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Classroom Management Part 1: Getting Off to a Good Start Marla Yoshida Classroom Management

Classroom Management Part 1: Getting Off to a Good Start Marla Yoshida Classroom Management UCI Extension • International Programs http://teflclassroommanagement.pbworks.com. What is classroom management?. Rules and procedures in your classroom Student behavior and discipline Motivation

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Classroom Management Part 1: Getting Off to a Good Start Marla Yoshida Classroom Management

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  1. Classroom Management Part 1: Getting Off to a Good Start Marla Yoshida Classroom Management UCI Extension • International Programs http://teflclassroommanagement.pbworks.com

  2. What is classroom management? • Rules and procedures in your classroom • Student behavior and discipline • Motivation • Everything you do to make your classroom run smoothly

  3. Why is good classroom management important? • You must be able to manage your class before you can teach your class. • We can help prevent behavior problems through good classroom management.

  4. What do you want to change? • No classroom is perfect. What are three student behaviors in your classroom that you would like to change?

  5. Take a positive approach • Recognize and reward students when they’re being good. • Try not to scold, nag, or shout. It doesn’t help. • Express your instructions in a simple, positive, respectful way. Compare: Please listen. / All eyes on me. / Don’t talk to your friends. / Be quiet. / Shut up! / Shhhhh! / Would you please be quiet? • Set your expectations high. Your students can accomplish more than you might think!

  6. Positive self-fulfilling prophecies • A self-fulfilling prophecy is an expectation that causes itself to come true. • Teachers’ expectations have a powerful influence on their students. • What are the implications of the Rosenthal and Jacobson experiment for your teaching?

  7. Becoming a teacher trainer • When you return to Japan, you’re going to be a valuable resource. You’ll undoubtedly be asked to share what you’ve learned at UCI with your fellow teachers, to give a report, presentation, or workshop. In short, you will be asked to be a teacher trainer. • How do you feel about this possibility?

  8. Planning a workshop/presentation Select the content • You can’t tell the audience everything. What are the most useful and valuable things to include? • What do the participants need to know after your presentation? (Knowledge) • What do they need to be able to do? (Skills)

  9. Planning a workshop/presentation Organize the content • What is the most logical arrangement of the points? How will it flow best? • What will you say about each topic? • What will the participants do? • What supporting materials will you use? Handouts? PowerPoint? Pictures? Objects? Example activities?

  10. Planning a workshop/presentation Rehearse the presentation • Rehearse mentally. Picture the audience in your mind as you prepare. • Rehearse physically. Mirror? Videotape? Colleague? • Pacing and time management: Be realistic.

  11. Planning a workshop/presentation Overcome fear and nervousness • Develop a new “teacher trainer persona” • Be prepared. Be SOOOOOOO prepared. • Be brave. The first time is scary, but it gets easier. 

  12. Your Presentation Assignment • Choose an idea about classroom management or good teaching practices. It can come from: • An article • A video, podcast, or other recording • Your own teaching experience • Make a 10-minute presentation to the class as if you were giving a teacher training workshop. (No more than 15 minutes.) • Good luck, teacher trainers of the future!

  13. Tools for Teachingby Fred Jones Part One: Building a Classroom Management System Chapter 1: Learning from the “Natural Teachers” Chapter 2: Focusing on Prevention

  14. Advice from the “natural teachers” • You have to mean business. • The classroom will either belong to you or it will belong to them. You’re in trouble if it belongs to them. Chapter 1

  15. Typical classroom problems Have you experienced any of these? • Wasted time • Passivity • Goofing off • Helpless handraisers • What else? Chapter 1

  16. This doesn’t work. Chapter 1

  17. Focus on prevention: The challenge • How do you get kids to do what you want them to do when you ask them to do it? How do you get kids to stop doing what you don’t want them to do? How do you get kids to cooperate? Chapter 2

  18. Your students are a motley crew. You need a plan. Chapter 2

  19. A useful classroom management procedure must produce: • Better behavior • More learning • Less hassle for the teacher Chapter 2

  20. An ounce of prevention is worth a pound of cure. Chapter 2

  21. A look ahead: We’ll be talking about… • Instruction: Maximizing the rate of learning while helping students become independent learners. • Discipline: Getting students to quit goofing off and get busy. • Motivation: Giving students a reason to work hard while being conscientious. Chapter 2

  22. Tools for Teaching Workshop Chapter 3

  23. 1. Instruction Chapter 2

  24. 2. Discipline • Think about the cost of your classroom management system in terms of time, effort, and aggravation. Keep it “cheap.” • You have to mean business. No means no. Chapter 2

  25. 3. Motivation • Students think, “Why should I?” We have to give them a reason. Chapter 2

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