increases Engagement and Participation Structure Percent Actively Engaged at Once Student Participation Time per Hour Whole Class Q&A 1 in 30 (3.33%) 2 minutes per student Round Robin 1 in 4 (25%) 15 minutes per student Rally Robin 1 in 2 (50%) 30 minutes per student
  8. 8. Group Function Group-work allows for P. I. E. S. Positive interdependence Individual accountability Equal Participation Simultaneous Interaction Numbered HeadsTogether (Spencer Kagan 2009) Assign a task to each member: Topic Monitor Phone Monitor Language Monitor Participation Monitor
  9. 9. Organizing Groups
  10. 10. Group Size The ideal size for a group Pairs Manageability = 4 students (Richards and Bohlke 2011)
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  14. 14. Keep em Moving You should not remain at a fixed point in the classroom Neither should your students Create kinesthetic activities that keep your students and yourself moving around the room.
  15. 15. The Teachers Role Do teachers have to lecture to be effective teachers? Knowledge Banking: Teachers deposit information into the minds of their students, and do not place importance on student self-discovery of knowledge or critical thinking. (Freire 2007) Also known as the open vessel or blank slate concept .
  16. 16. Quietly Commanding Attention Wait for all students to be quiet and focused before speaking? Get quieter not louder ( not raise your voice for attention). Thank those who demonstrate the desired behavior? Use nonverbal cues? Do you:
  17. 17. Modeling Act out concepts in front of the class? Point out good behavior? Ask students to demonstrate? Do you:
  18. 18. Error Correction Self Correction Non-Corrective Repetition Targeted Correction Peer Correction Recasting Board-Work Parroting / Echoing (good or bad?)
  19. 19. Positive Reinforcement The Power of Praise Types of Rewards Peer Praise & Public Praise
  20. 20. Feedback What are some different forms of feedback? How can we get accurate feedback about our classroom presence? How can surveys be useful in planning a student centered class?
  21. 21. C l a s s F e e d b a c k F o r m Vocabulary Grammar Reading Listening Writing
  22. 22. Overview Questions 1. What is an essential component of classroom rules? 2. When should the teacher remain quiet?Why? 3. When do students learn most? 4. What is knowledge banking? 5. What is the ideal size for groups?Why? 6. What is P.I.E.S.? 7. What are some possible roles for group members? 8. Why is timing important? 9. How is modeling used? 10. What is Parroting/Echoing? 11. What is peer correction? 12. How can student feedback be used in classroom management?
  23. 23. Thank you Ian Stone English Language Fellow QQ: 2100701627 Provide feedback