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Classroom-Management Class Updated

The document discusses effective classroom management strategies. It outlines principles like making a good first impression, addressing problems immediately, using proximity, and modeling desired behaviors. Classroom management involves establishing procedures, rules, and reducing discipline issues to effectively deliver lessons.

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88 views

Classroom-Management Class Updated

The document discusses effective classroom management strategies. It outlines principles like making a good first impression, addressing problems immediately, using proximity, and modeling desired behaviors. Classroom management involves establishing procedures, rules, and reducing discipline issues to effectively deliver lessons.

Uploaded by

mknqbxs56z
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 28

Instructor: Hedayatullah Bawar

MA
 Why is having control of the class so important in order to get
your message delivered effectively?

 What are some


components of
effective classroom
management?
ATTENTION !

If you don’t
plan, the
student will
plan for you!!
WHAT IS CLASSROOM
MANAGEMENT??
 IfPilots have flight plans, Coaches have game
plans, Executives have business plans, then
Effective teachers must have a Classroom
Management Action Plan. Do you?
CLASSROOM
MANAGEMENT?
Classroom management is ways of organizing the
resources, pupils and helpers so that teaching and
learning can proceed in an efficient and safe manner.

Its not about only rules


Its about relationship
As well
The biggest deterrent to classroom management issues is
proactive, effective lessons.

The more you plan, the more effective the lesson and
delivery…the less problems with discipline.
CLASSROOM MANAGEMENT
 Classroom Management involves establishing
procedures, having rules, and reducing discipline
problems.

 Why do students cause


discipline problems?

The Teacher Role!!!!!


The Behavior of the students within the classroom are a
direct product of the teacher’s Environment.
STUDENTS MISBEHAVE FOR
SEVERAL REASONS:
 They are bored.
 They don’t know the purpose of your presentation.
 They don’t understand how the information that
you are delivering applies to them.
 Instruction is uninteresting
 The pace of the instruction is incorrect (too fast, or
too slow).
 Not enough interaction between and among peers.
"LISTEN" TO THE STUDENTS’
MISBEHAVIOR.
 Student misbehavior isn't just an annoying
disruption --- it's a secret message the
student is (unwittingly) trying to convey to
you.
GUIDING VALUES OF
CLASSROOM MANAGEMENT

 Effective teachers MANAGE their


classrooms with procedures and
routines.
 Ineffective teachers DISCIPLINE their
classrooms with threats and
punishments.
SEVEN THINGS STUDENTS WANT TO
KNOW ON THE FIRST DAY.
 Am I in the right room?
 Where am I supposed to sit?
 Who is the teacher as a person?
 Will the teacher treat me as a human
being?
 What are the rules in this classroom?
 What will I be doing this year?
 How will I be graded?
FOUR FOLD PROCESS
 Planning: logical sequence

 Organizing: create the suitable environment

 Leading and motivating: providing maximum opportunities

 Controlling- observing, evaluation, modification


ELEMENTS CLASSROOM MANAGEMENT
 Managing the normal classroom routine
 Teaching methods

 Teaching skills

 Discipline

 Effective group dynamics

 Teacher’s own motivation

 Personality of the teacher

 Desirable behavior of the teacher

 Rules

 Class room design


PRINCIPLES OF CLASSROOM
MANAGEMENT
4 CHARACTERISTICS OF A WELL-
MANAGED CLASSROOM
Characteristics Ineffective Effective Teacher
Teacher
1. High Level of student Teacher is working. Students are working.
involvement

2. Clear Student Teacher says “Know Teacher tells students


Expectations everything in Chapter 3.” objective of lessons and
tests.

3. Little Wasted Time, Teacher punishes Teacher has discipline plan


Confusion, of Disruption according to mood. and posts assignments.
Students always ask
what the assignment is.
4. Work-Oriented Teacher tells but does not Teacher practices
practice procedures. procedures until they
Teacher yells and flicks light become routines and knows
switch. how to bring class to
attention.
CLASSROOM MANAGEMENT
PRINCIPLES
 Make a good first impression.
 Come in with enthusiasm and show you are excited to be
there.
CLASSROOM MANAGEMENT
PRINCIPLES
 Minimize
the power differential in everyday
communication.
 Sittingbehind a desk or standing behind a podium can
send the message that you want to create some
distance between yourself and the students.
 Get down to their level when working with them.
CLASSROOM MANAGEMENT
PRINCIPLES

 Address problem
behavior directly and
immediately.
 Addressing a problem
early lessens the chance
that it will expand.
CLASSROOM MANAGEMENT
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 are disruptive.
 Know how to work one-on-one with students while not
turning your back on the rest of the class.
CLASSROOM MANAGEMENT
PRINCIPLES
 Model behaviors you expect from the students:
mutual respect, active listening, interest in
learning, subject enthusiasm, open mindedness,
positive attitude.
CLASSROOM MANAGEMENT
PRINCIPLES

 Know the schools’ procedures regarding such things as code


of conduct

 Make your lessons relevant


and interesting to your students.
Use examples that interest students.

 Teach positively and show your enthusiasm. Passion is


contagious.
CLASSROOM MANAGEMENT
PRINCIPLES
 Non-Verbal Cuing.
 Non-verbal cues can be effective to show the class that
the noise level is too high.
 Tell the student up-front what is your cue, and use it
throughout the presentation.
 Cues can be a bell, a clicker, flipping the light switches.
 They can also be facial expressions, body posture and
hand signals.
CLASSROOM MANAGEMENT
PRINCIPLES

 Focusing. Be sure you have the attention of everyone


in your classroom before you start your lesson. Don’t
attempt to teach over the chatter of students who are
not paying attention.
QUESTIONS OR DISCUSSION?
RESOURCES
 www.effectiveteaching.com (‘going beyond’ tab)
 www.teachers.net (‘Harry Wong’ tab) Check out the
archived articles
 www.loveandlogic.com

 “First Days of School”

 Fay, J. & Funk, D. Teaching with Love and Logic. The


Love and Logic Press Inc.

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