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Effective Classroom Management

Effective Classroom Management. Work in two’s or threes. 5 Minutes: From your teaching experience so far, list the things that you have found difficult to manage in the classroom :. What makes for Effective Classroom Management?. Having a good relationship with your pupils

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Effective Classroom Management

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  1. Effective Classroom Management

  2. Work in two’s or threes 5 Minutes: • From your teaching experience so far, list the things that you have found difficult to manage in the classroom:

  3. What makes for Effective Classroom Management? • Having a good relationship with your pupils • Having high expectations • Making sure both you and your pupils know what behaviours are required • How you use praise to achieve good behaviour • Well planned lessons • Whether you move around the class • How you respond confidently to pupil behaviour • Your behaviour and appearance

  4. 1. Having a good relationship with your pupils • If they told you to do something, would you have minded? • Would you immediately obey if you felt a teacher didn’t like you? • Feeling part of a class will make you more willing to follow directions Think for a few minutes – which teachers did you like the most?

  5. One way to make pupils feel part of a class is our use of language You Us vs Because the common purpose of being together in a classroom is effective teaching and learning Language that conveys ‘working together’ is more effective

  6. 2. High Expectations Rosenthal and Jacobson’s (1968) study “Pygmalion in the Classroom” The original Pygmalion study involved giving teachers false information about the learning potential of certain primary students in a San Francisco elementary school. Teachers were told that these students had been tested and found to be on the brink of a period of rapid intellectual growth; in reality, the students had been selected at random. At the end of the experimental period, some of the targeted students showed superior performance on IQ tests and performed better than would have been expected of the target students with no intervention. The conclusion was that the teacher expectations actually caused the students to achieve significantly more.

  7. 3. Required behaviours – knowing what you want! Consider • How do your pupils arrive? • Where do they sit? • How do you gain their attention? • How do you respond to unwanted behaviour?

  8. PLANNING IS THE KEY • Uncontrolled entry? • Lining up? • Do you enter with them or…. • Are you present to greet them?

  9. Using seating plans Seating plans can be very useful to: • mix ability groups • plan for peer support • prevent rejection or isolation of individuals • shape pupil with pupil interaction • ensure mixed gender pairings Regular class movement Lucky dip pairs Numbers on tables

  10. 4. Praise and recognition • Real, meaningful and positive praise and recognition for effort will make the climate of the class more positive

  11. 5. Planning a lesson Lesson beginnings are critical Starter activities Was your explanation effective? Pace, delivery and momentum Managing Transitions Effective Closing/Plenary

  12. 6. Movement around the classroom • Some teachers restrict their use of space by working at their desk or teaching from the front • Think with a colleague: • Why is it important to move around the classroom?

  13. Scanning and anticipation • Most behavioural difficulties begin with a small, almost unidentifiable, off task behaviour which then escalates. • By scanning the class, its easier to readily spot those who are drifting off task or who are beginning to misbehave. • Frequent scanning is more effective when teachers move around the classroom. • Movement around the class also gives us the opportunity to praise those who are on task

  14. 7. Responding Confidently to pupil behaviour Calm Authority?

  15. Using prompts • General positive prompts

  16. Using prompts • Proximity praise

  17. Using prompts • Giving a warning

  18. Using prompts • Making a general request

  19. Using prompts • Rule reminders

  20. What’s wrong with this? • DON’T THINK OF AN ELEPHANT….

  21. Use positive language

  22. Redirecting to task When an event occurs – either in or outside the class - that draws the attention of pupils • Acknowledge the event • Redirect the group back to the task

  23. Refocussing

  24. 8. Your behaviour and appearance • How do you want to appear? Stiff and stern/soft and cuddly/warm and approachable? Remember:  Posture  Facial Expression  Gesture  Choice of words

  25. The way we behave If teachers behave in an aggressive or disrespectful way – then pupils may well model their behaviour (Albert Bandura’s Experiment)

  26. TAKE A BREAK NEXT… We are going to look at effective boundaries

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