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Lesson Seven Management

Classroom management is important for teacher satisfaction, student success, and effective instruction. It involves establishing positive relationships, fair and consistent discipline, well-planned engaging lessons, and awareness of student behavior. When addressing misbehavior, teachers should understand the function of the behavior, remain calm and avoid power struggles, and address issues privately when possible. Specific strategies include proximity, positive reinforcement, clear expectations, humor, and preventing downtime through over-planning.

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Esma kla
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38 views

Lesson Seven Management

Classroom management is important for teacher satisfaction, student success, and effective instruction. It involves establishing positive relationships, fair and consistent discipline, well-planned engaging lessons, and awareness of student behavior. When addressing misbehavior, teachers should understand the function of the behavior, remain calm and avoid power struggles, and address issues privately when possible. Specific strategies include proximity, positive reinforcement, clear expectations, humor, and preventing downtime through over-planning.

Uploaded by

Esma kla
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Classroom

Management
Lesson Seven
Educational Psychology
BEST IN SHOW
• Identify the best teacher you ever
had and why they were the best.

• What is one strategy that teacher


used for classroom management?

• Now identify a teacher that you


would consider one
• of the worst teachers you ever had
• Identify specific actions that you
feel have earned them this title.
What is Classroom
Management?
– It’s effective discipline
– It’s being prepared for class
– It’s motivating your students
– It’s providing a safe, comfortable
learning environment
– It’s building your students’ self
esteem
– It’s being creative and imaginative
in daily lessons
– And . . .
. . . It’s different for
EVERYONE!!
WHY?
– Teaching Styles
– Personality/Attitudes
– Student population
– Not all management
strategies are effective for
every teacher
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
• Classroom management and
effective instruction are key in
ensuring student success and
learning
F… F… C…
• Be fair, firm and consistent…
• remember that students are, by
nature, the morality police.
• They can spot inconsistencies a
mile away and take joy in calling
you out on it!
• Students may not enjoy
consequences of inappropriate
behavior but they will respect your
decisions if they know that you
are fair and apply discipline
/consequences fairly
ACCENTUATE
THE POSITIVE
POSITIVE IS A PLUS
• Build a positive, PROFESSIONAL
rapport with students
• Establish a positive classroom
environment…greet students at
the door everyday with a smile
• Model the positive behaviors and
attitude you desire in your
students
“IF
YOU DO NOT HAVE A
PLAN,
THEN YOU ARE PLANNING
TO FAIL!!”

BENJAMIN FRANKLIN
PLAN, PLAN, PLAN
• Planning engaging, purposeful
lessons is one of the best recipes for
a smooth, orderly classroom
• Over plan your lessons to minimize
down time…down time is every
teacher’s worst enemy
• Plan lessons that address multiple
learning styles and allow all students
to experience success
BE PREPARED!!
• Be organized
• Be on time
• Be prepared for changes to your
even the “best laid plans”
• Have a plan B
• Have a plan C
• Anticipate possible hiccups in your
lessons and activities
REFLECTIVE PLANNING
DEVELOP EFFECTIVE
BEHAVIOR CUES
• Focus attention on entire class
• Don’t talk over student chatter
• Silence can be effective
• Use softer voice so students
really have to listen to what
you’re saying
• Raise your hand
KEEP IT SIMPLE SUGAR
• Make classroom rules simple
• Keep classroom procedures
simple
• Give clear and simple
instructions during classroom
activities
• Remember that even adults can
only process 3-4 instructions at
a time effectively!!
CLASSROOM ARRANGEMENT
• Make sure all students can see
and hear clearly (and you can
see them clearly)
• Arrangement is determined by
learning activity (lecture, class
discussion, small group work,
etc.)
• Allow room and easy access for
proximity control
• Think through class procedures
and learning activities and
arrange the room in the best
possible way
WITH-IT-NESS
• Withitness refers to a
teacher’s awareness of
what is going on in the
classroom
A teacher has “with-it-ness” if:

