CLASSROOM MANAGEMENT : why,what and how Pt 1

1. CLASSROOM MANAGEMENT : why,what and how ? Pt 1 Pppppppppppppp Pppppppppppppp

2. Contents Why It Is So Important Identifying Where You Go Wrong Proactive Classroom Management You Can Do It !

3. WHY IT IS SO IMPORTANT 1 � Without good classroom management, even the best teachers can�t actually teach their pupils anything �

4. �Class management is a science and an art. It CAN be taught and learnt � � .. Most teachers keep making the same mistakes� they�re the same ones I used to make.�

5. THOUGHTS Teaching like acting, thrives on audience empathy Develop your own style of class management

6. IDENTIFYING WHERE YOU GO WRONG   FIGHTING FIRE Similar problems everyday to get class started Have to deal with classroom management issues all the time

7. Never learn from past mistakes Rush through teaching Situation gradually gets worse, lose self-confidence, become more and more negative

8. SHOUTING Shouting TOO MUCH a common mistake � a noisy teacher has a noisy classroom �

9. If you make your voice increasingly QUIET, the noise level in class gradually goes down if you shout over them they�ll just talk louder to one another

10. SARCASM You want to show they can�t outwit you But your job is to MOTIVATE and ENCOURAGE not to humiliate or embarrass them in front of their peers

11. You will only annoy them They will fight back harder It diminishes good will in the classroom situation

12. UNPREPARED Do you turn up for work with minutes to spare and no resources ready ? If you�re unprepared you�ll spend all your time rushing around, feeling flustered If you can�t be bothered to prepare properly for a lesson then the consequence will be poor student behavior

13. NOT FOLLOWING THROUGH If you never follow through with threats, or carry out sanctions, the students will notice You try to save time by not following through, but you actually increase the amount of poor student behaviour in future

14. And once they realize that they can get away with it, they�ll push you again. And again. And again.

15. LOW EXPECTATIONS A lot of people have forgotten what young people are capable of We have low expectations of student behavior : if they forget their homework, if they sleep in class, if they misbehave, we consider it normal as they are not expected to do better In fact they CAN

16. Explain to your class your expectations Explain what sanctions WILL happen if the expectations are not met Impose the sanction consistently RAISE your expectations of your class and they will live up to them; lower your expectations --- they will prove you�re right too !

17. PLAYING FAVOURITES You have to act like you like all the kids in the class the same, and treat every kid the same � fairly This is actually surprisingly difficult to do How would you react if a difficult child forgot his homework ? Would you react the same way if a usually well-behaved child forgot his ?

18. PROACTIVE CLASSROOM  MANAGEMENT Being proactive in the class is absolutely vital Proactive means you have to act to prevent situations, BEFORE they happen THINK and PLAN AHEAD

19. Classroom management prevention is much better than the cure Look at your next lesson plan : do you foresee any difficult moments ? Highlight and make a note of what they are and when they are expected to happen ie you anticipate the danger or FLASH POINTS: how can I plan to preempt them

20. LESSON PLAN identify Flash Points, plan Counter- measures Plan half- way house breaks : jokes / humour / anecdotes / questions / real life situations / Under-planning vs Over-planning

21. YOU CAN DO IT ! Study the following ,try them out one at a time TALKING Pupils talk as you�re talking. This low level disruption is most frustrating DO NOT CONTINUE TALKING until every single person in the class is paying attention

22. TALK QUIETLY, do not engage in a shouting match with the children Make clear the class rule that only ONE PERSON TALKS at any one time Enforce rule that to respond or to ask permission to speak, one has to RAISE HIS HAND and wait till permission is granted

23. Go near to the source of the noise disruption, position yourself there, then when silence is restored, continue your delivery from there A period of SILENT WORK gives a period of calm in the classroom and allows children to really do some thinking. Pupils can listen. They can work in silence.

24. B) BE POSITIVE A positive teacher means positive students My fear and frustration at the class show; I am irritable ,snappy and impatient Your mood determines the mood of the class; negativity breeds negativity

25. No matter what the class throws at you STAY POSITIVE Most students aren�t bad kids, they�re just showing bad behavior. USE POSITIVE LANGUAGE � Stop � � Don�t � � Mustn�t � � Can�t � are key words in a NEGATIVE LANGUAGE: reword your command,

26. � Stop Talking � NO � Shall we all keep silence for a moment and give So and So a chance to contribute ? Thank you .� YES � Shall I continue ? If you succeed in an exercise of self �control then all of use can try to learn something together. Thank you. � YES

27. Too much � NO � and � DON�T � make the students immune to them. Try the positive language and the positive approach , use PLEASE, THANK YOU but all the same REMAIN ASSERTIVE

28. CLASS RULES It is important the know what you want the class to do Important for the students to know the BOUNDARIES Get the class to formulate HOUSE RULES / CLASS RULES Should be simple and clear-cut ; can be enforced ; few in number ; complete with rewards and sanctions

29. HOW to manage the exercise , to ensure that class rules are properly formulated and effectively implemented ?

30. D ) REWARDS Everyone loves rewards; everyone loves praise: PRAISE IS A FANTASTIC MOTIVATOR Use the existing Whole School Reward system Devise your PERSONAL REWARD SYSTEM

31. Have a � Main� reward system which you could keep going all year round with lots of � extras � that you use when and as needed. MERIT POINTS for individuals or groups in a class--- for various purposes GOLDEN TIME or free time or special fun time as a form of reward

32. RAFFLE TICKETS : name of receipient written in raffle ticket, raffle draw at end of year or term CERTIFICATES : for good behavior or excellent work STICKERS : used a lot with younger children but older ones care too.

33. PHONING the home of the receipient of reward; especially effective in case of one with a bad record Rewards are great but they are only valuable if they are given out when they are deserved. OVER-USE them and they soon become useless.

34. E : SANCTIONS Rewards always need their partners in crime : SANCTIONS BE ASSERTIVE; it doesn�t mean to be rough or to � act tough �

35. TELLING OFF : telling off is not shouting. you stay calm, you show him that you are disappointed with him for letting himself and you down, but that you know he is not a bad person PHONING OR WRITING HOME; involve parents. INVOLVE SENIOR TEACHERS ; ALWAYS FOLLOW THROUGH; time spent to follow through a case is time well invested

36. PRAISE ANOTHER; to show a student that his behavior is not acceptable � praise one who is doing as you expect THE EVIL STARE ; highly effectice with low level disruption NON-VERBAL SIGNALS ; without having to stop your lesson eg wag of the finger, finger to the lip; putting up your hand; cupping your ear etc

37. F ) NON VERBAL COMMUNICATION Save your voice NON-VERBAL SIGNALS ; without having to stop your lesson eg wag of the finger, finger to the lip; raising your hand in an obvious manner ; cupping your ear etc RAISE HAND : raise your own hand when you ask a question, follow through this rule

38. HANDS IN THE AIR : standing in front of my class with one or both arms in the air is a clear signal for everyone to stop and pay attention WRITE SHORT PHRASE ON BOARD LOOK AT YOUR WATCH THE EVIL STARE FOLD YOUR ARMS

39. MIMICKING: be creative eg a student is tapping his pen whilst I am talking, I�ll pretend to put an imaginery pen down with my hands, without breaking speech. CLAPPING A RHYTHM : when I want attention of the class, often I clap a rhythm, and I train my students to respond with clapping different rhythm back to me