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Classroom Management Prof Hamed Adetunji Department of Epidemiology. Objectives. To identify techniques for organizing and managing effective learning environments To identify resources and materials dealing with positive and effective classroom management.
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Classroom ManagementProfHamed AdetunjiDepartment of Epidemiology
Objectives • To identify techniques for organizing and managing effective learning environments • To identify resources and materials dealing with positive and effective classroom management
Please discuss this with your colleague next to you • Why is having control of the class so important? • What are some components of effective classroom management?
Introduction • Classroom environment is a complex atmosphere in which students and teachers are continuously communicating through discussing, talking, writing and even using gestures like raising and shaking hand (Martin, 2002).
Introduction… • Physical (e.g., designing of the room) and psychological structure of the classroom have a great impact on teacher and student behaviours and interactions within the classroom.
Introduction… • “When this interaction is supposed to be an important element for teaching and learning process, the teachers are observed to be an important factor for effective management…” (Savran & Çakıroğlu, 2004). • Teachers “…act as a participant in teaching and learning and have ability to influence lots of environmental qualities in the classroom such as socialization, social interaction and personalization” (Martin, 2002).
Introduction… “Good classroom organization and management appears to be a basic condition for establishing an effective teaching and learning environment” (Brophy, 1983; Emmer, Evertson & Worsham, 2000; Evertson, Emmer, Sanford & Clements, 1993).
Classroom Management - Definition • “the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior.”
Classroom Management – Definition… • Classroom Management involves establishing procedures, having rules, and reducing discipline problems.
Classroom Management – Definition… “…all of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place”. Two major goals… • To foster student involvement and cooperation in all classroom activities • To establish a productive working environment. -First Days of School, Wong
Why Classroom Mgment Important… • Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate. • Classroom management issues are of highest concern for beginning teachers.
Why Classroom Mgt Important…Consequences of distractive behaviour • Disruptive behaviour from one student distracts the focus of other students. It negatively impacts learning.
Defining disruptive and uncivil behaviour • Wright State University (Carmona, 2006) defines disruptive behaviour as “an action or combination of actions by an individual that unreasonably interferes with, hinders, obstructs, or prevents the right of others to freely participate in its activity, program, or service, including behaviour that may prevent faculty and staff members from carrying out their professional… responsibilities.”
Most common and noteworthy examples of classroom disruptions • Chatting to other students / talking on phone. • Arriving late/leaving early. • Wasting time (asking irrelevant, repetitive, baiting questions/not coming to class prepared). • Dominating class discussions and/or constantly challenging the lecturer. • Irregularly attending or not attending at all. • Misusing technology in the classroom (watching videos, playing games, etc).
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. • Sitting behind 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… • Think Prevention • Consider how you can manage the learning process to prevent undesirable behaviors (i.e. classroom set-up, opportunities for students to interact, active involvement, clear communication of expectations, structuring for success).
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 “sallah ala Nabiyy”, 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.
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.
Can someone please Describe a well-managed Classroom?
Characteristics of a Well-Managed Classroom… • Students are deeply involved with their work • Students know what is expected of them and are generally successful • There is relatively little wasted time, confusion, or disruption • The climate of the classroom is work-oriented, but relaxed and pleasant.
A well-managed classroom is… • A task oriented environment • A predictable environment • Is ready and waiting for students
Guiding Values of Classroom Management • Fairness • Firmness • Consistency • Developmental appropriateness
Techniques for Better Classroom Control • 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 • Direct your instruction so that students know what is going to happen
Techniques for Better Classroom Control • Monitor groups of students to check progress • Move around the room so students have to pay attention more readily • Give students non-verbal cues • Engage in low profile intervention of disruptions • Make sure classroom is comfortable and safe
Techniques for Better Classroom Control • Over plan your lessons to ensure you fill the period with learning activities • Come to class prepared • Show confidence in your teaching • Learn student names as quickly as possible
A Businesslike Atmosphere • Take advantage of the first days of class • Establish an environment in which achieving specified learning goals takes priority over other concerns • It is much easier to establish this environment from the beginning rather than later
School Policies How to stay out of trouble
Be familiar with school policies from the start! Policies relating directly to students: • Attendance Policy • Academic/Grading Policies • Telephone use • Student Dress Policies
Policies you’ll need to be aware of as a teacher • Internet/Email use policies • Emergency procedures • Fire • Field Trip policies • Accident reporting procedures • Reporting academic progress • Use of videos, movies, and instructional materials
Could this problem be a result of inappropriate curriculum or teaching strategies? What do I demand and prohibit? Why do certain behaviors bother me? Is this behavior developmentally appropriate? Do I focus on a behavioral excess or a deficiency? Will resolution of the problem solve anything else? Teacher’s Reflection Kauffman, J. M. , Hallahan, D. P., Mostert, M.P., Trent, S.C., & Nuttycombe, D.G. (1993). Managing Classroom Behavior. Boston: Allyn & Bacon
Good Teaching • Instructional goals are clear • Knowledgeable of content and strategies for teaching it • Student expectations are clearly described • Provide practice that enrich and clarify content • Teach metacognitive strategies • (Metacognitive strategies refers to methods used to help students understand the way they learn; in other words, it means processes designed for students to ‘think’ about their ‘thinking’)
Good Teaching… • Knowledgeable about student’s abilities, adapt instruction according to their needs • Monitor student progress • Provide feedback • Accept responsibility for student outcomes • Are thoughtful and reflective about their practice