• When discipline problems occur, the


teacher consistently takes action to
suppress the misbehavior of exactly
those students who instigated the
problem
• When two discipline problems arise
concurrently, the teacher deals with
the most serious first
• The teacher decisively handles
instances of off-task behavior before
the behaviors either get out of hand
or are modeled by others
With-it-Ness (continued)
• When handling misbehavior –
make sure all students learn
what is unacceptable about
that behavior
• Getting angry or stressed does
not reduce future misbehavior
• Deal with misbehavior without
disrupting the learning activity
“ACTIONS SPEAK
LOUDER THAN WORDS”
PROXIMITY AND BODY LANGUAGE
• Eye contact, facial expressions,
gestures, physical proximity to
students, and the way you carry
yourself will communicate that you
are in calm control of the class and
mean to be taken seriously.
• Be free to roam
• Avoid turning your
back to class
“LAUGHTER IS THE
BEST MEDICINE”
USING HUMOR

• Use humor when appropriate


• Be able to laugh at yourself
• NEVER use sarcasm
• Sarcasm puts students on the
defensive and damages your
relationship
EVERY PERFORMER
NEEDS A STAGE
• Confrontation gives students a
“stage” to perform
• Avoid power struggles…no one
wins
• Give students a dignified way to
get out of a bad situation
• Address behavior issues in
private whenever possible
DEVELOP A THICK SKIN
IT IS NOT PERSONAL
• Kids make poor choices…that is
what they do!
• Kids misbehave…that is their job!
• Kids test boundaries and limits…it is
a natural part of growing up!
• Kids don’t always do what we want
them to…no matter how much they
like us!
• DON’T TAKE IT PERSONNALY!!
THE HONEYMOON
IS OVER!!
Dealing with
Misbehavior
Functions of Behavior
• Every behavior has a function
• Four primary reasons for
disruptive behavior in the
classroom
– Power
– Revenge
– Attention
– Want to be left alone (i.e.,
disinterest or feelings of
inadequacy)
Functions of Behavior
• Many misbehaviors exhibited by
students are responses to a behavior
exhibited by the teacher
• Do not tolerate undesirable
behaviors no matter what the excuse
• Understanding why a person exhibits
a behavior is no reason to tolerate it
• Understanding the function of a
behavior will help in knowing how to
deal with that behavior
Power Seeking Behavior
• Power-seeking students
attempt to provoke
teachers into a struggle of
wills
• In most cases, the teacher
should direct attention to
other members of the class
Attention Seeking Behavior

• Attention-seeking students
prefer being punished,
admonished, or criticized to
being ignored
• Give attention to this student
when he or she is on-task and
cooperating
• “Catch them being good!” – and
let them know you caught them
Behavior: Talkativeness -- knowing
everything, manipulation,

POSSIBLE RESPONSES:
 Acknowledge comments made.
 Give limited time to express viewpoint or
feelings, and then move on.
 Make eye contact with another
participant and move toward that person.
 Give the person individual attention
during breaks.
 Say: "That's an interesting point. Now
let's see what other other people think."
Behavior: Sharpshooting -- trying to
shoot you down or trip you up.
POSSIBLE RESPONSES:
 Admit that you do not know the
answer and redirect the question the
group or the individual who asked it.
 Acknowledge that this is a joint
learning experience.
 Ignore the behavior.
 Speak to the student in private…take
the stage away
 KNOW YOUR CONTENT!!
Behavior: Overt Hostility/Resistance --
angry, belligerent, combative behavior.
POSSIBLE RESPONSES:
 Hostility can be a mask for fear. Reframe
hostility as fear to depersonalize it.
 Respond to fear, not hostility.
 Remain calm and polite. Keep your temper
in check.
 Don't disagree, but build on or around what
has been said.
 Move closer to the hostile person, maintain
eye contact.
 Always allow him or her a way to gracefully
retreat from the confrontation.
Behavior: Overt Hostility/Resistance -- angry,
belligerent, combative behavior (continued)

POSSIBLE RESPONSES:
 Allow individual to solve the problem
being addressed. He or she may not
be able to offer solutions 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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