w7 classroom management.ppt
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ClassroomManagement4 PISMP
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o "The ways in which student behaviour,
movement and interaction during a lesson
are organised and controlled by the teacherto enable teaching to take place most
effectively "(Richards 1990).
o Refers to the actions a teacher needs to
take in order to maintain order in theclassroom which enables learning to take
place.
Classroom Management
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Classroom Management (2)
o Encapsulates any rules, regulations,procedures, consequences and rewards
that are necessary to create a positivelearning environment for the students
o Term used to describe the process ofensuring that classroom lessons run
smoothly despite disruptive behaviour bystudents
o Closely linked to issues of motivation,
discipline and respect
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o Dependent upon several interdependent
components: (1) an engaging curriculum; (2)
working with anger, projection, and depression; (3)students as responsible citizens; (4) the teacher as
a self-knowing model; (5) classroom management
skills; (6) working with resistance, conflict, and
stress; and (7) robust instruction.o If even one of these components is neglected, the
whole process is compromised. Compromise
results in the need for discipline.
Classroom Management (3)
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Philosophy of Classroom
Management
Discipline becomes necessary when
the positive learning environment isdisrupted. Rules, regulations,
procedures and rewards should be
designed to make keeping thatenvironment in the best interest of the
students
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Prevention is better than cure. It
is important to keep the primary activity
flowing smoothly.The best teachers anticipate when
misbehaviours are likely to occur and
intervene early to prevent them. The mosteffective interventions are subtle, brief
and almost private. They do not, therefore
interfere with classroom activities.
Philosophy of Classroom
Management (2)
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Positive Learning
Environment A positive learning environment is one that
allows students to reach their full potential.
Though the students in a classroom havevaried learning styles, they can benefit
from an environment that is
a. Organized b. Quiet
c. Supportive
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Rules and Procedures
According to Harry Wong (1991), Effectiveteachers spend a good deal of time the
first weeks of the school year introducing,teaching, modelling, and practicingprocedures until they become routines(p1)
Classroom procedures are designatedmethods for completing certain classactivities or tasks.
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Classroom Procedures
A. Beginning the class
How should students enter the room?
What constitutes being late (in the room, in theseat)?
How and when will absentee slips be handled?
What type of seating arrangements will be used(assigned seats, open seating, cooperativegroup seating)?
How will the teacher get students' attention tostart class (the tardy bell, a signal such as araised hand or lights turned off and on)?
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B. Classroom Management
How and when will students leave their seats?
What do students need in order to leave the room(individual passes, room pass, teacher's permission)?
How will students get help from the teacher (raisehands, put name on board, ask other group membersfirst)?
What are acceptable noise levels for discussion, groupwork, seat work?
How should students work with other students or moveinto cooperative groups (moving desks, changing seats,noise level, handling materials)?
Classroom Procedures
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B. Classroom management (2)
How will students get recognized to talk (raised
hand, teacher calls on student, talk out)?
How do students behave during presentations by
other students?
How do students get supplies they are missing?
How and when do students sharpen pencils? How will students get materials or use special
equipment?
Classroom Procedures
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C. Paper Work
How will students turn in work (put in specifictray or box, pass to the front, one student
collects)? How will students turn in makeup work if they
were absent (special tray, give to teacher, put infolder, give to teacher's aide)?
How will students distribute handouts (firstperson in row, a group member gets a copy forall group members, students pick up as theyenter room)?
Classroom Procedures
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Principles of Classroom
Management
Classroom organisation can be a daunting
task, especially for the new teacher. Effectivepractices must be applied to get a well-run
classroom that is positive, stimulating and
energizing.
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Principles of Classroom
Management
Consider these suggestions
The physical environment of the classroom
Voice and body language
Unplanned teaching: Midstream lesson
changes
Teaching under adverse circumstances
Teachers roles and styles
Creating a positive classroom climate
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The physical environment of
the classroom
Sight, sound and comfort
- Classroom is neat, clean and orderly in
appearance
- Use the bulletin/notice boards wisely
- Free from external noises (if possible)- Cooling systems (air-condition of fan) are
operating
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The physical environment of
the classroom
Seating arrangements
- consider the size of the room, the class size, the
desk-chairs (movable/fixed), the activities planned
- appropriately arranged chairs and desks- think about patterns of semi-circles, U-shapes,
concentric circles or even straight lines
- Give thought to how students will do small-group
and pair work with as little chaos as possible- Think about the relationships between people when
deciding where to place them. The result is a seating
plan with good relationships together, and bad
relationships apart.
