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CLASSROOM MANAGEMENT

CLASSROOM MANAGEMENT. Preparation for Teaching. CLASS TEACHING STRATEGIES. Establish the expected tone of the classroom Use variety Use of questions Active learning Student-centred goals students know what is expected of them. CLASSROOM MANAGEMENT STRATEGIES.

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CLASSROOM MANAGEMENT

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  1. CLASSROOM MANAGEMENT Preparation for Teaching

  2. CLASS TEACHING STRATEGIES • Establish the expected tone of the classroom • Use variety • Use of questions • Active learning • Student-centred goals students know what is expected of them

  3. CLASSROOM MANAGEMENT STRATEGIES • Encourage students to establish their own rules • Develop and maintain climate of respect & courtesy • Get attention of students • Quick quiz • Talk quietly so that they have to listen to hear you • Understand hierarchy of responses to inappropriate behaviour • Least obtrusive behaviour – least obtrusive response • Most obtrusive behaviour – most obtrusive response

  4. CHALLENGES Two students discussing problem during exercise Student off-task (minor problem) Someone eating or drinking in class Playful disruption “clowning around” RESPONSES Tactical ignoring, or move towards Casual statement or question Rule restatement Distraction & Diversion Defusion Deflection LEAST OBTRUSIVE

  5. Abusive to other student or teacher Student threatens other student Continual disruption by a student Continued disruption following two warnings Take student aside Clear command to desist “Can I see you ?” Isolation within room Simple choices (warning) EXIT FROM ROOM Report to Head Teacher MOST OBTRUSIVE

  6. Classroom Management & Stress • Zone of Reasonable Classroom Stress Normal classroom management strategies • Zone of Discomfort Higher-level strategies needed • Zone of Unreasonable Classroom Stress Extraordinary disciplinary action

  7. IRRITATION, RISK, & STRESS • We must try to avoid zone of unreasonable stress • Can lead to physical and mental ill-health • Zone of unreasonable stress caused by • Highly irritating situations • High risk situations • Sense of loss of control over the class • Expectations for class set too high

  8. Misusing dangerous equipment Coming to class under influence of drugs LEAST IRRITATION Talking with friend Quietly off-task Lack of respect for other students LEAST Climbing out window Striking other student Throwing hard objects across room HIGHEST IRRITATION Student talking while teacher trying to teach Continual attention seeking Demonstrating lack of respect for teacher RISK HIGHEST RISK

  9. RISK and IRRITATION • Response needed before reaching point of INTOLERABLE IRRITATION • Low risk – Low irritation problems may be “ignored” .. but be careful of compounding. • High risk – Low irritation problems must be dealt with immediately, but calmly. • Low risk – high irritation problems • Use “I-statements” – describe how you feel

  10. EXTREME DISCIPLINARY PROBLEMS • Some problems may require intervention of H/Teacher • If a weapon is produced, security or 000 should be called, and the Campus Manager informed • All major incidents should be reported to the H/Teacher • Teachers do not have the authority to ban a student from class for more than a day.

  11. Part B Reducing Problems in the Classroom

  12. AVOID BOREDOM • Plan lessons carefully • Use a variety of learning strategies and high-interest material • Give encouragement • Teach to the ability & interest level • Give students a goal for each lesson • Ensure student involvement & participation • Provide extra challenges for better students

  13. BE HUMAN & CARING • Show students common courtesy & respect • Take a genuine interest in the student’s world • Greet students by name outside the classroom • Be fair & understanding – listen to their side of the story • Avoid sarcasm, belittling, and confrontation • Give students your help outside class times • Demonstrate a sense of humour, but avoid personal stories.

  14. BE PREPARED • Get to know your students early & identify key personalities (leaders, class clown, talkers, etc) • Identify other potential problems (eg. Range of abilities, those with too many commitments, etc) • Make contingency plans(eg.Video machine dies) • Recognise early warning signs of trouble, boredom, etc. and have strategies to deal with a range of problems

  15. HAVE KNOWN RULES .. • And known sanctions : follow them consistently • Be clear about what is NOT a reasonable level of noise in the classroom • Reward good classroom behaviour with praise • Be consistent between students – don’t show favouritism • Know how to respond to classroom challenges appropriately • Leave your own emotional baggage outside…

  16. BE AN ACTIVE PRESENCE • You are a member of the class group : you are its leader. CIRCULATE • Take charge: use your voice(variation, tone, etc), personality, eye contact, body language, maturity and sense of humour to control the situation • Be human. You are not infallible, nor a robot. Do not be too proud to admit you made a mistake. Be prepared to use “I Statements”.

  17. Good Luck!

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