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The physical environment of
the classroom
Whiteboard use
- gives students added visual input
- use the in a neat and orderly manner,erasing as often as appropriate
Equipment
- the room has power outlets
- the equipment actually works
- teacher knows how to operate it
- use of equipment is practical and necessary for
the lesson
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Voice and body language
Body posture exhibit confidence
Face reflects optimism, brightness and warmth
Use facial and hand gestures to enhancemeanings
Make frequent eye contact with all students
Move around the classroom, but not to distraction
Dress appropriately
Follow conventional rules of proxemics (distance)
and kinesthetics (touching) that apply for the
cultures of students
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Unplanned teaching: Midstream
lesson changes
What would you do when
you or your students digress and throw off theplan for the day
an unexpected but pertinent question comes up
some technicality prevents you from doing anactivity (e.g. machine breaks down, T forgets to
bring handouts) you are asked a question that you dont know
the answer
a student is disruptive in class
there isnt enough time to finish an activity
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Teaching under adverse
circumstances
Teaching Large Classes
- Try to make each student feel important (not just a
number, learn names or use name tags)- Assign students as much interactive work as
possible
- Optimize the use of pair and small-group work
for maximum practise of language- Use peer-editing, feedback, and evaluation in
written work whenever appropriate
- Set up small learning centres
- Organize informal conversation groups and study groups
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Teaching under adverse
circumstances
Teaching Multiple Proficiency Levels in the same class
- Do not over generalise assessment of students
proficiency levels into the good students and
the bad students- Competencies vary among the four skills, within
each skill
- offer choices in individual techniques according
to needs and challenges- Take advantage of learning centres and laboratories that
are available
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Teaching under adverse
circumstances
Compromising with the institution
- physical conditions in the classroom are
onerous- constraints on how you should teach (a
specific methodology that you disagree is
required)- courses that are test-focused rather than
language-focused
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Teaching under adverse
circumstances
Discipline
- Learn to be comfortable with you position of authority
- gain respect of your students by treating them with equal
fairness- state clearly and explicitly to your students your
expectations regarding their behaviour, attendance and
other obligations
- be firm but warm in dealing with variances to these
expectations- in resolving disciplinary problem, try to find source of the
problem
- contact the schools counsellor if you cannot resolve a
recurring disciplinary problem
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Teachers roles and styles
Roles
- play multiple roles e.g. authority figure,
knower, director, manager, counsellor,
guide, friend, confidante and parent
- know yourself, your limitations, your
strengths, your likes and dislikes
- accept the fact that you are called upon to be
many things to many different people
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Teachers roles and styles
Teaching styles
- will almost always be consistent with personality style,
vary greatly between individuals
Consider the teaching styles, each represents a
continuum of possibilities:shy gregarious
formal informal
reserved open/transparent
understated dramaticrational emotional
steady moody
serious humorous
restrictive permissive
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Teachers roles and styles
Cultural expectations (Listed below are a
number of cultural expectations of roles and
styles as they relate to teachers and
students and schools - adapted from
Hofstede 1986)
-Teachers are expected to
have all the answers- Teachers are expected to
suppress emotions (and so
are students)
-Teachers are allowed to say
I dont know- Teachers are allowed to
express emotions (and so
are students)
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-Teachersinterpret intellectual
disagreementas personal disloyalty
-Teachers reward students for
accuracy in problem solving
-Students admire brilliance in
teachers
-Students should speak in class
only when called on by the teacher
-Teachers should never lose face;to do so loses the respect of
students
- Students expect the teacher to
show them the way
-Teachers interpret intellectual
disagreement as a stimulatingexercise
-Teachers reward students for
innovative approaches to problem
solving
-Students admire friendliness in
teachers
-Students are encouraged to
volunteer their thoughts
-Teachers can admit when they are
wrong and still maintain students
respect
- Teachers expect students to find
their own way
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Creating a positive classroom
climate Establish rapport
- important concept in creating positive energy in
the classroom
- show interest in each student as a person- give feedback on each students progress
- openly solicit students ideas and feelings
- value and respect what students think and say
- laugh with them and not at them
- work with them as a team, and not against them
- develop a genuine sense of vicarious joy when
they learn something or otherwise succeed
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Creating a positive classroom
climate
Effective Praise
-Shows genuine pleasure and
concern
-Shows verbal and nonverbal
variety
-Specifies the particulars of an
accomplishment, so students know
exactly what was performed well
-Is offered in recognition of
noteworthy effort on difficult tasks
Ineffective Praise
-Is impersonal, mechanical, and
robotic
-Shows bland uniformity
-Is restricted to global comments,
so students are not sure what was
performed well
- Is offered equally strongly for easy
and difficult tasks
Balance praise and criticism
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Creating a positive classroom
climate
-Attributes success to effort,
implying that similar success
can be expected in the future
-Fosters intrinsic motivation to
continue to pursue goals
-Is delivered without disrupting
the communicative flow of
ongoing interaction
-Attributes success to ability, luck,
or other external factors
-Fosters extrinsic motivation to
only to receive more praise
-Disrupts the communicative flow
of ongoing interaction
Adapted from Brophy 1981 in Brown (2001)
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Generate Energy
- a force that is unleashed in a classroom, perceivable only
through a sixth sense, acquired in the experience of
teaching itself
- energy is what you react to when you walk out of a class
period and say to yourself, Wow! That was a great class!
- Energy is the electricity of many minds caught up in a
circuit of thinking and talking and writing
- Energy is an aura of creativity parked by the interaction ofstudents
- Energy drives students towards higher attainment
- students and teachers take energy with them when they
leave the classroom and bringit back the next day
Creating a positive classroom
climate